House on Mango Street Study Guide
House
on Mango Street Activities and Assessments
Write down when you
complete each assessment or activity in the blank space. These will be due at
different time in and outside of class. Due dates will be listed on our class
website as well. Look under assignments at: http://sahuarohighschoolenglishclass.blogspot.com/p/syllabus.html This is a BIG unit-650 points. You MUST
complete each assignment if you plan to get an A. You must read the book
carefully.
_______________1. For
each chapter write a summary in your own words with your observations and
opinions. You will write a total of two paragraphs for each chapter. Use this
table on your own separate sheet of paper. Total points possible: 132 points
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Chapter one summary
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Chapter one my
observations, opinions and questions.
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Chapter two
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Chapter three
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Etc.
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______________2. In class testing and
review: read carefully since we will review in groups for a chance to earn
extra credit. Points possible=20 participation points plus extra credit.
______________3. We
will have a vocabulary log and test using the 20 most difficult words in this
novel. Points possible=40 points. 20 for the test and 20 for the vocab log.
______________4. End
of book open note quiz. Answer each question in complete sentences, using examples
from the book. Use a separate sheet of paper and write neatly. Your answers
must not match those of your peers. Points possible=110 points
1.
Is the house on Mango Street the kind of house Esperanza
always wanted? What kind of house does she want? Explain.
2.
Describe Esperanza's neighborhood. Would you like to live
there? Explain.
3.
In "Those Who Don't," Esperanza says of her
neighborhood, "All brown all around, we are safe." What does she
mean? How does she feel about going into a neighborhood of another color?
4.
Esperanza introduces the reader to many different characters
on Mango Street. Do they have any common bonds? If yes, what are they? If no,
why not?
5.
Why are the Four Skinny Trees important to Esperanza?
6.
In "Beautiful and Cruel" Esperanza says, "I
have begun my own quiet war." What does she mean?
7.
Of the three sisters, what did the sister with the marble
hands mean when she told Esperanza that she (Esperanza) must remember to come
back for the others? What does the circle refer to?
8.
Throughout the story, Esperanza clings to her desire to
leave Mango Street. Keeping her character in mind, do you think that one day
she will leave? Explain.
9.
Describe Esperanza. Do you believe her to be a keen observer
of her world? Explain, using examples from the story.
10. In English,
"Esperanza" means Hope. Does Esperanza's name fit her character?
Explain.
11. This book has a
distinct narrative structure. What effect did this structure have on you? Did
it enhance or detract from the book? Explain.
______________5. Study guide. This is a handout due each
time we read a chapter. When the questions are completed, you will receive a
stamp. 120 points + 100 for the writing assignment.
______________6.Character list. 50 points.
______________7. Compare your experiences to Esperanza’s. 80
points.
Directions:
answer the questions for each chapter. Use your own ideas. You should not have
the same answers as your peers. Write your answers on a separate sheet of
paper.
1. Where did the narrator live before she moved
to The House on Mango Street? How were her previous homes
different?
2. In what kind of house would she like to live?
Does her new home live up to her expectations? Why not?
"Hairs"
3. Who are the members of Esperanza's family?
"My Name"
4. After whom was Esperanza named? What does her
namesake's story tell you about the status of women in Mexican society?
"Cathy Queen of Cats"
5. Why is Cathy's family about to move?
"Our Good Day"
6. How does Esperanza make friends with Lucy and
Rachel? What makes them better friends than Cathy?
"Marin"
7. Who is Marin? Why is she unable to leave her
house? How does she plan to change her situation? Why do Esperanza and her
friends admire her?
"Those Who Don't"
8. How do outsiders see Esperanza's neighborhood?
How does Esperanza feel when she visits other neighborhoods?
"There Was an Old Woman She Had So Many Children She Didn't
Know What to Do"
9. Why does Rosa Vargas cry every day? Why do her
children misbehave? What happens to her son Angel?
"Alicia Who Sees Mice"
10. How does Alicia's father treat her efforts to
get an education?
"The Family of Little Feet"
11. What happens to Esperanza when she and her
friends are given some cast-off shoes? How do the shoes change them? What
effect do they have on the men in the neighborhood?
"A Rice Sandwich"
12. Why does Esperanza want to eat in the school
canteen? How does she get her mother to help her?
"Hips"
13. What are the girls doing as they talk about
hips? What are hips good for? What does their conversation tell you about their
ages?
"The First Job"
14. Why does this story have a misleading title?
What happens to Esperanza on her first day at work? What does this episode tell
you about her family and their expectations?
"Papa Who Wakes Up Tired in the Dark"
15. Why does Esperanza's father cry? How does his
crying make her feel?
"Born Bad"
16. What happens to Aunt Lupe? Why does Esperanza
believe she deserves to go to hell? What special relationship did Esperanza
have with her aunt?
"Geraldo No Last Name"
17. Why does Geraldo have no last name? From the
information Cisneros provides, do you believe that his death was inevitable?
"Sire"
18. Why is Esperanza afraid of Sire? What do her
parents think of him? Why is she so curious about what he does with Lois, and
why does this curiosity make her feel as though "everything is holding its
breath inside me" [73]?
"No Speak English"
19. What eight English words—or, really,
phrases—does Mamacita know? What do they tell you about the ways in which
Mexican immigrants relate to the "official," English-speaking culture
outside their communities?
"Rafaela Who Drinks Coconut & Papaya Juice on
Tuesdays"
20. What is making Rafaela grow old? Who was
Rapunzel, and why would Rafaela dream of having hair like hers?
"Sally"
21. Describe the relationship between Sally and her
father. How do her schoolmates see her? What transformation takes place when
Sally comes home?
"Minerva Writes Poems"
22. Why does Minerva write poems? Why is she black
and blue when she comes to visit Esperanza?
"Bums in the Attic"
23. What does Esperanza's father do for a living?
Why has Esperanza stopped joining her family on their Sunday outings?
"Beautiful & Cruel"
24. What is the nature of Esperanza's "quiet
war" [89]? Against whom—or what—is she fighting?
"A Smart Cookie"
25. How would you categorize the things Esperanza's
mother knows? What things might she not know that Esperanza does? Why do you
think she left school?
"The Monkey Garden"/"Red
Clowns"/"Linoleum Roses"
26. How does the Monkey Garden change? What does
Sally do that makes Esperanza so angry? From whom is she trying to save her?
What eventually happens to Sally? How does Esperanza feel about her marriage?
"The Three Sisters"
27. How does Esperanza meet the three sisters? What
kind of future do they predict for her? What is the responsibility they place
on her?
"Mango Says Goodbye Sometimes"
28. How does the ending of The House on
Mango Street complete a circle?
1. Throughout the book Cisneros has Esperanza
employ common idiomatic phrases that serve as a kind of shorthand. Analyze some
of the following phrases and suggest what Esperanza means by them—and what the
author means to tell us about Esperanza herself: a) "But I know how those
things go." [5] b) "people like us" [13] c) "We take what
we can get and make the most of it" [33] d) "Ain't it a shame"
[66] e) "Same story" [85]
2. In the story "Hairs," Esperanza
describes her mother's hair as being "like little candy circles all curly
and pretty." [6] What does this simile, and those in the next paragraph,
suggest about Esperanza's feelings for her mother? Where else in the book do
metaphor and simile convey information about the narrator as well as about the
person or thing she describes?
3. In "Gil's Furniture Bought and Sold,"
Cisneros describes the sound of an old music box: "It's like all of a
sudden he let go a million moths all over the dusty furniture and swan-neck
shadows in our bones." [20] This technique, in which a sound is described
in terms of things seen and felt, is called synesthesia. Where else in the book
does Cisneros use synesthesia? Write descriptions of: a) a place, using sounds;
b) a piece of music, using smells; c) a meal, using colors; d) a person, using
taste and touch.
4. In "Boys & Girls," Esperanza
describes herself as "a balloon tied to an anchor." [9] What are the
connotations of this metaphor, and what does it tell you about Esperanza? Where
else in the book does Cisneros use images and metaphors associated with the
sky? What ideas do these recurring images evoke? Where else does Sandra
Cisneros use related images to suggest complicated themes?
5. In "Chanclas," an embarrassed
Esperanza declines her cousin's invitation to dance, because her feet "are
growing bigger and bigger." What Cisneros is describing is not a literal
reality but a feeling that in turn suggests other feelings. In this case, the
sensation in Esperanza's feet tells us about her self-consciousness and
embarrassment. Where else does the author use this technique? Describe the
following situations in terms of the sensations they might evoke in different
parts of your body: a) entering a dark basement b) seeing a pet die c) learning
that someone you secretly care for also likes you d) making a speech at your
high school graduation e) seeing a baby brother or sister for the first time.
6. The last sentence of the book is: "For the
ones who cannot out." [110] Strictly speaking, the sentence is
ungrammatical, since "out" is not a verb. Why do you think Cisneros
has chosen to break perceived rules of grammar here? Might there be any
relation between "breaking" grammar and breaking out of Mango Street?
1. Why do you think Cisneros tells the reader about
Esperanza's house before she writes about her name? Why is where Esperanza
lives more important than who she is?
2. How old do you think Esperanza is? Where in the
book does Cisneros suggest her age?
3. Of what is Esperanza ashamed?
4. What makes her cry?
5. What makes her angry?
6. How does she feel about the men in "The
Family of Little Feet," "Chanclas," "The First Job,"
"Sire," and "The Red Clowns"?
7. Throughout The House on Mango Street,
Cisneros's narrator describes herself from two points of view: as she sees
herself and as she believes others see her. We can find an example of this in
"My Name": "At school they say my name funny as if the syllables
were made out of tin and hurt the roof of your mouth."[11] Where else in
the book does Cisneros convey this dual consciousness? How does Esperanza see
herself? How does she think other people perceive her?
8. Although Esperanza is clever and often very
perceptive, she is still a child, and Cisneros sometimes shows her failing to
see the significance of things that would be obvious to someone older. An
example can be found on pages 24-5, when Esperanza and her friends take a ride
in a flashy car driven by Louie's cousin, who is promptly arrested by the
police. An adult might be suspicious about the new car and would probably not
wave so cheerfully when Louie was taken away. What is the effect of making
Esperanza what is sometimes called an "unreliable narrator"? Where
else in the story does Cisneros use this technique?
9. At the novel's end, Esperanza declares that she
is too strong for Mango Street to keep her forever. What is the nature of her
strength? How does Cisneros establish this characteristic elsewhere in the
book?
10. What is the significance of the information in
so many of the chapter titles, i.e., "Alicia Who Sees Mice,"
"Papa Who Wakes Up Tired in the Dark," "Minerva Writes
Poems"? How important is this information to your sense of who these
people are? What other details does Cisneros use to establish them? How would
your sense of these people change had the author employed other details—how
they look, what they wear, what they do for a living?
IV. Themes: houses; boys and girls/men and women;
belonging and not belonging; going away and coming back
1. After rereading the chapters "The House on
Mango Street," "Bums in the Attic," and "A House of My
Own," write a description of Esperanza's house. How does she feel about
it? How do you think her house might look to a stranger? In what kind of house
would she like to live?
2. In "Boys and Girls" [8-9], Cisneros
writes, "The boys and the girls live in separate worlds." In
"Beautiful & Cruel," there is the declaration "I have
decided not to grow up tame like the others who lay their necks on the threshold
waiting for the ball and chain." [88] How would you describe the
respective worlds in which Cisneros's boys and girls live? What kind of men and
women are they likely to become when they grow up? How would you sum up the
book's depiction of relations between the sexes? Use incidents and descriptions
in such stories as "My Name," "Marin," "Alicia Who
Sees Mice," "Rafaela Who Drinks Coconut and Papaya Juice on
Tuesdays," "Sally," "Minerva Writes Poems,"
"Beautiful & Cruel," "Sally Says," and "The Monkey
Garden."
3. Esperanza describes a number of women as
possible role models: Marin [26-7], Alicia [31-2], Sire's girlfriend Lois
[72-3], Sally [81-3, 92-8]. What does she admire about these women? What things
can they teach her?
4. In the stories "My Name" and "No
Speak English," Cisneros describes a gulf between two languages, a gap of
meaning and of feeling. In English, for example, Esperanza means hope; in
Spanish, says the narrator, it suggests sadness and waiting [10]. How does
Esperanza feel about her two languages—and by extension, about her two
cultures? How does she feel about the society outside her barrio? Look
particularly at the chapters "Cathy Queen of Cats," "Those Who
Don't," "Papa Who Wakes Up Tired in the Dark," "Geraldo No
Last Name," and "Bums In the Attic."
5. When Esperanza visits Elenita to have her
fortune told, the witch tells her that she sees "an anchor of arms"
and "a home in the heart." What is the possible significance of these
visions? How do they tie in to themes Cisneros develops elsewhere in the book?
6. Nearly all the characters in Cisneros's book
dream of escaping. What do they want to leave? Describe the ways in which
different people try to escape, as well as the result of their efforts. Do you
think that Esperanza's dreams of escaping are likely to be more successful? How
does being poor—as most of these characters are—affect one's chances of
escaping a dead-end neighborhood or fulfilling other dreams?
7. Aunt Lupe tells Esperanza that writing
"will keep you free." In what way can writing be an avenue of
freedom? What does freedom mean to you? What activity gives you a sense of
freedom?
8. The three sisters tell Esperanza, "When you
leave you must remember to come back for the others." What do they mean by
this? In what way does Esperanza reconcile her longings to escape Mango Street
with her loyalty to her origins? How might a writer like Cisneros come to terms
with leaving a place like Mango Street? How would you choose to remain faithful
to a place you needed to leave?
For Further Study
1. Write a description of your home, using language
that tells the reader both how it looks and how you feel about it. Then write a
description of the kind of house in which you'd like to live.
2. Read "Hairs," "Laughter,"
"Papa Who Wakes Up Tired in the Dark," and "Born Bad,"
paying special attention to the language with which Esperanza describes the
members of her family. Then write a description of your own family, using
metaphors that not only tell the reader what your relatives look like but that
suggest how you feel about them.
3. After rereading the story "My Name,"
write about your own name. Who gave it to you? What language does it come from?
What does your name originally mean? If you were named after someone in your
family, tell a story about that person. How well does your name "fit"
you? If you were going to rename yourself, what name would you choose and why?
4. Esperanza describes the "Four Skinny
Trees" as "four who do not belong here but are here." [74] How
does this description reflect her own sense of herself? Where else in the book
does Cisneros explore her heroine's feelings of estrangement? Write a
description of an object in your neighborhood that reflects your feelings about
yourself.
5. Cisneros offers one view of Chicano culture
in The House on Mango Street—the view her main character sees from
her street in Chicago. How does this view of Chicano culture fit into the
larger social fabric of the United States? What ceremonies and values set it
apart? What value does it ascribe to women? Drawing on independent research,
present a different—or a more detailed—view of this culture.
6. How might The House on Mango Street be
different if the narrator were a boy?
7. How is the book similar to or different from
other books you may have read that feature young narrators, for example, Catcher
in the Rye, Ellen Foster, or The Adventures of
Huckleberry Finn?
Writing assignment
Write a 3-4 paragraph letter to the author, Sandra Cisneros.
This is a business letter, so use the business letter format we will review in
class. This is called block style. In this letter, ask Cisneros questions about
the book, or express your opinions about her writing style, the characters,
themes, similes, etc. that she uses. Make sure your VOICE is respectful. This
assignment will be graded using the AIMS rubric. See the handout. If you show
me the typed letter and envelope you will use to mail this to the author, you
will receive 20 points of extra credit.
The House on Mango Street: comparing Esperanza’s experiences
to mine and my peers
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Question 6
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Experience from the book #1
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Experience from the book #2
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Experience from the book #3
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Experience from the book #4
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Experience from the book #5
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Opinion from survey taker
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Name of person you surveyed.
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Question 7
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Explain and idea in the book about
the Hispanic culture.
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Explain an idea in the book
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Explain an idea in the book
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Explain an idea in the book
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Explain an idea in the book
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Opinion from the survey taker
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Name of person you surveyed
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Handouts for spelling words. Test on April 14th over all words
Handouts for the speech
Sample persuasive speech online:
http://www.youtube.com/watch?v=rbtythF8Arg Against energy drinks. We will discuss the effective and ineffective elements in this speech.
English Period 6 Giving a speech.
Home work: answer the following questions as you prepare to
write your speech.
1.
What is a persuasive speech?
2.
What did Mandela and King try to persuade their
audience about?
3.
What persuasive topics can you choose to talk
about? List 10.
4.
What research will you need to do in order to
have convincing facts? What facts will you need to use?
5.
What is parenthetical citation?
6.
What is a bibliography?
7.
What are some effective ways to give a speech
and get your audience’s attention? List 10 ideas.
English
Speech project research and resources
You
got this! It’s hard at first but learn it once and you’re set!
Directions:
Find 2-3 resources about your topic. Answer the questions and using the MLA
(modern language association) website, create a works cited page. See the
example on the link provided. You must use at least 2 different sources such as:
a book, web site, video, interview, speech, recording, pictures, etc.
1. What is your topic? Get it approved first.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Signature of approval:
___________________________________________________________
2. What 2-3 resources are you thinking about using?
PRIMARY resources are best. Not some internet page from a guy in Kentucky, but
a page from an expert. Best resources may also end in .gov, .edu, .org. The .com sites are okay,
but remember to see if the author is an expert in their field. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Now that you have found your resources, you must
create (type) your works cited page in alphabetical order by the author’s last
name. It should look like this:
Works
Cited
Anderson
Burns
Smith
But to be complete, you must follow the MLA
format/rule for each resource. That is different for a book, video, etc. Check
out these two links to learn how to use the MLA format which is used in high
school and college until you get a master’s degree. Then they have you use APA
style just to annoy you. MLA is easier.
How to use MLA: see the link from Purdue University.
Look at the guide on the left hand side.
Here’s a complete example of the works cited page:
Here’s an entire paper showing you how to do
everything from beginning to end:
4. When you have answered questions 1-3, begin your
prewrite for your speech.
5. In class, we will create an informal outline
together.
6. Write your thesis statement. You may have done
this already in the last paper you turned in. You can have it back for $1.00.
7. Now that you have completed 1-6, you are ready to
begin your rough draft with an introduction, a thesis statement, 3-4 body
paragraphs and a conclusion. If you type this, your final drafts will be easy.
Why rewrite over and over?
8. Don’t forget about parenthetical citation:
When you paraphrase (explain in your own words ideas
that are not your own), you list the author
and page number (Smith 12).
When you quote word for word “xxxxxxxxx,” (Smith
12). Notice the commas, quotation marks,
etc.
When you mention the author in your work: According
to Smith, Abraham Lincoln had many supernatural experiences (75). Ã The period
comes after the parenthesis.
For help see:
9. Now you will polish your draft, check your work
and make sure you write a final draft.
10. Be sure to include your works cited with your
final draft, which should look like the MLA sample paper.
Directions: think about a persuasive topic that is
interesting to you. Answer the following questions:
1.
What topic will you write about and why? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2.
Write a possible thesis statement: See the
example.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3.
What two resources will you use? Example:
websites, books, articles, pictures, interviews, TV shows, songs, older
documents, maps, etc.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
#1 Example: I will write about
ghosts because it is an interesting topic. Many people say we can’t prove that
ghosts exist, but I think we have already proven that they do.
#2 Example: Although many
people believe ghosts aren’t real, research shows --that there are many cases
that prove the actual existence of ghosts and other supernatural occurrences.
Ghosts can be seen in pictures, documentaries and are even written about by
famous people. (Thesis with 3 ideas you
will explain and develop).
#3 Example: I will try to prove that
ghosts re real by showing a video where a ghost is caught on tape. I will also
show an article about a company that studied different ghost sightings.
Finally, a book was published where people from all over the world submit their
pictures.
Write a persuasive
speech
Objective: to write a 4-6 paragraph speech where you
will persuade your reader about any topic you choose. In addition, you will use
two different resources to support your argument. And finally, you will use
parenthetical citation and a works cited page.
Objective: understand how to research and how to use
primary sources.
Topic: We
will make a list in class. Select a topic that is interesting, fun or important
to you. Research it-use articles, websites, videos and reliable resources.
Rubric: This is the criteria used to grade you. Look
at it carefully.
Sample speech: study the examples-one is a video and
one is here written out. Note the thesis statement, parenthetical citation and works
cited page. Video:
Plagiarism: you must use your own work and give credit
to the words and information that are not yours; otherwise, you are cheating.
If a speech is not your work, you will receive a zero on the assignment and a
call home.
Creativity: you want to capture your audience’s
attention, so remember to be creative. You can even video tape yourself giving
the speech and present that in class.
Basic
assignment: choose your topic, complete a prewrite, rough draft with
parenthetical citations and 2-3 different resources. Finally, complete a final
draft and add a works cited page. Your
SPEECH will be graded using the rubric.
Speech Rubric
Please note: PLAGIARISM will result in a
zero for this entire assignment!
Skill
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A
90-100%
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B
80-89%
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C
70-79%
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D
60-69%
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Presentation
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Clear, loud voice and eye contact. Good
pace, not too fast. Use of visual aids.
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Clear, loud voice and eye contact. Pace
and eye contact may fail a little. Visual aid used.
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Voice, eye contact and pace not
consistent. Visual aid present.
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Little or no effort to use loud voice
or good pace. Eye contact missing and no visual aid.
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Thesis
statement and intro
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Thesis statement is present and the
last sentence of the introduction. Thesis lists 3 ideas that will be
developed.
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Thesis is present in the last sentence
of the introduction. There are ideas present but the 3 listed are not clear.
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Thesis is present somewhere in the
introduction, but it is not clear what ideas will be developed.
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Thesis statement is not present or not
clear. Reader must guess as to what ideas will be developed.
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Body
paragraphs
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Each body paragraph is well developed
with 5-7 sentences, using explanations and examples.
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Each paragraph is developed but not
fully. There are a few explanations and examples.
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Each paragraph needs additional
information, examples and ideas.
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Each paragraph is too short, devoid of
developed ideas or examples, making the essay unclear or confusing.
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Conclusion
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The last paragraph summarizes the ideas
and gives a clear opinion. New information is not introduced, but nothing is
repeated word for word. The phrase “in conclusion” is not present. The
paragraph is at least 5-7 sentences in length.
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The last paragraph summarizes the ideas
and gives opinion, but may not be 5-7 sentences long and uses the words “in
conclusion.”
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The last paragraph does not give much
information or opinion. It doesn’t add much to the essay and uses the phrase
“in conclusion.”
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The last paragraph is not 5-7 sentences
long. An opinion is missing, the phrase “in conclusion,” is used and the
thesis or ideas may just be repeated.
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Parenthetical
citation
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Each piece of information that is
quoted directly, is paraphrase, is not common knowledge or is a fact,
includes a parenthetical citation using the author’s last name and page
number, or just the page number if the author has already been mentioned.
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Each piece of information is cited;
however, it is not cited correctly.
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Two or three parenthetical citations
are missing, or citation is done incorrectly 50% of the time.
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Parenthetical citation has not been
used and the speech writer is in danger of plagiarism.
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Works
cited page
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A typed size 12 works cited has been
used. The work is by the author’s last name listed in alphabetical order. The resources are varied/different and
correct MLA citation has been carefully followed.
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A typed size 12 works cited has been
used. However, citations are not 100% correct.
Two or three various sources are
listed.
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The works cited is typed but font size
or citation format is incorrect. The speech writer has used 2-3 sources but
some of them are repeated or the same.
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The works cited page has not been
typed, is not in the correct format or does not use 2-3 various sources.
There are many mistakes or some work is missing.
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Conventions:
spelling, capitalization, grammatical problems, etc.
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Conventions only include one error and
do not distract from the essay. It is evident that the writer has edited.
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Two-four errors are present and they
distract the reader.
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More than four errors are present and
the writer has not been careful to edit this essay.
|
There are many errors and the essay is
difficult to read.
|
Sentence
fluency:
Complete,
accurate sentences.
|
Sentences are strong; run-on’s and
choppy sentences are not present. It is clear that the author has edited this
essay.
|
There are 1-2 errors, but they are not
very distracting.
|
There are three-six errors and these
distract the reader. It is clear that the author has not taken the time to
edit.
|
There are more than six errors.
Sentences are very distracting and little to no editing has taken place.
|
Word
choice: select correct, academic language.
|
Effective, strong words have been used.
It is clear that the author has taken care to choose words carefully, use a
thesaurus, or replace weak and repeated words.
|
Words are used correctly but some words
are either repeated or not as strong as they could be. Words are effective
enough, but not precise.
|
One-three words are used incorrectly.
Words like “Stuff,” really makes the essay sound like someone younger wrote
it.
The writer has not used a thesaurus or
has not edited.
|
The writer uses words incorrectly. Four
or more words are ineffective or confusing. Symbols are used instead of
words! Examples: my friend+me, u need to think, etc. The author tried to text
this speech!
|
Voice:
use an appropriate tone to convey the right emotion.
Correct example: uniforms in school make students feel like they are
just like everyone else, devoid of a personality.
Incorrect: I think uniforms make students feel like they are
all the same and won’t be treated like individuals.
Incorrect:
you need to understand that uniforms make students feel like a number.
|
The author has made an effort to sound
upbeat, convincing, persuasive and interesting. There is no aggression or
rudeness. The author sounds respectful, but interested about this topic. The
reader is not addressed. The author does not use “you need to know…” and
avoids talking to the reader.
First person is used “My opinion…” but
that is limited. Third person is used to sound professional and objective.
|
The author uses first person point of
view, does not sound interested in the topic or sounds unprofessional.
|
The author uses second point of view
“you” and talks to the reader. Voice sounds boring or lacks enthusiasm. There
is little persuasion or voice is too aggressive.
|
The author is disrespectful, too casual
or even sarcastic. Clearly, the author has forgotten to use 3rd
person and uses 1st person or 2nd person point of view.
The reader is annoyed or feels
disrespected.
|
Organization:
include an intro, body paragraphs, transition words, conclusion, etc.
|
The author has included an intro with a
thesis statement and has developed 3-4 solid paragraphs, finishing the essay
with a solid conclusion. Paragraphs are indented.
|
The basic organized essay is there, but
may be too short. Thesis may not be the last sentence of the introduction.
|
The basic essay is lacking one or more
essential paragraphs, or the paragraphs are not indented.
|
The essay looks like one long
paragraph. Lack of organization confuses the reader and the missing thesis
makes it difficult to understand the direction of the essay.
|
Ideas/content:
develop interesting and complex ideas.
|
Ideas are clear and well developed. The
examples are persuasive and help the reader understand the point. Ideas are
sophisticated, creative and higher level.
|
Ideas are clear and examples are
interesting. Ideas are not well-developed or may not be higher level
thinking. Ideas may be a little boring or pointless, even a little off topic.
|
Ideas are off topic or lack development
and examples.
Ideas are boring or too simplistic.
Ideas may not be interesting to the reader and may just be random opinions.
|
Ideas are not clear or essay is too
short to develop ideas.
Some ideas are off topic or examples
are incorrect. There may not even be a persuasive argument to develop.
|
Rhetorical
skills: ethos (ethics and what is correct), Pathos (pity, emotion), logos
(logical, intelligent examples)
|
Effectively one or all 3 arguments to
persuade the reader and includes supporting facts.
|
Use one or more arguments in a somewhat
effective manner. More facts could have been used.
|
Is not effective with one or more
arguments or facts are lacking.
|
Argument is lacking or there is not
attempt to persuade the reader. Lazy writing unsupported by facts.
|
Creativity
|
One or two visual aides are used to
enhance the presentation.
Speaker is confident and engaging
during presentation.
|
Visual aides are used but are not effective
or distract the audience.
Speaker could be more confident or
looks nervous.
|
Visual aides are missing or do not
relate to the presentation. We may wonder why they are used.
|
Speaker is not creative at all, laughs
during presentation or does not seem invested or interested in giving a
speech.
|
Sample Persuasive Speech
Why the Drinking Age
Should Not Be Lowered
Alcohol belongs in the category of
psychoactive substances that one can legally buy in almost any country in the
world, according to certain criteria. Most often this criteria is age; in the
majority of cases it is set to 21 years. However, in a number of countries such
as Australia, China, or Russia, it is set to 18 (ICAP). In the United States,
calls for lowering the drinking age have sounded for a rather long time;
considering that alcohol can lead to unpredictable behavior and other negative
social consequences, the drinking age should not be lowered.
Perhaps, one of the first associations that
come to mind when talking about alcohol is driving. For citizens of the United
States, having a car is a must starting from the age when a teenager is allowed
to receive a driving license. According to data provided by the
organization Mothers Against Drunk Driving, in 2010 a high
percentage of car accidents connected to drunk driving (15,1% out of 10.228
individuals) was observed among young people aged between 18-20 years
(PolicyMic). Respectively, if youth were officially allowed to consume alcohol
from 18 years old, this index of car accidents would necessarily be much
higher.
Moreover, the National Highway Traffic Safety
Administration claims that since establishing the drinking age of 21 in 1975,
the number of car fatalities among 18-20 year old drivers in the United States
decreased by 13% (SFGate).
Medical irresponsibility of allowing teenagers
to drink alcohol on a legal basis is also obvious to those that have at least a
basic knowledge in biology. Consuming alcohol on a regular basis can negatively
affect the development of an individual’s brain’s frontal lobes, which are
responsible for emotional regulation, as well as for planning and organization
(ProCon.org). Underage individuals who consume alcohol put themselves at more
risks of addiction, decreased ability of decision-making, tend to behave less
responsibly, and may become violent, depressed, and even prone to suicide.
The so-called “trickle-down effect,”
well-known to sociologists, is another reason against lowering drinking age
that should be taken to consideration. This effect implies that individuals who
already have a right to legally purchase and consume alcohol tend to buy it for
their younger peers (ProCon.org); for example, 21-year old students buy beer or
spirits for themselves and for their friends who can be of the age 18-20. In
the case of the drinking age being lowered to 18 years, the age of individuals
who in fact have access to alcohol will decrease even more, reaching ages of
15-17 or even less. Considering the specifics of adolescence, granting
teenagers with a wider access to alcohol can have negative consequences for
their health and wellbeing.
Though in a number of countries worldwide the
drinking age is 18 years – in the United States this index is 21, and it should
not be lowered. Lowering the drinking age to 18 years old would lead to an
increase of car accidents connected to drunk driving; it would also negatively
affect the youth’s cognitive development, clouding their ability to make
decisions and plans, and would make them more vulnerable to addiction and other
negative effects; due to the so-called “trickle-down effect” lowering the
drinking age would also mean granting access to alcohol to individuals who are
younger than 18 years old.
Works Cited
“Minimum Age Limits Worldwide.” ICAP.org.
N.p., n.d. Web. 09 Jan. 2014. .
“Top 3 Reasons Why the Drinking Age Should Not
Be Lowered to 18.” PolicyMic. N.p., n.d. Web. 09 Jan. 2014. .
“Keep the Drinking Age at 21.” SFGate. N.p.,
n.d. Web. 09 Jan. 2014. .
“Should the Drinking Age Be Lowered from 21 to
a Younger Age?” ProCon.org. N.p., n.d. Web. 09 Jan. 2014.
Sample persuasive speech online:
http://www.youtube.com/watch?v=rbtythF8Arg Against energy drinks. We will discuss the
effective and ineffective elements in this speech.
