the overview:
Frederick Douglass and Elie Wiesel both impacted their audiences through their writings. However, their similarities reach far beyond surface connections: both men suffered injustices based on elements of themselves they could not control; both found the strength to survive; both sought a truth they knew could not be found within themselves. By taking a deeper look at the texts, one may also find connections in the religious allusions, imagery, thematic elements (such as hope, knowledge, age, responsibility, or self-reflection), the importance of voice, specific characters or roles, and repetition. By analyzing these autobiographies, one may hope to create a well-written, four-paragraph essay which discusses both the similarities and differences of these two pieces.
the assignment:
We will think about and respond to the two autobiographies we completed thus far: Narrative of the Life of Frederick Douglass and Night. We will complete three parts to this compare and contrast / analytical essay: an outline (due Friday, 10/17 at the beginning of class); a rough draft, including a separate works cited page (due Friday, 10/24, at the beginning of class); and a final copy, including works cited page (due Monday, 11/3).
The outline should start with the MLA heading in the top, left corner (not in the header) and only appear on the first page. The introduction (Roman numeral one [I]) should contain four parts: attention getter, background information for Frederick Douglass, background information for Night, and a thesis statement. See the sample outline for an example. Your outline needs complete sentences for the attention getter and thesis; you may simple list information for the background (bullet points) or you may write it out in complete sentences, if you prefer. The two middle body points should have at least four parts: a topic sentence, written completely, and at least three supporting details (may be bulleted). The conclusion should restate the thesis (not exactly word-for-word) but reword the same idea in a different way. This should also be a complete sentence.
Again, a "rough" copy should be as complete and correct as possible. You will have 25 minutes Friday, 10/24 to review your partner's literary analysis and peer edit. The 15 minutes of that time will be dedicated to silent reading / reflection / grading and the last 10 minutes will be allotted to discussion. Graded rough drafts (peer edited) will be due to the teacher at the end of the period Friday, 10/24. If absent on this day, you and your partner will be allotted one extra day to meet to arrange peer editing. If you do not have your rough draft on the assigned day without a slip signed by a parent explaining legitimate reasoning (not "I just didn't get it done") you will forfeit your 100 points for the rough draft. The teacher will return the rough drafts (with additional commentary) by Monday, 27 October.
As with the last formal essay, final copies must be typed. You need to print out two copies of the final paper, stapling the rough draft and outline under the final copies.
I will mark "kinds" of errors only once in a paper (i.e., if you do not capitalize the first letter your sentences, I will mark the first sentence and no subsequent sentences). Due to time constraints on this assignment and the desire to not take any more time away from our Romeo and Juliet unit, we must stick to deadlines. If you are present, the paper is due. This paper will focus not only on following criteria but sticking to deadlines as well.
Remember, your outline should have four parts: an introduction, two body points (one for comparison and one for contrast), and a conclusion. Thus, your essay should correlate with this and contain exactly four paragraphs. Word count should be between 500-1000 words, total. Include a word count at the end of your paper. Use few "be" verbs in your paper. Do not include any 1st or 2nd person pronouns in this piece (outline, rough draft, or final copy). Eliminate statements such as "I think" or "I believe."
You should include direct quotes from both pieces in your writing to support your ideas. Be as specific as possible. Broad statements such as "both men suffered hardships" or "both men survived a lot" will earn little points. Be specific without being melodramatic. To learn how to include in-text notation (direct quotes), visit this link. It will also explain a works cited page. For additional help, visit the Purdue Online Writing Lab's MLA section.
As with all formal writings, include your word count at the end of your essay. Follow all other standard procedures for formal writings, including title page and double spacing. To review my requirements for formal writings, visit the link below: http://english9h.blogspot.com/2006/08/format-of-formal-writings.html
the content:
Only four students may sign up for each topic below. Choose carefully; you will not be able to change once you've signed up. Sign up sheets will be posted the morning of Tuesday, 10/14 outside my door. Notice both books, Frederick Douglass and Night, appear in all choices; you cannot write a compare/contrast essay over one book. Both must be included in your essay.
* Religious allusions in Frederick Douglass and Night
* Dark / light imagery in Frederick Douglass and Night
* Hope in Frederick Douglass and Night
* Understatement/overstatement OR ambiguity/hyperbole in Frederick Douglass and Night
* Knowledge in Frederick Douglass and Night
* Self-reflection OR the impact of "event" on self v. whole in Frederick Douglass and Night
* Importance of voice/speaking out in Frederick Douglass and Night
* Hugh Auld v. Moche the Beadle as teachers
* Mother figures (or lack of) in Frederick Douglass and Night
* Father figures (or lack of) in Frederick Douglass and Night
* Repetition of words in Frederick Douglass and Night
* Responsibility in Frederick Douglass and Night
* Age / impact of age in Frederick Douglass and Night
* Animal imagery / zoomorphism in Frederick Douglass and Night
* Strength in numbers v. Individual strength in Frederick Douglass and Night
* Writing style / tone / mood in Frederick Douglass and Night
* Antagonist in Frederick Douglass and Night
extra help:
As always, if you feel like you need help beyond what is available in the classroom, I will be available in my classroom before school 7:00-7:25am and after school until 4:30pm. I also check my email daily and may provide assistance this way as well. I cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help I will assume you understand the assignment and plan to turn it in, completed, on the due date. Keeping with the English department's late policy, this project will be accepted up to three days late, with a 10% penalty per day.
the values:
outline of analysis essay -- 50 points
rough copy of essay, including works cited page -- 100 points
final copy of essay, including works cited page -- 200 points
resources:
sample outline, introduction, title page, and works cited page: http://www.geocities.com/missyfeller/english9h/freddoug_night.pdf
summary of important information and dates:
13 October -- receive assignment / project sheets
14 October -- sign up sheet posted for topics
17 October -- outlines due, 50 points, typing not required
20 October -- graded outlines returned
24 October -- rough drafts due (no late rough drafts accepted), 100 points, peer editing, typing not required but preferred
27 October -- graded rough drafts returned
3 November -- final copies due, 100 points, must be typed
Indiana State Academic Standards met by this project:
10.3.2, 10.3.5, 10.3.9, 10.4.1, 10.4.2, 10.4.3, 10.4.13, 10.4.5, 10.4.7, 10.4.8, 10.4.10, 10.4.11, 10.4.12, 10.5.3, 10.6.1, 10.6.2, 10.6.3, 10.6.4