Grading Rubric David Foster Wallace - Good Old Neon Class Novel Project Process 20% Journal Entries

s - __/5 Facebook Writing Assignment - __/5 Brainstorming / Notes (Individual and Group) - __/5 Rough Draft of Story - __/5 Product 65% Content - __/20 Organization - __/20 Voice - __/15 Structure & Conventions - __/10

Participation / Reflection - 15% Daily Discussion / Activities / Reading - __/5 Peer Editing / Evaluation - __/5 Reflective Writing Assignment - __/5

Final Grade: ___/100

Notes Journal Entries: Students are graded on daily journal entries responding to prompts and questions, as well as practice in inhabiting different voices and points of view. Especially important in the first week of the unit in which class time is devoted to a slow, close reading of the story. Facebook Writing Assignment: Students write a short one page essay on their own experience with Facebook or what they know about it or other social networking sites in connection with the main theme of the unit (the dissonance that can occur in-between ones one internal sense of self (as a subject) and how they are seen in the world (as an object). Can something like Facebook ever accurately portray who you are how do people manipulate things like Facebook in order to be seen in a certain light how important is it these days for your online persona to be judged well? Brainstorming / Notes Final project is individual (a story written in first person monologue mirroring the DFW story) and also collaborative (teams of five, each persons character must show up (in reference or corporeality) in every other group members story (thus each character is subject in their own story object in anothers). Individual and group brainstorms and notes are collected. I am interested how they got from A to Z, not just the final product youd be surprised how much work can go into these things sometimes. Rough Draft Self explanatory rough draft is required to be peer edited by your group (at least two other members). Content: Does the story explore the themes and issues that we have investigated as a class? Has there been a lot of thought put into their character (or, into themselves, if they are writing it autobiographically)? Organization: Are other group members characters all involved in the narrative? Do the stories flow together into one coherent chapter to be published? Does the narrative make sense and utilize the first person monologue POV? Any author intrusion into the story in meta-fictional style (not necessary, but would be a plus). Voice: An original and compelling style of writing? Is the personality and abilities of the student as a subject coming through or was it written perfunctorily? Structure and Conventions: Sentence structure and grammar. This particular assignment has very malleable restrictions on this front because of the nature of the writing and the nature of the reading first person interior monologue probably the least grammatically correct method of writing there could possibly be in fact within the story itself the narrator states that What goes on inside is just too fast and huge and all interconnected for words to do more than barely sketch the outlines of at most one tiny little part of it at any given instant." Dailies: Participation in discussion, group work, reading out loud, etc. Peer Editing / Evaluation: As stated before, a rough draft must be peer edited (and signed) by at least two other group members. Time is given for this in class, this grade is based on your editing contribution. Group members also write a short evaluation writing assignment at the end of the project evaluating their group members. Reflection: Students write about a page and half on their experience with the project. What they learned, what worked, what didnt, what their strengths and weaknesses were, etc. It is important when grading an assignment that you take into consideration the entire process, which includes reflection and forwardthinking into what the student believes the next steps are.