Haynes, Kendall

Page history last edited by Kendall Haynes 10 years, 8 months ago

KendallHaynesjournal8.docx Return to Roster

Name: Kendall Haynes

Major: Exercise Sports Science w/ Teaching License

Something interesting about me: I love to run and cycle. You will see me running or cycling everyday if not both. They are fun exercises as well as a great form to release stress.

Journal1- Kendall_Haynes.docx

Shortfilmpaper_Kendall.docx

Kendall Haynes_Journal2.docx

Kendall_HaynesJournal3.docx

Kendall_HaynesJournal4.docx

kendallhaynes_journal5.docx

Kendallhaynesjournal6.docx

Journal7_KH.docx

kendallhaynes_paperdraft (1).docx

kendallhaynes_Finaldraftpaper.docx

Online Presentation

http://www.thebostonteapartyformingamerica.webs.com

Name (paper): ___________Kendall____________Name (reviewer): ________Luke Lilly_________________

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.	Thesis can be stronger, but the argument needs to come out more to get the thesis across.
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).	Good close reading on the leader, but do not forget to cite sources. Other than that just keep elaborating and using the primary sources.
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.	Use more 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.

Comments (8)

Hi! Welcome to American Lit I! Glad to have you! I love running too. You know, if you have any interest in teaching, you may want to consider a degree in English (for technical writing - which is often teaching adults, like engineers, how to write). It pays GREAT! AND it can be very flexible with amazing benefits - nice if you have interests outside of your job that you want to pursue (like cycling or running).

Excellent artifact and selection of texts!

Excellent reflection in journal two. Well done!

I think you are on the edge of something strong in your fourth journal, but it is not quite clear to the reader what the connection is.

I think your third journal is a good start, but it seems to be primarily summary (not close reading). If you have questions about close reading, please see the link on our journal page.

The texts in your fifth journal seem to be ABOUT the Boston Tea Party (not about your literary text). These are GREAT context, but you'll need secondary (scholarly) sources for the primary text as well.

Your outline seems to be ABOUT the Boston Tea Party rather than a close reading of a primary text (which happens to be about the Boston Tea Party). I love the history here, but that can only be CONTEXT for the close reading (where you dig into the ways that the literature is working).

Happy to talk during office hours if you have questions! Here's a link on how to do a close reading (you may need to copy and paste it into your browser): http://writingcenter.fas.harvard.edu/pages/how-do-close-reading.

You don't have permission to comment on this page.