Literary Exploration Assignment
Name:
What is your opinion of the idea of the power of influence in our lives?
Step 1: Brainstorming
What does the word influence mean to you?
In what ways are young people influenced?
Ideas about how influence could be positive
Ideas about how influence could be negative
Step 2: Connection to Into Text: “The Glass Roses”
In what ways is Stephen influenced by his father?
How do Leka’s stories influence Stephen?
Which influence is stronger on Stephen? How do you know?
How does the cold influence Stephen?
Which is the most positive influence on Stephen and why?
Which is the most negative influence on Stephen and why?
Step 3: Connection to Main Text: “Gold Mounted Guns”
In what ways is the boy influenced by Pecos Tommy?
How does the Sherriff influence the boy?
What is the outcome of the influences these 2 men have on the main character?
What influence does the Sherrif hope to have on the boy?
How does watching Sanderson’s reaction influence the boy?
How do you see the timing of these characters’ meeting in the boys’ life playing an important role in the power
of the influence the man had over the boy?
Step 4: Personal Experience
Explain an experience you’ve had with being positively influenced
Explain an experience you’ve had with being negatively influenced
Describe a person/place/event or time in your life that has had a lasting influence on you
Who is someone who you believe YOU have an influence on? Describe that influence
How do you see influence represented in How to Train your Dragon?
Is the influence in How to Train Your Dragon positive or negative? Why?
How do you see influence represented in October Sky?
Is the influence in October Sky positive or negative? Why?
Step 5: Writing an Essay
Intro Paragraph
Hook (intro topic)
Preview (list of texts you’re using in your body paragraphs)
Central Idea on Topic (specific opinion on Assignment question)
Paragraph on Prompt (“Glass Roses,” October Sky, or How to Train Your Dragon)
Topic Sentence (The first example of <topic> is from <Intro text>)
Proof 1 (detail from text)
Explain Proof 1 (how text supports your Central Idea)
Proof 2 (“also” second detail from text)
Explain Proof 2 (how text supports your Central Idea)
Conclusion (restate how text supports your Central Idea)
Paragraph on Literature (“Gold Mounted Guns”)
Topic Sentence (The second example of <topic> is from <literature>)
Proof 1 (detail from literature)
Explain Proof 1 (how it supports your Central Idea)
Proof 2 (“also” second detail from literature)
Explain Proof 2 (how it supports your Central Idea)
Conclusion (restate how text supports your Central Idea)
Paragraph on Personal Experience
Topic Sentence (The last example of <topic> is from my own personal experience)
Detail (explain situation)
Explain (explain how it connects to Central Idea)
Conclusion (restate how text supports your Central Idea)
Conclusion Paragraph
Central Idea on Topic (same as from Intro Paragraph)
Review (list details from body paragraphs)
Release (conclude ideas about topic)
Excellent
Proficient
Satisfactory
Limited
Poor
Thought &
Support
An insightful
understanding of the
topic demonstrated.
Ideas perceptively
explored. Literary
example related
effectively to ideas.
Support is precise
and effective.
A well-considered
understanding of the
topic demonstrated.
Ideas thoughtfully
explored. Literary
example related
competently to ideas.
Support is specific
and relevant
A defensible
understanding of the
topic demonstrated.
Ideas appropriately
and straightforwardly
explored. Literary
example related
adequately to ideas.
Support is relevant
but general.
A minimal
understanding of the
topic is
demonstrated. Ideas
are undeveloped,
unexplored, and/or
incomprehensible.
Literary example is
absent or unrelated
to ideas/topic.
Support is deficient
and/or irrelevant.
Form &
Structure
Focused central idea
skillfully maintained
throughout response.
Development of
ideas and
explanations is
smooth and
coherent.
Diction precise and
effective. Many
Central idea is
maintained
throughout response.
Development of
ideas and
explanations is
coherent.
Central idea is
evident, but may
falter. Development
of ideas and
explanations is
generally clear and
coherent.
Diction specific and
generally effective.
Many sentences
purposefully
structured for effect.
Stylistic choices
contribute to
competent voice.
Competent control of
correct construction,
usage, grammar and
mechanics. Minor
errors in complex
structures
understandable.
Diction appropriate
but general rather
than specific.
Sentences generally
straightforward and
clear. Stylistic choices
contribute to clear
voice.
Control of basics in
correct construction,
usage, grammar and
mechanics.
Occasional lapses/
minor errors do not
effect clarity of
communication.
An understanding of
the topic is evident
but only partially
demonstrated/ is not
consistently
maintained. Ideas
unclear/incomplete.
Literary example
lacking/does not
relate adequately to
ideas. Support is
overgeneralized,
inconsistent or
marginally relevant.
Central idea is
evident, but falters
frequently.
Development of
ideas and
explanations is
uncertain and/or
unclear.
Diction imprecise/
inappropriate.
Sentences frequently
ineffective/awkward.
Inadequate stylistic
choices contribute to
unclear/uncertain
voice.
Faltering control of
correct construction,
usage, grammar and
mechanics. Range of
errors blurs clarity of
communication.
Matters of
Choice
Matters of
Correctness
INS
sentences successfully
structured for effect
and sometimes
polished. Stylistic
choices contribute to
convincing voice.
Confident control of
correct construction,
usage, grammar and
mechanics. Relative
absence of error
impressive
considering length
and complexity of
response.

No evidence of an attempt to address the assignment

So little writing that it is impossible to determine Thought & Support
Central idea is absent
or not maintained.
Development of
ideas and
explanations is
deficient, ineffective
and/or incoherent.
Diction inaccurate/
overgeneralized.
Sentence structure
misused so that
clarity suffers. Lack of
stylistic choices
contribute to
ineffective voice.
Lack of control of
correct construction,
usage, grammar and
mechanics. Jarring
errors impede
communication.