Name: _________________________________
ENG 3C1 Culminating Performance Task
Throughout this course, we have met many characters that overcame seemingly
impossible obstacles in their lives. For your culminating activity, you will be required to
research a person that is “a rose that grew from concrete”.
Your task is to choose ONE of the individuals from the list below and do research on
how this person accomplished their dreams or overcame adversity to make a positive change in
their life. Then, take the research that you have gathered and write a 3-4 page essay comparing
and/or contrasting your chosen individual to a character from A Raisin in the Sun or Feed. Your
essay objective is to: write a comparative essay that outlines your researched individual, and
how your individual applies to a character in A Raisin in the Sun or Feed.
You must choose an individual from the following list. The individuals below can only be
researched by one student.
Bill Gates
Angelina Jolie
Martin Luther King
Michael Jordan
Malcolm X
Serena Williams
J.K. Rowling
Vanessa Williams
Nelson Mandela
Wayne Gretzky
Oprah Winfrey
Tiger Woods
P. Diddy
Pierre Trudeau
Donald Trump
Terry Fox
Kanye West
Tupac
Bono
Mother Theresa
Pope John Paul II
Jim Carey
John Lennon
Muhammad Ali
Rosa Parks
Che Gueverra
If you have a person in mind that is not on the list, I must approve this person before
you start your research! This person must be someone that may be looked up to as a positive
role model.
Questions to guide your research:
1. What are the dreams of the individual you chose?
2. What obstacles did he/she face while growing up?
3. Did he/she overcome any obstacles to achieve their dreams? How did they do this?
4. How is this person now considered ‘a rose that grew from concrete’?
Deadlines and Due Dates:
- Topic selected
- Research sources found
- Point-form notes created
- Rough copy completed
- Good copy submitted
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
THERE WILL BE CLASS TIME PROVIDED TO WORK ON THIS ASSIGNMENT.
YOU WILL BE EVALUATED ON YOUR USE OF CLASS TIME.
Name: _______________________
SUBMIT THIS SHEET WITH YOUR FINAL COPY
Checklist for success:
___
___
___
___
___
___
___
___
___
___
My FOUR sources are reliable sources. TWO of these sources are books.
I made point-form notes from the information I read in my sources.
I completed a thorough outline before I started writing my essay.
My research is summarized in MY OWN WORDS, and I HAVE NOT PLAGIARIZED.
My essay is five paragraphs, with an introduction, three body paragraphs, and a
conclusion.
I have cited all my sources on my Works Cited page.
I have included in-text references.
My essay is TYPED, DOUBLE-SPACED, in MLA FORMAT.
I have edited my essay thoroughly.
I have had one other person edit my essay.
RUBRIC
Categories
Knowledge/
Understanding
Introduction:
Body:
Conclusion:
Thinking
Evidence:
R (0-49)
(0-49%)
Application
Making
Connections:
2 (6-6.9)
(60-69%)
3 (7-7.9)
(70-79%
4 (8-10)
(80-100)
Total
- Opening paragraph does
not have a lead and/or
thesis statement.
- Lacks research. No topic
sentences for separate
body paragraphs present.
- Does not summarize
research; does not bring
closure to essay.
- Opening paragraph has an
uninspiring lead and a vague
thesis statement.
- Research reflects limited
knowledge of the sources and
is unspecific to the thesis.
Topic sentences for each body
paragraph are vague and
unclear.
- Limited summary of research;
attempts to bring closure to
essay.
- Opening paragraph has an
adequate lead and thesis
statement.
- Research reflects some
knowledge of the sources,
yet is unspecific to the
thesis. Topic sentences for
each body paragraph are
awkward or unclear.
- Some summary of research
and/or closure to essay.
- Questions from outline
are not answered.
- Few questions from the
outline are answered.
- Some questions from the
outline are answered.
- No use of class time or
writing process.
- Uses class time and the
writing process with limited
effectives.
- Limited reflection on
strengths and areas of
improvement in writing.
- Uses class time and the
writing process with some
effectiveness.
- Some reflection on
strengths and areas of
improvement in writing.
- Writing is incoherent, no
use of persuasive tone.
- Writing is vague, with a lack
of effective paragraph
structure, and limited ideas
and transitions, and persuasive
tone.
-Writing is somewhat
focused, arranged logically
with some paragraph
structure, some ideas and
some transitions and
persuasive tone.
- Does not demonstrate a
sense of
audience/purpose.
- Ineffectively uses
language conventions
(diction, syntax, MLA
format, spelling, grammar,
and punctuation).
- Demonstrates limited sense
of audience and purpose.
- Uses language conventions
(diction, syntax, MLA format,
spelling, grammar and
punctuation) with limited
effectiveness.
- Demonstrates some sense
of audience and purpose.
-Uses language conventions
(diction, syntax, grammar
and punctuation) with
limited effectiveness.
- Does not apply
assignment expectations
or concepts within a
familiar context.
- Applies assignment
expectations and concepts
within a familiar context with
limited effectiveness.
- Applies assignment
expectations and concepts
within a familiar context with
some effectiveness.
- No reflection on
strengths and areas of
improvement in writing.
Communication
Conveying
Meaning:
1 (5-5.9)
(50-59%)
- Opening paragraph has an
interesting lead and thesis
statement.
- Research reflects
considerable knowledge of
the sources and is specific to
the thesis. Topic sentences
are clear.
- Opening paragraph has an
excellent lead
and thesis statement.
- Research reflects exceptional
knowledge of the sources and is
specific to the thesis. Each
paragraph topic is clearly stated
in separate topic sentences..
- Summarizes research and
brings closure to essay.
- Summarizes research and brings
closure to essay and provides
insightful conclusion.
/10
- Many questions from the
outline are adequately
answered.
- Uses class time and the
writing process with
considerable effectiveness.
- Considerable reflection on
strengths and areas of
improvement in writing.
- All questions from the outline
are effectively answered.
- Writing is focused,
arranged logically with a
consistent paragraph
structure, variety of ideas
expressed clearly and linked
with considerable
transitions, and good
persuasive tone.
- Demonstrates considerable
sense of audience and
purpose.
- Uses language conventions
(diction, syntax, grammar
and punctuation) with
considerable effectiveness.
- Writing is focused, arranged
logically with effective paragraph
structure, all ideas clearly
expressed and linked with
transitions and excellent
persuasive tone.
- Demonstrates and exceptional
sense of audience and purpose,
- Uses language conventions
(diction, syntax, MLA format,
spelling, grammar, and
punctuation) with exceptional
effectiveness.
/10
- Applies assignment
expectations and concepts
within a familiar context with
considerable effectiveness.
- Applies assignment
expectations within a familiar
context with exceptional
effectiveness.
/10
- Uses class time and the writing
process with a high degree of
effectiveness.
- Thorough reflection on
strengths and areas of
improvement in writing.
/10