Ms. Lynda Goodwin
ENG II Standard
Written Project Due: Mon., October 22, 2007
Oral Presentation Due: Mon.-Tues., Oct. 22-23, 2007
Project (Handout)
Directions
Instead of having a traditional post unit test on Kamala Markandaya’s Nectar in a
Sieve, I am giving you a writing assignment that will count as a test grade.
Part I (Written Work): You must choose one option only. I have attached a rubric for
each choice. This part is worth a maximum of 50 points and is due on Monday,
October 22, 2007 at the beginning of class.
Part II (Oral Presentation): You will also be giving a 5 to 8 minute presentation on
your project on the day its due. I have also enclosed a rubric for it too. This part is also
worth a maximum of 50 points. We will have two days of presentations: Monday,
October 22, 2007 and Tuesday, October 23, 2007. I will ask for volunteers on that
Thursday. When I run out, I will have to call out names alphabetically for students to
give their presentations, so please volunteer.
Options:
 Write an alternate ending to the story. If Nathan and Rukmani had stayed in their
home village, what would have happened to them? Be creative while keeping the
story appropriate. Use MLA documentation. Type 2 to 3 pages.

Write a story from a bystander’s point of view. A bystander could be Biswas, Old
Granny, Kali, Kunthi, one of Rukmani’s older sons, or anyone else who did not
really have much of a role in the book. What advice could this bystander give to
Rukmani over her problems? Use MLA documentation. Type 2 to 3 pages.

Write a business letter to a film producer about why you feel that Kamala
Markandaya’s novel Nectar in a Sieve would make a great movie. Explain your
reasons and be sure to give at least 5 examples from the book. Use MLA
documentation. See the examples below. Type 1 to 2 pages.

Write a letter to the President of the United States of America recommending to
him why Kamala Markandaya’s Nectar in a Sieve would make a great book for
the nation to read about multiculturalism. Explain your reasons and be sure to
give at 5 examples from the book. Use MLA documentation. See the examples
below. Type 1 to 2 pages.

Write a book review. This is not the traditional book report that is boring to both
the writer and the audience. Instead, write a thesis statement of why you think
this is a great or not so great novel. You need to back up you thesis statement
with facts from the book. Think in terms of character descriptions, settings,
themes, etc. You can draw on your personal experiences or from what we have
talked about in class. The body of your review will have your supporting
evidence. Remember to include a closing paragraph (conclusion). Use MLA
format for documentation. Type 2 to 3 pages.

Write an essay on how the story would have turned out differently if the
characters had been from another ethnic or racial group, nationality, and/or social
class. Write a thesis statement and include supportive statements in the body of
your essay. Remember to include a closing paragraph. Use MLA format for
documentation. Type 2 to 3 pages.
Sources:
 Burke, Jim. “Appendix D.” The English Teacher’s Companion: A complete Guide to
Classroom, Curriculum, and the Profession. 2nd ed. Ed. Lois Bridges. Portsmouth, NH:
Heineman, 2003. A-12 – A-13.
 “After Reading.” Nectar in a Sieve. TeacherVision. 2007. Penguin Group. 12 Sep. 2007
<http://www.teachervision.fen.com/curriculum-planning/teaching-methods/3740.html>.
Class: ______________ Name: __________________
Date: October 22, 2007
Story Writing: An Alternate Ending
Part I Evaluation (Handout):
CATEGORY
50 points
40 points
30 points
20 points
Writing Process
Student
devotes a lot
of time and
effort to the
writing
process
(prewriting,
drafting,
reviewing, and
editing).
Works hard to
make the
story
wonderful.
Student
devotes
sufficient time
and effort to
the writing
process
(prewriting,
drafting,
reviewing, and
editing).
Works and
gets the job
done.
Student
devotes some
time and effort
to the writing
process but
was not very
thorough.
Does enough
to get by.
Student
devotes little
time and effort
to the writing
process.
Doesn't seem
to care.
Creativity
The story
contains many
creative
details and/or
descriptions
that contribute
to the reader's
enjoyment.
The author
has really
used his
imagination.
The story
contains a few
creative
details and/or
descriptions
that contribute
to the reader's
enjoyment.
The author
has used his
imagination.
The story
contains a few
creative
details and/or
descriptions,
but they
distract from
the story. The
author has
tried to use his
imagination.
There is little
evidence of
creativity in
the story. The
author does
not seem to
have used
much
imagination.
Dialogue
There is an
appropriate
amount of
dialogue to
bring the
characters to
life and it is
always clear
which
character is
speaking.
There is too
much dialogue
in this story,
but it is always
clear which
character is
speaking.
There is not
quite enough
dialogue in
this story, but
it is always
clear which
character is
speaking.
It is not clear
which
character is
speaking.
Problem/Conflict
It is very easy
for the reader
to understand
the problem
the characters
face and why
it is a problem.
Solution/Resolution The solution
to the
character's
problem is
easy to
understand,
and is logical.
There are no
loose ends.
It is fairly easy
for the reader
to understand
the problem
the characters
face and why
it is a problem.
It is fairly easy
for the reader
to understand
the problem
the characters
face but it is
not clear why
it is a problem.
It is not clear
what problem
the characters
face.
The solution
to the
character's
problem is
easy to
understand,
and is
somewhat
logical.
The solution to
the character's
problem is a
little hard to
understand.
No solution is
attempted or it
is impossible
to understand.
Feedback:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Source:
Adapted from “Writing Rubric: Storytelling.” RubiStar4teachers.org. 2007. Advanced
Learning Technologies in Education Consorita ALETC. 30 Sep. 2007
<http://rubistar.4teachers.org/>.
Class: ______________ Name: __________________
Date: October 22, 2007
Story Writing: A Bystander's Story
Part I Evaluation (Handout):
CATEGORY
50 points
40 points
30 points
20 points
Writing Process
Student
devotes a lot
of time and
effort to the
writing
process
(prewriting,
drafting,
reviewing, and
editing).
Works hard to
make the
story
wonderful.
Student
devotes
sufficient time
and effort to
the writing
process
(prewriting,
drafting,
reviewing, and
editing).
Works and
gets the job
done.
Student
devotes some
time and effort
to the writing
process but
was not very
thorough.
Does enough
to get by.
Student
devotes little
time and effort
to the writing
process.
Doesn't seem
to care.
Creativity
The story
contains many
creative
details and/or
descriptions
that contribute
to the reader's
enjoyment.
The author
has really
used his
imagination.
The story
contains a few
creative
details and/or
descriptions
that contribute
to the reader's
enjoyment.
The author
has used his
imagination.
The story
contains a few
creative
details and/or
descriptions,
but they
distract from
the story. The
author has
tried to use his
imagination.
There is little
evidence of
creativity in
the story. The
author does
not seem to
have used
much
imagination.
Dialogue
There is an
appropriate
amount of
dialogue to
bring the
characters to
life and it is
always clear
which
character is
speaking.
There is too
much dialogue
in this story,
but it is always
clear which
character is
speaking.
There is not
quite enough
dialogue in
this story, but
it is always
clear which
character is
speaking.
It is not clear
which
character is
speaking.
Problem/Conflict
It is very easy
for the reader
to understand
the problem
the characters
face and why
it is a problem.
Solution/Resolution The solution
to the
character's
problem is
easy to
understand,
and is logical.
There are no
loose ends.
It is fairly easy
for the reader
to understand
the problem
the characters
face and why
it is a problem.
It is fairly easy
for the reader
to understand
the problem
the characters
face but it is
not clear why
it is a problem.
It is not clear
what problem
the characters
face.
The solution
to the
character's
problem is
easy to
understand,
and is
somewhat
logical.
The solution to
the character's
problem is a
little hard to
understand.
No solution is
attempted or it
is impossible
to understand.
Feedback:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Source:
Adapted from “Writing Rubric: Storytelling.” RubiStar4teachers.org. 2007. Advanced
Learning Technologies in Education Consorita ALETC. 30 Sep. 2007
<http://rubistar.4teachers.org/>.
Class: ______________ Name: __________________
Date: October 22, 2007
Letter-Writing: Film Producer
Part I Evaluation (Handout):
50 points
40 points
30 points
20 points
Content
Accuracy
The letter
contains at least
5 accurate facts
about the topic.
The letter
contains 3-4
accurate facts
about the topic.
The letter
contains 1-2
accurate facts
about the topic.
The letter
contains no
accurate facts
about the topic.
Ideas
Ideas were
expressed in a
clear and
organized
fashion. It was
easy to figure out
what the letter
was about.
Ideas were
expressed in a
pretty clear
manner, but the
organization
could have been
better.
Ideas were
somewhat
organized, but
were not very
clear. It took
more than one
reading to figure
out what the
letter was about.
The letter
seemed to be a
collection of
unrelated
sentences. It was
very difficult to
figure out what
the letter was
about.
Sentences &
Paragraphs
Sentences and
paragraphs are
complete, wellconstructed and
of varied
structure.
All sentences are
complete and
well-constructed
(no fragments,
no run-ons).
Paragraphing is
generally done
well.
Most sentences
are complete and
well-constructed.
Paragraphing
needs some
work.
Many sentence
fragments or runon sentences OR
paragraphing
needs lots of
work.
Grammar &
spelling
(conventions)
Writer makes no
errors in
grammar or
spelling.
Writer makes 1-2
errors in
grammar and/or
spelling.
Writer makes 3-4
errors in
grammar and/or
spelling
Writer makes
more than 4
errors in
grammar and/or
spelling.
Salutation and
Closing
Salutation and
closing have no
errors in
capitalization
and punctuation.
Salutation and
closing have 1-2
errors in
capitalization and
punctuation.
Salutation and
Salutation and/or
closing have 3 or closing are
more errors in
missing.
capitalization and
punctuation.
CATEGORY
Feedback:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Source:
Adapted from “Writing Rubric: Letter Writing.” RubiStar4teachers.org. 2007. Advanced
Learning Technologies in Education Consorita ALETC. 30 Sep. 2007
<http://rubistar.4teachers.org/>.
Class: ______________ Name: __________________
Date: October 22, 2007
Letter-Writing: Mr. President
Part I Evaluation (Handout):
50 points
40 points
30 points
20 points
Content
Accuracy
The letter
contains at least
5 accurate facts
about the topic.
The letter
contains 3-4
accurate facts
about the topic.
The letter
contains 1-2
accurate facts
about the topic.
The letter
contains no
accurate facts
about the topic.
Ideas
Ideas were
expressed in a
clear and
organized
fashion. It was
easy to figure out
what the letter
was about.
Ideas were
expressed in a
pretty clear
manner, but the
organization
could have been
better.
Ideas were
somewhat
organized, but
were not very
clear. It took
more than one
reading to figure
out what the
letter was about.
The letter
seemed to be a
collection of
unrelated
sentences. It was
very difficult to
figure out what
the letter was
about.
Sentences &
Paragraphs
Sentences and
paragraphs are
complete, wellconstructed and
of varied
structure.
All sentences are
complete and
well-constructed
(no fragments,
no run-ons).
Paragraphing is
generally done
well.
Most sentences
are complete and
well-constructed.
Paragraphing
needs some
work.
Many sentence
fragments or runon sentences OR
paragraphing
needs lots of
work.
Grammar &
spelling
(conventions)
Writer makes no
errors in
grammar or
spelling.
Writer makes 1-2
errors in
grammar and/or
spelling.
Writer makes 3-4
errors in
grammar and/or
spelling
Writer makes
more than 4
errors in
grammar and/or
spelling.
Salutation and
Closing
Salutation and
closing have no
errors in
capitalization
and punctuation.
Salutation and
closing have 1-2
errors in
capitalization and
punctuation.
Salutation and
Salutation and/or
closing have 3 or closing are
more errors in
missing.
capitalization and
punctuation.
CATEGORY
Feedback:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Source:
Adapted from “Writing Rubric: Letter Writing.” RubiStar4teachers.org. 2007. Advanced
Learning Technologies in Education Consorita ALETC. 30 Sep. 2007
<http://rubistar.4teachers.org/>.
Class: ______________ Name: __________________
Date: October 22, 2007
Persuasive Essay: Book Review
Part I Evaluation (Handout):
CATEGORY 50 points
40 points
30 points
20 points
Attention
Grabber
The
introductory
paragraph has
a strong hook
or attention
grabber that is
appropriate for
the audience.
This could be a
strong
statement, a
relevant
quotation,
statistic, or
question
addressed to
the reader.
The
introductory
paragraph has
a hook or
attention
grabber, but it
is weak,
rambling or
inappropriate
for the
audience.
The author
has an
interesting
introductory
paragraph but
the connection
to the topic is
not clear.
The
introductory
paragraph is
not interesting
AND is not
relevant to the
topic.
Focus or
Thesis
Statement
The thesis
statement
names the
topic of the
essay and
outlines the
main points to
be discussed.
The thesis
statement
names the
topic of the
essay.
The thesis
statement
outlines some
or all of the
main points to
be discussed
but does not
name the
topic.
The thesis
statement
does not name
the topic AND
does not
preview what
will be
discussed.
Support for
Position
Includes 3 or
more pieces of
evidence (facts,
statistics,
examples, reallife
experiences)
that support the
position
statement. The
writer
anticipates the
reader's
concerns,
Includes 3 or
more pieces of
evidence
(facts,
statistics,
examples,
real-life
experiences)
that support
the position
statement.
Includes 2
pieces of
evidence
(facts,
statistics,
examples,
real-life
experiences)
that support
the position
statement.
Includes 1 or
fewer pieces of
evidence
(facts,
statistics,
examples,
real-life
experiences).
Score
biases or
arguments and
has provided at
least 1 counterargument.
Sentence
Structure
All sentences
are wellconstructed
with varied
structure.
Most
sentences are
wellconstructed
and there is
some varied
sentence
structure in the
essay.
Most
sentences are
well
constructed,
but there is no
variation is
structure.
Most
sentences are
not wellconstructed or
varied.
Closing
paragraph
The conclusion
is strong and
leaves the
reader solidly
understanding
the writer's
position.
Effective
restatement of
the position
statement
begins the
closing
paragraph.
The conclusion
is
recognizable.
The author's
position is
restated within
the first two
sentences of
the closing
paragraph.
The author's
position is
restated within
the closing
paragraph, but
not near the
beginning.
There is no
conclusion the paper just
ends.
Feedback:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Source:
Adapted from “Writing Rubric: Persuasive Essay.” RubiStar4teachers.org. 2007.
Advanced Learning Technologies in Education Consorita ALETC. 30 Sep. 2007
<http://rubistar.4teachers.org/>.
Class: ______________ Name: __________________
Date: October 22, 2007
Persuasive Essay: If Characters Were Different People
Part I Evaluation (Handout):
CATEGORY 50 points
40 points
30 points
20 points
Attention
Grabber
The
introductory
paragraph has
a strong hook
or attention
grabber that is
appropriate for
the audience.
This could be a
strong
statement, a
relevant
quotation,
statistic, or
question
addressed to
the reader.
The
introductory
paragraph has
a hook or
attention
grabber, but it
is weak,
rambling or
inappropriate
for the
audience.
The author
has an
interesting
introductory
paragraph but
the connection
to the topic is
not clear.
The
introductory
paragraph is
not interesting
AND is not
relevant to the
topic.
Focus or
Thesis
Statement
The thesis
statement
names the
topic of the
essay and
outlines the
main points to
be discussed.
The thesis
statement
names the
topic of the
essay.
The thesis
statement
outlines some
or all of the
main points to
be discussed
but does not
name the
topic.
The thesis
statement
does not name
the topic AND
does not
preview what
will be
discussed.
Support for
Position
Includes 3 or
more pieces of
evidence (facts,
statistics,
examples, reallife
experiences)
that support the
position
statement. The
writer
anticipates the
reader's
concerns,
biases or
arguments and
Includes 3 or
more pieces of
evidence
(facts,
statistics,
examples,
real-life
experiences)
that support
the position
statement.
Includes 2
pieces of
evidence
(facts,
statistics,
examples,
real-life
experiences)
that support
the position
statement.
Includes 1 or
fewer pieces of
evidence
(facts,
statistics,
examples,
real-life
experiences).
Score
has provided at
least 1 counterargument.
Sentence
Structure
All sentences
are wellconstructed
with varied
structure.
Most
sentences are
wellconstructed
and there is
some varied
sentence
structure in the
essay.
Most
sentences are
well
constructed,
but there is no
variation is
structure.
Most
sentences are
not wellconstructed or
varied.
Closing
paragraph
The conclusion
is strong and
leaves the
reader solidly
understanding
the writer's
position.
Effective
restatement of
the position
statement
begins the
closing
paragraph.
The conclusion
is
recognizable.
The author's
position is
restated within
the first two
sentences of
the closing
paragraph.
The author's
position is
restated within
the closing
paragraph, but
not near the
beginning.
There is no
conclusion the paper just
ends.
Feedback:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Source:
Adapted from “Writing Rubric: Persuasive Essay.” RubiStar4teachers.org. 2007.
Advanced Learning Technologies in Education Consorita ALETC. 30 Sep. 2007
<http://rubistar.4teachers.org/>.
Class: ______________ Name: __________________ Date: October 22-23, 2007
Oral Presentation: Kamala Markandaya's
Nectar in a Sieve
Part II Evaluation (Handout):
50 points
40 points
30 points
Preparedness
Student is
completely prepared
and has obviously
rehearsed.
Student seems
pretty prepared but
might have needed a
couple more
rehearsals.
The student is
Student does not
somewhat prepared, seem at all prepared
but it is clear that
to present.
rehearsal was
lacking.
Stays on Topic
Stays on topic all
(100%) of the time.
Stays on topic most Stays on topic some It was hard to tell
(99-90%) of the time. (89%-75%) of the
what the topic was.
time.
Content
Shows a full
Shows a good
Shows a good
understanding of the understanding of the understanding of
topic.
topic.
parts of the topic.
Does not seem to
understand the topic
very well.
Volume
Volume is loud
enough to be heard
by all audience
members throughout
the presentation.
Volume is loud
enough to be heard
by all audience
members at least
80% of the time.
Volume often too
soft to be heard by
all audience
members.
Sometimes stands
up straight and
establishes eye
contact.
Slouches and/or
does not look at
people during the
presentation.
CATEGORY
Posture and Eye Stands up straight,
looks relaxed and
Contact
Volume is loud
enough to be heard
by all audience
members at least
90% of the time.
Stands up straight
and establishes eye
confident.
contact with
Establishes eye
everyone in the room
contact with
during the
everyone in the room presentation.
during the
presentation.
20 points
Feedback:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Source:
Adapted from “Writing Rubric: Storytelling.” RubiStar4teachers.org. 2007. Advanced
Learning Technologies in Education Consorita ALETC. 30 Sep. 2007
<http://rubistar.4teachers.org/>.