9A Genre & Composition
Miss Oliva
May 2012
Odyssey Assignment #1 – Embarking on a Journey
After reading about Odysseus’ journey in the opening pages of the Odyssey and in
“Sailing from Troy,” we’d like you to reflect on a journey that you or someone you know
well has had to embark on in the past. Consider literal journeys (movement from place to
place), as well as more metaphorical journeys (e.g. beginning a major task).
Brainstorm ideas for this writing piece, and then once you have chosen your topic, use
the following prompts/questions to guide your response:
 Describe the journey or task
 When did you embark on this journey?
 Why was this journey necessary?
 What was the purpose of this journey?
 Who participated in this journey with you? Did these people help or hinder you on
your journey?
 How does your experience compare to Odysseus’ so far? (use quotes from the
epic in your response)
Once you have thought about the questions above, consider the best way to organize your
ideas to create an interesting and informative response for readers.
Think about your audience as you write this piece.
 If someone outside of our class was reading your piece, would they understand
the purpose of your writing?
 Would they have enough information to understand your piece?
You will be graded using the rubric on the reverse of this page. Please adhere to GUMs
skills. Writing tutor appointments will be assigned based areas identified as weaknesses
in your final draft.
Due: Friday, May 11th
Writing Construction Rubric
Thesis
(Controlling Idea/
Hypothesis/
Topic Statement)
Supporting
Evidence,
Development,
And
Word Choice
A
C
Thesis is well-constructed
and provides a
meaningful, thoughtprovoking writing
framework.
Thesis identifies the
writing piece’s focus but
is awkwardly constructed.
No thesis is evident.
• Well-supported with a
variety of specific,
accurate, and relevant
evidence.
• Some specific, accurate,
and relevant evidence is
included.
• Support/details are
randomly included and
do not support topic.
• Reflects a deep
understanding of the
topic and an ability to
infer/draw conclusions.
• Basic, literal points of
the topic are discussed.
• Support/details
demonstrate little to no
understanding of the
topic.
• Word choice is varied
and supports smooth
communication of
meaning.
*Grammar
Usage
Mechanics
Spelling
Organization
• Polished; demonstrates
high level of proficiency
in grammar and
mechanics.
• Attempt is made to
explain support’s
relevance to thesis.
• No attention to word
choice; limited
vocabulary
• Word choice is limited
and/or repetitious.
• Inconsistently
demonstrates proficiency
in grammar and
mechanics; errors do not
impact readability.
• Frequent errors
interfere with ability to
read paper.
• 3-4 errors per page
• 5-6 errors per page
• Common ideas are
grouped together and
logical.
• Common ideas are not
grouped together.
• 1-2 errors per page
• Well-organized writing
flows smoothly from one
idea to the next.
• Message is clear.
• Transitions are used
effectively.
MLA Style & Format
F
In-text citations are
properly executed
including content &
punctuation
• Transitions are
sometimes used to
connect relevant ideas.
In-text citations present
1-2 errors
• Transitions are not used
to connect ideas.
No attempt to cite
sources properly in the
text
*Grammar, Usage, Mechanics, and Spelling (GUMS) Rubric
1.
2.
3.
4.
5.
Treatment of titles
Misspelled words
Sentence fragments (incomplete sentence)
Capitalization
Paragraphing
6. Commas
7. Run-on sentences
8. Apostrophes (contractions, possessives)
9. Verb tense consistency
10. Pronoun reference (antecedent, vague reference)
11. Other (transitions)