I.

Grading: 3+ grades per entry

a. 1 grade for completion of 5 points, 8 points per point on 4.0 scale
(40 points), Weight of grade=1
b. 1 grade for selected point to assess, starting with the weight of
2, each week going up by 1, graded on a 4.0 scale

i. Was the required task fulfilled? (20

points)*
ii. Are the text-reference-examples
legitimate? Are they being used and
portrayed as support and are they
really supportive of the claim? (7
points)*
iii. Is there sufficient
explanation/connection? Are you
explaining how your points are
connected? (6 points)
iv. Are you demonstrating accurate
understanding of literary categories
(characterization, setting, mood, tone,
etc.)? (7 points)
v. *Entry points that do not require textreference examples (2 and 3): (ii) is
ignored and (i) counts for 23 points,
(iii) for 8 points, and (iv) for 9 points
II. Entry points revolve around the whys and the hows, not the
whats.
I include why because this is all about the author in relationship to
his or her story.
Never separate a story from its author. Never forget this: the author
is in the story. Though factors outside of the story come into play to
better understand an author and his story, the text itself is a factor and
this class is about trying to understand the author and the heart of
his/her story, through the text.
Its all about getting into the authors head and heart as he/she writes
his/her story: Why does the author mention/emphasize what he/she

mentions and expresses it in the way that he/she does? How does
what he/she mentions make a difference? Why does he/she use
x literary technique? How does the use of this technique affect
the chapter/work-as-a-whole? The entries revolve around the
hows because thats the way we get to the whys.
So assume that your teacher knows the content of the story (the
whats) perfectly, dont do regurgitating/story-telling, and instead
focus on what the entry requirements lead you to do: show me what is
probably going on in the author through the hows---and dont forget to
back it up with the text ;)
Characterization is not characters role, reactions, relationships, actions,
thoughts, words, opinions, and changes---it is the progressive revelation
of that inconspicuous and consistent/eternal/set personality that these things
together with the rest of the text work to reveal. The other things about the
character demonstrate the personality; the personality explains all the other
things about the character.
Thesis: The character is or seems to be like so in general. Example:
Character is emotionally unstable and easily swayed by pressure.
Support: Text examples, page reference, explanation. Example: On page
___, character demonstrates emotional instability through x actions, y
reactions, z words, etc.
Development: Description of progressive changes in thought,
education, and/or attitude, including growth in knowledge (awareness),
understanding (hows and whys), and wisdom (what should one do?)
Explain how the story demonstrates it, using examples from text to support
it, including textual references/inferences to changes and their page
numbers
III.Settings effect on mood or tone:
a. Particular Mood/Tone Identified as well as occasion, statedopinion, character, or incident, etc.
b. Relevant Setting in mind with relevant descriptions
c. What part does the setting play in creating or molding
mood/tone?

Setting: The whole of reality outside of characters, their bodily

condition, their interactions, relationships, actions, conflicts, words,
ideas, feelings, etc, composed of physical, social, and historical
realities related as part of a whole.

Mood: Feeling/vibe/atmosphere deliberately communicated or caused

in audiences feeling by the author in a passage of any expansion.
Smaller picture.
Tone: Authors attitude toward a
subject/situation/character/development expressed by particular
means in a passage of any expansion. Bigger picture.

Thesis: A particular mood/tone introduced or continued in the reading

selection was that of x, and y setting played into communicating, causing or
affecting this mood. Example: In the selection, a gloomy mood was
introduced, and the woods played into causing this mood.
Support: The authors use and/or description of y setting played into
causing/affecting the mood/tone by/because z. Example: In his description of
the woods, the author emphasizes that it seems to be without beginning or
end, that it is dark, lightly-dimmed, silent, humid and filled with fog that has
a touch of green. This plays together with the characters reflection on his
life to give the reader a sense of emptiness and perhaps hopelessness.
Recommended Format (also good for reference guide)
d. Split things up and connect them
e. Characters:
i. Character identification
ii. Character Characterization
1. Descriptions of characters inconspicuous and
consistent personality that author reveals through
reactive actions/thoughts/feelings in different
settings and situations
2. Explain how the story demonstrates 1, using
examples from text to support 1, including reference
to textual setting, situation, and reaction and their
page numbers
iii. Character Development
1. Description of progressive changes in thought,
education, and/or attitude, including growth in
knowledge (awareness), understanding (hows and
whys), and wisdom (what should one do?)
2. Explain how the story demonstrates 1, using
examples from text to support 1, including textual
references/inferences to changes and their page
numbers
f. Setting:
i. Identify settings that affects or communicates mood/tone
ii. Identify the moods/tones they cause, communicate, or
participate in causing/molding/communicating

iii. Explain how the setting causes, communicates, or

participates in causing/molding/communicating the mood
or tone

g. Themes/Motifs:
i. Identify themes
ii. Identify motifs that demonstrate themes and explain how
they demonstrate
iii. Support with examples: Quotes with page number(s)
and/or reference with page numbers.

h. Literary Techniques:
i. Identify Techniques
ii. Quotes with page number(s) and/or reference with page
numbers
iii. Explain how their use of the technique affects the chapter
or work as a whole