How To Write an Introduction
How To Use Quotations in a Literary Essay
How To Analyze Literature
The 20 Most Common Grammar Mechanical Errors
Writing a Conclusion
Writing the Body of a Literary Analysis
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RUBRICS
Description
Each
essay should be aligned with one of the general or student learning objectives.
As written on the syllabus and reviewed the first day of class, these are:
General Learning Objectives of
course:
-History, culture and politics in academic
and non-academic settings.
-The interconnectedness of all knowledge,
contemporary and ancestral, from a Kanaka Maoli
perspective.
-Kanaka Maoli applications, protocols and
disciplines.
-Students can discuss Kanaka Maoli
experiences in the context of the world’s indigenous people.
Student Learning Outcomes (by
list):
Know our
genealogical ties to Papahānaumoku, our earth mother, and ko Hawaiʻi paeʻāina as our ancestral homeland.
●
To expose
students to the Native Voice and how it articulates its relationship to its
environment;
●
To look at
creation narratives in order to generate discussion about genealogy;
●
To research the
multitudes of environmental phenomena
Kanaka Maoli are
one Lāhui connected by our one ancestor Hāloa across nā kai ʻewalu
●
To look at works
printed from different islands to determine commonality;
●
To study
religious metaphor in Hawaiian literary texts.
History, Culture,
and Politics in academic and non-academic settings:
●
To expose
students to indigenous literary traditions;
●
To decode
historic, cultural, and political metaphor in Hawaiian texts;
●
To increase
familiarity that students can discuss these terms outside of an academic
setting;
●
To reinscribe
Kanaka Maoli literary traditions in Hawaiʻi and abroad.
The
interconnectedness of all knowledge, contemporary and ancestral, from a Kanaka
Maoli point of view:
●
To
reterritorialize the Kanaka Maoli literary landscape by studying authentic
texts;
●
To articulate historic and contemporary models
of Hawaiian literature.
●
To be able to
analyze indigenous, economic, organizational models, assessments, and design.
●
To teach students
about the different literary forms that exists in the Hawaiian canon.
Length Requirements:
Each
student will be responsible for turning in 3-5 page essays (approx. 1250 words
each, not including a Works Cited page) on a mutually agreed upon topic. We
will spend a great deal of time on working on the technical components of
writing and well as logic building. The work will be assessed on the following
criteria:
Excellent work that exceeds assignment
guidelines in every regard
Strong and consistent definition of
audience and purpose throughout
Evidence persuasively and clearly supports
argument
Document is coherent and logically
organized
Style, format, and tone are consistent and
appropriate to audience and subject
Writing is free from all errors
In
addition to the length requirement, students were also given a rubric to better
understand the expectations expected of them. Your writing exceeded all
expectations of the rubric and below is your assessment by category.
CONTENT
|
Level: Mastery in all fields
|
THESIS
|
Easily identifiable,
plausible, novel, sophisticated, insightful, crystal clear.
|
STRUCTURE
|
Evident, understandable,
appropriate for thesis. Excellent transitions from point to
point. Paragraphs support solid topic sentences.
|
USE OF EVIDENCE
|
Primary and secondary source
information incorporated to buttress every point. Examples support
thesis and fit within paragraph. Excellent integration of quoted
material into sentences. Factual information is incorporated.
|
LOGIC AND ARGUMENTATION
|
All ideas flow logically;
the argument is identifiable, reasonable, and sound. Author anticipates
and successfully defuses counter-arguments; makes novel connections which
illuminate thesis
|
MECHANICS
|
Language is clearly
organized. Correct word usage, punctuation, sentence structure, and grammar;
correct citation of sources; no spelling errors; absolutely no run-on
sentences or comma splices.
|
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