Click to download the handout: Weekly_Reader_Assignment_handout_rubric
Weekly Reader Assignment!
source: Jim Burke
The weekly reader assignment goals for both reading and writing include:
- Read a variety of texts (images, essays, films, articles, poems, stories, and multimedia productions)
- improve your familiarity with how to use the internet and the resources it has to offer
- reinforce and extend your knowledge of how to write paragraphs that are focused organized, and developed using details and examples
- write about a subject of interest to you and your audience that demonstrates your ability to read a variety of texts with insight
- write with an emphasis on clarity and correctness (in terms of conventions)
Every other Monday evening a link to the weekly reader text will be sent out, you need to check your email, go to the link, read the text, write your response paper and turn it in by the following Monday. (i.e.- if it’s assigned Monday the 7th, it will be due Monday the 14th) (Periods 4 & 6 may turn in their weekly reader on Tuesday since we do not meet on Mondays).
Reading the text: you must stay actively engaged in what you are reading. The text for the week may be literary, visual, historical, a current news article, a web-based document, a painting, a poem, a video essay, etc. Before you begin to read make a list of questions about the text. (i.e.- could this be related to x; I wonder what role the title plays; does this relate to something I am or have learned in another class?)
Responding to the text: you may be given specific instructions for how I want you to respond to a certain assignment, however for the most part you are free to write your one page response in any way you like really. You can analyze and explain the text, connecting it to yourself; make a short story based off of the text; write a poem or rap based off of the text; etc. If you have an idea, just let me know.
Format and write a one page paper that:
- Is double spaced and typed; 12-point times new roman font and 1-inch margins
- If you MUST handwrite your essay you must double space and write clearly, if I can’t read your assignment I will hand it back to you un-graded, and you must re-write it before I will grade it. You are given a week which is sufficient time to go to the school library and use one of their computers if you do not have one at home
- Establishes a clear thesis in your opening paragraph (HIGHLIGHT your thesis)
- Is organized into paragraphs, each with a main idea that relates to and builds on your thesis
- Includes examples and details from the text you read; these examples should maintain the focus, organization, and development of each paragraph
- Includes a title that helps clarify or even extend the idea of your paper; don’t call it something like “The Weekly Reader”, get creative!
- Follows the prescribed format for headers and citations
- Uses MLA formatting properly
- Is proofread (free from conventional errors/
NOTE:
Weekly reader assignment: emailed out and posted on the blog every other Monday night. Due the following Monday in class (Tuesday for periods 4 & 6) (unless otherwise noted to be turned in by 7:50 AM to turnitin.com)
for exemplars of student essays you can check out the following site: http://www.englishcompanion.com/room82/weeklyreader.html
Weekly Paper Rubric Student Name___________________________________
Be sure your paper includes any notes or drafts you may have when you turn it in:
SCALE: + (Exceeds) √+ (Proficient) √ (Approaching) √- (Below) – (Well Below)
|
+ (Exceeds) |
√+ |
√ (Approaching) |
√- |
– (Well Below) |
|
| Formatting:
Typed + Double spaced, 12-point times new roman font, 1”-inch margins |
□ Typed + meets all 3 other formatting criteria | □Meets last 3 criteria; if hand written instead of typed, handwriting could be cleaner, and more legible | □ Doesn’t seem to have read directions meets 1 or 0 of the criteria; if hand written instead of typed, handwriting is illegible | ||
| Focus
|
□Provides a clear and compelling thesis (thesis is clearly highlighted) | □Includes a basic thesis or controlling idea (thesis is underlined or not highlighted) | □ Lacks a thesis or controlling idea
|
||
| Organization
|
□ Sentences clearly relate to the paragraph’s main idea
□ Paragraphs clearly and effectively relate to and support the thesis. |
□ Sentences mostly relate to the paragraph’s main idea
□ Paragraphs generally though not always relate to the thesis or controlling idea. |
□ Sentences do not relate to the paragraph’s main idea
□ Paragraphs do not clearly or effectively relate to the paper’s thesis or controlling idea. |
||
| Development
|
□ Writer provides examples and quotes that answer the reader’s questions and add depth to the writer’s ideas | □ Examples are included, though not always; reader needs specific details or quotes that the writer does not provide.
|
□ Examples are either lacking or ineffective (e.g., do not relate to the main idea in the paper or paragraph).
|
||
| Conventions
|
□ No mistakes in grammar, spelling, and/or punctuation. The writing is clear, clean, and correct. | □ Some mistakes in grammar, spelling, and/or punctuation, but they do not cause confusion; they suggest negligence, not indifference. | □ Mistakes in grammar, spelling, and/or punctuation cause confusion and show lack of concern for quality of writing. | ||
| Content | □ Idea(s) in the paper compelling, and original; they are not obvious. | □ Idea(s) in the paper are mostly relevant and worthy of reader’s consideration. | □ Idea(s) in the paper are irrelevant or not worthy of reader’s consideration.
|
||
| Voice | □ Writing contains strong verbs and effective sentence variation.
□ Writing does not ramble; the paper is not hastily done. |
□ Writing has some strong verbs and occasional sentence variation.
□ Writing might ramble; the paper is not carefully done. |
□ Writing lacks strong verbs and sentence variation.
□ Writing might ramble; the paper is hastily done. |
Overall TOTAL= ________ Overall GRADE= _________
Source: Jim Burke (http://www.englishcompanion.com/)
mswrightreads 
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