Name Luana M.C. Moura____________________ I.D.

Number H81847065________________

Project 3
Evaluation 33
Eleventh Grade English 1 (ENGH 039 061)

Be sure to include ALL pages of this project (including the directions and the assignment) when you
send the project to your teacher for grading. Don’t forget to put your name and I.D. number at the
top of this page!

Analysis and Response

There are two parts to this written project: one literary analysis essay and one creative response.
For each part, you will choose one of several options. Project 3 is worth 100 possible points (50
points per part). It is 12% of your course grade.
Note that you are completing a written project, not just two papers. Each aspect of the project
involves a series of steps that will lead you through the writing process and help you to create a
powerful piece of writing. As you delve into the project, make sure that you thoroughly read and
complete each step. Refer to the Course Appendix for guidelines about writing conventions and
citing sources.
Type each part of the project in the spaces indicated in this document (scroll down). Review the
information on the process of writing before you begin.

“The” Writing Process

Quotation marks are put around “the” in “The Writing Process” for a reason. There is no one single
process that works best for everyone. There is also no one single writing process that is best for all
kinds of writing. The process can vary from writer to writer and task to task, based on such factors as
the author’s style, habits, and level of writing experience, as well as the nature of the writing to be
done. There is, however, a model that illustrates the basic components of most writing processes.
This process includes the following stages: understanding the task (the assignment), exploratory or
discovery writing, shaping and planning, drafting, revising, editing and proofreading, and learning
something from the entire process.
Even though the stages are listed in order, the process is not linear. Circular is a more accurate
description. There is no clear, step-by-step logic to the process. Instead, it is recursive. Though it
always starts with understanding the task, and ends with learning something from the task, the steps
in the middle are not always straightforward. Writers swing back and forth between stages of the
process as is appropriate. For example, a writer may decide to rearrange a couple of paragraphs
while revising. Such recursive “swinging” around the circle can and should happen repeatedly in the
process of creating well-written prose.
Also, notice that the “drafting” stage usually comes somewhere in the middle of the process. If
you’ve ever suffered from writer’s block, it may well be because you’ve jumped to the drafting stage
too soon. Such a situation does not allow enough time for shaping and planning.

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Remember that the process does not end with drafting. Revising and editing are important parts of
the process. You might move back and forth between drafting and revising and then jump to
exploratory writing if you get stuck.
Keep in mind that revising and editing come toward the latter part of the process. If you try these too
early, they might cause some writer’s block as well. The simple fact is that our brains can only
handle so many tasks at one time. The task of putting ideas and experiences into words takes up a
lot of brain space. When we are trying to articulate and construct knowledge, but are also worrying
about spelling, punctuation, grammar, and mechanics, we are simply giving our brains too much to
do and both parts usually suffer. Nobody cares how sloppy or “incorrect” your early drafts are!
Concentrate on getting your ideas on the paper!
One more important point you should notice is that revising, editing, and proofreading are three
distinct acts. Revision means to “see again.” It deals with the global aspects of writing—focus,
purpose, audience, development, coherence, organization, introductions, and conclusions. Editing
deals with more sentence-level issues, like grammar, punctuation, and style. Proofreading involves
reading for mechanical errors, like typos, missing capital letters, or punctuation. This task should be
saved until all other parts of the process are completed to your satisfaction.
Finally, notice that learning to write, writing, and writing well are more than questions of where to
place commas. Writing is about making meaning and constructing knowledge. When you are at the
“end” of the writing process for one writing task, you are really only at the beginning of benefiting
from what you have learned. Your ultimate goal is to write a well-developed essay citing
specific textual evidence (quotes) for support.

Part A: Literary Analysis

In this exercise, you will write a two-page (600 word) essay in which you analyze one of these
poems:
· “The Raven”
· “Song of Myself, Section 52” [Only analyze Section 52.]
· “There’s a certain Slant of Light”
You will form and defend your own interpretation of the poem, and explain why you interpret the
poem as you do. You will express your interpretation in your thesis statement, which should be a
single sentence. Your essay should discuss three bits of information (evidence) in the poem that
support your thesis. Also, you should discuss structure and literary devices, showing how the
author’s use of them supports your thesis.
We’ve discussed these poems, and you may adopt one of the possible interpretations mentioned,
but you will need to put your own original ideas into your essay. Any idea is “correct” as long as you
can support it with evidence from the poem. Certainly, it would not make sense to argue that “The
Raven” is an expression of joy, but the cause of the speaker’s angst, as well as who (or what) the
raven is (or represents) are open to debate.

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Step 1: Exploratory Writing and Collecting
This step involves doing exploratory writing (or discovery writing) to generate ideas. Read the entire
poem and write down any ideas that occur to you while you are reading. When you are finished,
review what you have written. What thoughts occurred to you? Read the poem again, looking for
images, phrases, or descriptions that seem to fit your ideas.
Now, focus on the structure of the poem. How is it organized? What literary devices and sound
devices does the author use? How do structure, word choice, poem length, and literary devices
affect your understanding of the poem?

Step 2: Planning and Shaping Your Essay

At this point, you should very familiar with the poem. Ask yourself as simple question—what do you
think it means? What thought pops into your mind when you ask yourself this question? This thought
will be your thesis statement. Phrase it as a single sentence.
Now ask yourself why the poem has this meaning. Think of at least three details, images, or
descriptions in the poem that support your thesis.

Step 3: Drafting
By this time, you should have a thesis statement and at least three bits of evidence to support it.
Begin your essay with an introduction that notes the name and author of your poem, briefly
summarizes what the poem is about, and present your thesis statement.
Devote at least one body paragraph to discussing each bit of evidence. Show how each bit of
evidence supports your thesis.
Include at least one paragraph that explains how structure and literary devices contribute to the
poem’s meaning.
In a concluding paragraph, summarize what you have said in your essay.

Step 4: Revising
After you have completed your draft, read through it and check for the following. Revise your work as
necessary.
My Thesis
a. Does it directly respond to the assigned topic?
b. Is it an opinionated statement?
c. Do I introduce the writer and the title of the piece of writing?
d. Does my paper cover everything that I promised I would in my thesis? (If not, revise the
thesis or develop the body portion of the essay.)

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 My Topic Sentences
a. Are each of my topic sentences opinionated statements?
b. Does each statement relate directly to the thesis?

My Evidence
a. Do I have enough evidence to prove each of my topic sentences?
b. Is my evidence specific?
c. Have I cited direct quotations?
d. Do I explain why my evidence supports the topic?

My Conclusion
Have I restated my overall point and made a final statement about what my essay shows?

Step 5: Editing and Proofreading

Print a hard copy of your draft. Read it aloud and check for the following.
a. no skipped words
b. complete sentences
c. correct spelling
d. correct words (for example there or their)
e. appropriate use of apostrophes
f. appropriate use of commas
g. appropriate use of semicolons
h. appropriate use of colons
i. appropriate use of quotation marks

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Your grade for Part A will be based on the following criteria:

Project Grading Table (Teacher Use Only) Points Points

Possible Earned

Organization:
· The introduction notes the name and author of the poem, as well
as providing a short summary.
· The introduction includes a thesis sentence that expresses an 10
interpretation of the poem.
· Each body paragraph has a specific topic sentence that relates to
the thesis.
· A conclusion wraps up and closes the essay.

Evidence 24

· The body paragraphs discuss at least three bits of evidence from (8 for each
the text of the poem and explain how they support the thesis. bit of
· The evidence is convincing and logically supports the thesis. evidence)

Structure / Literary Devices

· The essay explains how the structure of the poem contributes to
8
your meaning.
· The essay explains how sound devices and/or literary devices
contribute to your meaning.

Conventions:
· Proper use of grammar, spelling, and vocabulary.
· Sentences are complete and appropriately punctuated.
· Capitalization is correctly used in the essay. 8
· All direct quotations (if used) are in quotation marks.
· MLA formatting for citing quotations is correctly used. (Refer to
guidelines in the course Appendix. You do NOT need a works
cited page, only in-text citations.)

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Project 36 ENGH 039
[Begin typing Part A here.]

There's a certain Slant of light by Emily Dickinson was first published in 1890. When it was

published the edition was altered and it was published again in its original form in 1955. This poem

uses the images of light on a winter afternoon to speak to us about death and dying. The speaker

talks about watching some light come through a window and how it seems to remind the speaker of

their own weakness and heaviness that seems to be leading to death.

In her poem Dickinson explores a few main themes. These themes include nature and how we

understand nature, religion and God, agreement, loneliness and death. The light that she talks about

in the poem is something that we cannot explain but as you read you can understand that this light

might be life and how there is only a little light left and death is coming.

There’s a certain Slant of light has four quatrains. The words in this poem go in the trochaic patterns

and at the same time in some lines they have a iambic pattern. They have a strong syllable followed

by a weak syllable like “Winter Afternoons” and a weak syllable followed by a strong syllable for

example “That oppresses, like the Heft”.

There's a certain Slant of light is a good example of Dickinson’s unusual use of punctuation.

She uses the dashes and commas in the middle of the lines. Dickinson uses this kind of punctuation

to slow down the acceleration of the readers and control the rhythm of the stanzas. She uses this

kind of punctuation to help with her theme of death and heaviness. An example would be “Winter

Afternoons-/That oppresses, like the Heft/Of Cathedral Tunes- (lines 3-5). These lines show us how

she uses her punctuation to slow the reader down like a slow afternoon and something that is dying.

The dashes and the commas help the reader read it slowly.

The first stanza starts by telling us the place. The first line shows us what time of the

year it is, “Winter Afternoons”(line 2). Dickinson uses capitalization of a few words to show the

emotion of the poem and for the reader to be alert to what she wrote. In the second line she uses a

simile to compare “the oppression” with the “Heft Of Cathedral Tunes”. The comparison is to show

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emotion to help the reader understand that this “light” is heavy and not something light and life-

giving. This stanza has an iambic pattern and the rhyme scheme of this stanza is ABAB.

The second stanza describes religion in destructive words. In the first line you can see the

big words “Heavenly Hurts”. In this line it is used as an oxymoron, because it combines two opposite

ideas for effect, “Heavenly” a good thing “Hurts” suffering (bad thing). In the second line shows us

suffering “We can find no scar but internal difference”. In the last line the the dashes are very helpful

for the stanza, separates ideas, and make them independent ideas, at the same time, it's like a

connection between ideas. This stanza shows that religion isn’t a good thing and in the end it is

something that will hurt us.

The third stanza continues with same ideas of the first and second stanza. The first line is

referring to the second stanza “Heavenly Hurt” and “internal difference”. “Any” refers specifically to

the “internal difference” such a religion and will any of it really make a difference in the end.

Dickinson also put this word between dashes to make a different meaning. The second line “Tis the

seal Despair” make sense if we think that it is a despair of the light is not appearing or is getting

weaker instead of stronger. Then in the third the despair continues and then we go the last line that

talks about hope “the Air” or a being greater then ourselves sends us. There is supposed to be

something greater that helps us and the speaker feels that it is not helping. That it will all end in

“Despair”.

The final and fourth stanza uses a strong imagery of “Shadows” and “Death.” She talks of

how the “Landscape” and is waiting for death to come. That this small slant of light will be

disappearing in the shadows. She talks about how the light has come all this distance but the

landscape listens and the shadows come in a take over and death comes. This stanza seems to

have a finality to it as she talks about how the light ends in the shadows.

Emily Dickinson wrote A certain slant of Light which is an incredible poem that discusses the

theme of life through the image of light and Death through the image of shadows. She talks about

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how all light ends in death or shadows. Her images and punctuations really help us understand her

theme and enjoy her poem on more then one level.

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Part B: Creative Response
Choose one of the two following options.

Option 1:

For this option, you will write a two-page (600 word) typed, double-spaced essay. You will examine
some of your thoughts and ideas, responding to the call of Henry David Thoreau to examine your
life. The purpose of this portion of the assignment is to have you reflect on a piece of literature and
apply it to your own life. Anytime we can make a personal connection with a piece of literature, it
helps us to internalize the information.
In Walden, Thoreau discusses human life with the following quote:
In the midst of this chopping sea of civilized life, such are the clouds and storms and
quicksands and thousand-and-one times to be allowed for, that a man has to live, if he would
not founder and go to the bottom and not make his port at all, by dead reckoning, and he
must be a great calculator indeed who succeeds. Simplify, simplify. (968)

Follow the author’s advice. First, look at Thoreau's work, noting how he thinks people should simplify
their lives. Then, examine the things that you do in your life on a daily basis. Think about your
activities during the past week or keep a journal of your activities for the coming week. Record
everything you do. What experiences are good, and what ones are bad? Of all the activities you
participate in, which ones are most important? Which ones could you do without? Discuss Thoreau's
philosophy and explain how you can simplify your life. How can you avoid wasting time and relieve
some of the stress in your life?
Part B, Option 1 will be graded with the rubric on the next page.

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Your grade for Part B, Option 1 will be based on the following criteria:

Project Grading Table (Teacher Use Only) Points Points

Possible Earned

Organization: 15
· The introduction includes the title of the piece of literature and the name
of the author.
· The introduction includes information about the piece of literature and
the topic to be discussed in the essay.
· Each body paragraph has a specific topic sentence.
· Paragraphs are well organized.
· A conclusion wraps up and closes the essay.

Ideas and Content: 25

· The essay responds directly to the option chosen and makes sense.
· A summary is included that shows a basic understanding of the piece of
literature and the topic.
· Each body paragraph discusses a different topic, includes examples,
and explains why they are relevant.
· The essay includes original ideas.
· The conclusion summarizes the information learned in the assignment
and reflects on it.

Conventions: 10
· Proper use of grammar, spelling, and vocabulary.
· Sentences are complete and appropriately punctuated.
· Capitalization is correctly used in the essay.
· All direct quotations are in quotation marks.
· MLA formatting for citing quotations is correctly used. (Refer to
guidelines in the course Appendix. You do NOT need a works cited
page, only in-text citations.)

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Project 312 ENGH 039
[Begin typing Part B, Option 1 here.]
In the Henry David Thoreau’s Walden he talks about living a simple life. He says that we

should live with nature, be one with nature. He makes a great point in explaining why we should live

free of things of this world but to also live and be part of this world. We are supposed to rely on

ourselves and nature and by doing so we will be happy.

My week starts on Monday morning, when I need to leave my house at 7 to be at school on time. I

spend the most of my day at school working on my various courses so that I can finish high school

soon. Then I go home around 3:30pm and by the time I get home I am so hungry, but first I start

scrolling through my social media. When I start using my phone it feels like the hours pass by so

fast and all of a sudden I have wasted one hour just laying down scrolling through social media.

Then I need to study and eat at the same time. It is not that bad but at this time I'm really tired and I

really want to sleep. One hour passes and I study and use my phone at the same time. Trying to

survive until my mom comes home. When she arrives I start talking to her about everything. It is my

happy hour talking to my mom. Then I need to go shower and talk to my grandmother about her

medication, put all the right medication out for her and try to put her television to something that she

enjoys watching. Showering is the funny thing that I do, sometimes there isn’t hot water or even

water all. Sometimes I need to wait to shower or I just have a cold shower. Then I need to study

again, and try not to fall asleep, although this happens a lot of times. Then I did not finish anything

because I fell asleep and I feel like I have so much more work piling up for the next day.. It is about

9pm or 9:30pm and I try to do my devotional and try not to fall asleep again and I really push hard to

stay awake but in the end nothing works and I end up falling asleep. This week this really happened.

All of my days are practically the same. I do the same things all over again. Of course there

are days that something happens that I did not plan for. Just like this past week I woke up two days

in a worst mood. I did not want to get out of bed and talk to people. However I pushed through and

went out in to the world, and I was tired and tried to finish everything in the school and just get

home with my mind clean, but that did not happen. I got frustrated about school because I was not

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understanding anything that what I was reading and my mom was asking me too many questions

about school and life. At the same time my family is constantly asking me about school every time I

see them and sometimes this is too much of super burden. They keep saying that I need to finish

school and that I need to be more present to family events. I do not go out that often. That all I really

do is be at home in my room and in my bed. My family is always telling me that I should go out more

and I say that I go out already. I come to school, I go to youth group and to the beach and

sometimes I go to the cinema. I feel that I have plenty in my life and I do not need to add more

complicating factors to my already crowded life.

In Walden Thoreau talks about how we should simplify our lives so that we are happy. He says that

a way to do this is go out in to nature and just spend time there. That nature has all we need but we

can’t hear her because our lives are so full of other things, other noises. I feel that this is true in my

life. I have lots of things that are constantly demanding my time and attention. Some are important

for me to pay attention to but I do need to remember that having things and doing things isn’t what is

going to make me happy. It is being still and listening to what I want that will help me stay focused

on my goals. A way to simplify my life would be to be on my phone less and not pay so much

attention to what is happening outside and pay attention to what I need to be doing. I also need to

think of my goals and how to attain them and not listen to what my family feels I am doing wrong.

Thoreau simplified his life by living at Walden Pond and only working when he needed money for

food or clothes. He felt that having a regular job took away from him being able to know himself

better. Sometimes having a small break from certain things in our lives shows us how important

those things really were.

We live in a complicated and noisy world. Henry David Thoreau’s idea to just go off somewhere and

simplify his life so that he could truly understand it and how it fits into the world makes a lot of sense

in such a busy and demanding world. For myself taking time to just read and be with my own

thoughts is how I can simplify like he did. I do not need to go out into Nature and live on my own to

know that it is important for me to listen to the voice inside me. That I do not need to complicate my

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life by living and doing the expectations of others but I need to listen and do what I feel I am being

called to.

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Option 2:
NOTE: If you select this option, you MUST submit Project 3 electronically. Access the
directions for Project 3 in the online version of your course.
For this option, you will create a persuasive speech (four to six minutes in length). To prepare and
deliver your speech, you will need to complete the following steps:
1. Choose a topic: be sure to choose a proposition of fact, value, or policy to address. It is
recommended that you pick a topic that is connected to your local community, or one about which
you have strong feelings.
Be sure to use each of the following persuasive techniques at least once. Refer to Lesson 14 and
review the elements of persuasive speaking and the following appeals:
· appeal to logic
· appeal to emotion
· appeal to ethics
· appeal to authority
2. Define your audience, imagining the group for whom the speech is intended.
3. Research your topic. Use a minimum of two different resources. Support your arguments with
research and quote the sources of that research in the speech.
Include a bibliography for the speech that cites the sources of your information. Be sure that the
bibliography is correctly cited in the appropriate MLA format.
4. Design a minimum of two visual or audio aids for your speech.
5. Create an outline for your speech.
6. Rehearse your speech.
7. Record your speech. Be sure the video quality clearly captures everything you use in your
presentation, including your gestures, expressions, and visual aids. Make sure your voice is clearly
audible.

You may do Part B Option 2 as a website or a video uploaded on YouTube. Paste the URL
into the Speech Preface Table on the next page. Complete the rest of the table.
If you save your project as a separate file, you will need to upload it to the UNHS Dropbox. To use
the Dropbox, follow these directions:
1. Save your video file with the name ENGH040061_Your_Name_Here_Project3.mov. [File
types may vary.]
2. Access the high school DropBox. To access the DropBox, use the navigation panel on your
course management system (Waycool) homepage. (You must be logged in to use the
Dropbox.)

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 3. Click “Browse” to select your file. (A new “Browse” button will appear after you have selected
your file. Disregard it. This feature of the DropBox is for projects in which students need to
submit more than one file.)
4. Click “Begin Upload.”
5. Wait until a message appears on your screen saying “Your Upload is Complete.” This
message will provide a URL to your file so it can be viewed online.
6. Copy the URL and paste it into the Speech Preface Table. Be sure to copy your URL
before you close the DropBox upload page. Complete the rest of the table.
NOTE: If you experience difficulty or long delays in uploading, you may need to compress
your video file. Recommended freeware programs for compression are:
http://www.zamzar.com/

Speech Preface Table

Name of Student

Title of Presentation

URL link to Presentation

Citations for any outside

sources used (in proper
MLA format)

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Your grade for Part B, Option 2 will be based on the following criteria:

Project Grading Table Points Points

Possible Earned

Content: 10
· Specific goal is apparent.
· Subject is relevant and interesting.
· Specific facts and opinions are used to support and explain.
· At least 2 visual aids are used.
· Wide variety of data.
· Each of the appeals is addressed.

Organization: 10
· Effective introduction.
· Main points are clear and easy to follow.
· Points are adequately supported.
· Conclusion is effective.

Language: 10
· Ideas are clear.
· Presented vividly and emphatically.
· Language is appropriate for audience.

Delivery: 10
· Preparation is apparent.
· Speaking is clear, confident, and enthusiastic.
· Eye contact is maintained.
· Proper use of gestures, pitch, rate, posture, pauses, and attire.
· Appropriate time limit (4-6 minutes).

Bibliography: 10
· At least two sources (other than your course materials) are
used.
· Citations are complete and in proper MLA format (refer to your
course Appendix for guidelines).

Project 318 ENGH 039

Project Submission
To submit the project, save this project assignment document. Use the course number, your name,
and the project number in your file’s title:
ENGH039061_YourNameHere_Project3.doc
Go to your course management system to upload your project file.

Project 319 ENGH 039