Daniels AP Annotated Glossary Assignment and Rubrics Purpose: Every discipline employs a specialized vocabulary. Literary and rhetorical analysis is no different. Learn to recognize and label the following terms during the course of the class working with the readings for the course. More importantly, cultivate an ability to explain how these language resources help reinforce meaning. Assignment: Complete Annotated Glossary entries according to the following format, selecting your illustrations from course readings. Format: Term: definition (use literary dictionary) Example: quotation, followed by source, including title, page/line number Function: author’s purpose in employing this language resource at this point in the work; comment on theme, character, setting, etc. as necessary Sample student glossary annotation: Alliteration Example Function The repetition at close intervals of the initial consonant sounds of accented syllables or important words “Were they not forced with those that should be ours,/ We might have met them direful, beard to beard,/ And beat them backward home.” (Macbeth, V.v,5-7) “B” alliteration emphasizes the meaning and importance of Macbeth’s lines, lines that precede the well-known (and alliterative) “Tomorrow and tomorrow and tomorrow” soliloquy. The alliteration of the explosive consonant “b” sound echoes the sounds of battle, for which Macbeth is preparing. These “b” sounds explode to accentuate Macbeth’s harshness, his stressed and battle-weary mind. This cacophonous alliteration appropriately mirrors Macbeth’s situation in the play. Weekly Rubric To achieve full points, each word in the annotated glossary must include a formal definition from your literary dictionary. You must provide a viable example of the term that comes from literature we have read in class, which is correctly referenced with a source citation as indicated above. Finally, the specific function of the term at this particular point in the text must be provided. A generic explanation of how the term typically functions in literature will not suffice; the explanation must detail specifically how the author’s purpose is achieved in your example. Summative Rubric Using the notes and comments on the weekly rubric, you must correct all areas as indicated. Points for the summative assessment are indicated as shown on the following scoring guide. AP Annotated Glossary Scoring Guide 4 These excellent glossary submissions use only literary dictionary definitions. The examples are all taken from classroom texts and are appropriately annotated. The function descriptions are apt and complete, and they specifically explain the author’s purpose in using the term. All required changes to the weekly submissions have been made. The overall appearance of the glossary is neat and easy to read. The function portion of the glossary demonstrates the writer’s command of the text from which the example is drawn, a sound understanding of the use and function of the glossary term and the student’s own facility with language. 3 These competent glossary submissions use primarily literary definitions. The examples are all taken from classroom texts and are appropriately annotated. The function descriptions are clear and appropriate, though perhaps somewhat less complete than the best annotations. However, they do still reflect the author’s purpose with specificity. All required changes have been made and the vast majority of the previously incorrect comments are now correct. The overall appearance of the glossary is neat and easy to read. The function section of the glossary may be less perceptive or less thorough than the descriptions of a 4 glossary, but they are still correct. The writer’s style may be less impressive than the best submissions as well. 2 These lower half submissions use a combination of literary definitions and student composed definitions. The examples are taken from a variety of sources, not exclusively from classroom texts. Some citations may be incorrect or incomplete. Some function descriptions may be vague or generic, and they may not necessarily reflect the author’s purpose. Some changes have been made to the required corrections, but they may not be thorough and/or complete. Typically, these submissions reveal pedestrian thinking and/or writing that do not demonstrate consistent control over the elements of analysis or composition. 1 These submissions use primarily student-composed definitions. The examples may include out of class texts, or they may be examples the student has created. Many examples are incorrectly cited or not cited at all. Function descriptions are generic in nature. Few required changes have been addressed. The function section of the submission contains writing that may be sufficient to convey some semblance of the writer’s ideas, but it reveals weak control over such elements as diction, organization, syntax or grammar.