Lilly, Luke

King, Wilma. “'You Know I Am One Man That Do Love My Children': SLAVE CHILDREN AND YOUTH IN THE FAMILY AND COMMUNITY”. Stolen Childhood, Second Edition: Slave Youth in Nineteenth-century America. 2nd ed. Indiana University Press, 2011. 30–70. Web.

	Satisfactory	Unsatisfactory	Comments
Organization	Strong thesis at the conclusion of the introduction to guide the paper. Thesis connected and supported in all body paragraphs. Thesis makes a strong argument about a single theme or idea using the primary text and artifact. Discussion of the primary text and artifact is coherent and succinct.	Thesis is vague or spread throughout the introduction and the paper. Thesis is not clearly connected to all body paragraphs. Thesis does not make a strong argument the primary text and/or artifact.	The thesis should tie into the theme of Harriet Jacobs, rather than slavery alone.
Close Reading	Analyzes a theme from American Literature in or through a primary text and artifact. Close reading brings the primary text and artifact together in meaningful ways. Places close reading in conversation with secondary sources. Summarizes and paraphrases evidence from the primary text to support the close reading (only using direct quotes when it is necessary to analyze the language).	Does not clearly analyze a theme from American Literature in or through a primary text and/or artifact. Close reading does not relate the primary text and artifact in meaningful ways (although it may discuss both separately). Does not situate close reading among secondary sources. Primarily summarizes the text or quotes it (rather than analyzing it).	I did not read about a mention of an artifact, however, the theme itself is very well presented!
Support (Research)	Integrates support from secondary sources to support close reading. Creates a clear conversation with secondary sources (without being overpowered by them). Uses strong evidence from secondary sources. Summarizes and paraphrases evidence except when quotations are necessary.	Does not integrate support from secondary sources. Argument is either overpowered or disconnected from secondary sources. Evidence from secondary sources is not clearly connected with the argument. Uses unnecessary quotes from the secondary source.	Seems to have good supporting information.
Pre-Writing	Completed all pre-writing activities on-time (including conferences and rough draft workshop)	Did not complete all pre-writing activities on-time.

Name (paper): _______________________Name (reviewer): Brooke Hall

American Literature I Final Paper Rubric

	Satisfactory	Unsatisfactory	Comments
Organization	Strong thesis at the conclusion of the introduction to guide the paper. Thesis connected and supported in all body paragraphs. Thesis makes a strong argument about a single theme or idea using the primary text and artifact. Discussion of the primary text and artifact is coherent and succinct.	Thesis is vague or spread throughout the introduction and the paper. Thesis is not clearly connected to all body paragraphs. Thesis does not make a strong argument the primary text and/or artifact.	You have the right idea when it comes to developing a thesis, but do not forget this is a paper on close reading, so focus on who your paper is really about rather than your topic (slavery).
Close Reading	Analyzes a theme from American Literature in or through a primary text and artifact. Close reading brings the primary text and artifact together in meaningful ways. Places close reading in conversation with secondary sources. Summarizes and paraphrases evidence from the primary text to support the close reading (only using direct quotes when it is necessary to analyze the language).	Does not clearly analyze a theme from American Literature in or through a primary text and/or artifact. Close reading does not relate the primary text and artifact in meaningful ways (although it may discuss both separately). Does not situate close reading among secondary sources. Primarily summarizes the text or quotes it (rather than analyzing it).	You show great detail. If you continue to do what you are doing, this will turn out to be a great final paper!
Support (Research)	Integrates support from secondary sources to support close reading. Creates a clear conversation with secondary sources (without being overpowered by them). Uses strong evidence from secondary sources. Summarizes and paraphrases evidence except when quotations are necessary.	Does not integrate support from secondary sources. Argument is either overpowered or disconnected from secondary sources. Evidence from secondary sources is not clearly connected with the argument. Uses unnecessary quotes from the secondary source.	You mention a lot of useful information in your rough draft. You did a good job when it came to your secondary sources!
Pre-Writing	Completed all pre-writing activities on-time (including conferences and rough draft workshop)	Did not complete all pre-writing activities on-time.

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My name is Luke Lilly.

Major: Sports Medicine

Something about me: I play tennis for Bluefield College.

AmLitJournal1.docx

Assignment- Primary Text Journal: Using the databases The Nineteenth Century in Print and Making of America Project (also see the Making of American Project - Cornell) or the Library of Congress finding an artifact from before 1865 (10pts).

This image was for on the Library of Congress and the description for the purpose of this document was “The text contains arguments for abolition and an accounting of atrocities of the system.”
Possible Primary Text #1

The Norton Anthology: American Literature (beginnings to 1865)

Pages 818-839

Harriet Jacobs

Possible Primary Text #2

The Norton Anthology: American Literature (beginnings to 1865)

Pages 1184-1189

Frances Ellen Watkins Harper

Possible Primary Text #3

The Norton Anthology: American Literature (beginning to 1865)

Pages 802-813

Works Cited

Baym, Nina, Robert S. Levine, and Arnold Krupat. The Norton Anthology of American Literature. New York: W. W. Norton, 2007. Print.

Slave Market of America, 1836. Alexandria, Virginia. The Library of Congress. By William S. Dorr and The Anti-Slavery Society. Web. 17 September 2015.

AmLitJournal2.docx (remember to put your name in the file name so that it does not get replaced by another)

AmLitJournal3LLilly.docx

LukeLillyJournal4.docx

AmLitJournal5LukeLilly.docx

Chapter Title: Reforming the Body: “Experience” and the Architecture of Imagination in Harriet Jacobs’s Incidents in the Life of a Slave Girl
Chapter Author(s): Ann Gelder

Book Title: Inventing Maternity
Book Subtitle: Politics, Science, and Literature, 1650-1865 Book Editor(s): Susan C. Greenfield, Carol Barash Published by: University Press of Kentucky . (1999) Stable URL: http://www.jstor.org/stable/j.ctt130hxkz.15

j.ctt130hxkz.15-2.pdf

LLillyjournal6.docx

LillyJournal7.docx

Comments (7)

Welcome to American Lit I!

I don't see any of your material for this course posted here. Let me know if you have any questions about the course. I'm happy to talk during office hours.

I do not see your journal two posted here. Please come talk to me during office hours so we can make sure you're on track to pass this class.

Good choice of texts for journal three, however this is a summary (about the text and the artifact) not a close reading (the meaning of the text).

Great points about slavery in your outline. However, it seems like your writing a research paper on the history of slavery rather than a close reading of your primary text.

Here's a link on doing a close reading: http://writingcenter.fas.harvard.edu/pages/how-do-close-reading (you may need to copy/paste it into your browser) - it's what we do during class discussion when we look at what a text MEANS. Happy to talk during office hours if you have any questions.

Your seventh journal seems to be ABOUT your paper, not about your revisions. Did I miss something?

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