PLEASE DON’T PLAGIARISM BECAUSE HER TEACHER WILL GIVE AN “O” GRADE! THANK YOU VE
PLEASE DON’T PLAGIARISM BECAUSE HER TEACHER WILL GIVE AN “O” GRADE! THANK YOU VERY MUCH!
Please use Formal Writing and Standard English. Please do 2 paragraphs.
Use only textual evidence with direct quotes and examples from text to support your analysis (by line number). The line number is inside of the Writing – Textual Analysis of The Wonderful Wizard of Oz. Thank you very much!
HERE ARE THE TEACHER INSTRUCTIONS: Assignment – In progress
Complete the form, then choose the appropriate button at the bottom.
Title
Writing – Textual Analysis of The Wonderful Wizard of Oz
Number of resubmissions allowed
0
Status
Not Started
Grade Scale
Points (max 100.0)
Modified by instructor
May 13, 2020 5:00 PM
collapse Assignment Instructions
Your Task: Closely read the attached excerpt from L. Frank Baum’s The Wonderful Wizard of Oz. Write a well-developed, text-based response of two to three paragraphs. In your response, identify a central idea in the text and analyze how the author uses one literary technique or literary element to develop a central idea. Do not simply summarize the text. Use strong and thoughtful textual evidence to support your analysis.
Guidelines:
Identify a central idea or theme in the text.
Pick one literary element or literary technique used by the author. Analyze how the author uses this strategy to develop this central idea or theme. Examples of strategies include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
Use textual evidence with direct quotes and examples from text to support your analysis (by line number).
Organize your ideas
Maintain a formal style of writing
Follow the conventions of standard written English
Additional resources for assignment
File attachment Writing – Textual Analysis of The Wonderful Wizard of Oz.pdf ( 211 KB; May 13, 2020 5:00 pm )
Superior Command Strong Command Adequate Command Partial Command Limited Command Inadequate Command Not Demonstrated
Content and Organization Opening and closing. Opening and closing. Generally has opening and/or closing. May lack opening and/or closing. May lack opening and/or closing. May lack opening and/or closing. Does not meet expectations.
Single, distinct focus. Unified and coherent. Well-developed. Single focus. Sense of unity and coherence. Key ideas developed. Single focus. Usually has single focus. Attempts to focus. May drift or shift focus. Minimal response to topic; uncertain focus. Does not meet expectations.
Logical progression of ideas. Compositional risks successful. Fluent, cohesive. Logical progression of ideas. Moderately fluent. Attempts compositional risks. Ideas loosely connected. Transitions evident. Some lapses or flaws in organization. May lack some transitions between ideas. Attempts organization. Few, if any transitions between ideas. No planning evident; disorganized. Does not meet expectations.
Details effective, vivid, explicit, and/or pertinent. Details appropriate and varied. Uneven development of details. Repetitious details. Several unelaborated details. Details lack elaboration. Details random, inappropriate, or barely apparent. Does not meet expectations.
Usage Very few, if any, errors. Few errors. Some errors that do not interfere with meaning. Errors/patterns of errors may be evident. Numerous errors. No apparent control. Severe/numerous errors. Does not meet expectations.
Sentence Construction Precision and/or sophistication. Very few, if any, errors. Variety in syntax appropriate and effective. Few errors. Some variety. Generally correct. Little variety in syntax. Some errors. Excessive monotony/same structure. Numerous errors. Assortment of incomplete and/or incorrect sentences. Does not meet expectations.
Mechanics Very few, if any, errors. Few errors. No consistent pattern of errors. Some errors that do not interfere with meaning. Patterns of errors evident. Numerous serious errors. Errors so severe they detract from meaning. Does not meet expectations.
Organize your ideas
Assignment – In progress
Complete the form, then choose the appropriate button at the bottom.
Title
Writing – Textual Analysis of The Wonderful Wizard of Oz
Number of resubmissions allowed
0
Status
Not Started
Grade Scale
Points (max 100.0)
Modified by instructor
May 13, 2020 5:00 PM
collapse Assignment Instructions
Your Task: Closely read the attached excerpt from L. Frank Baum’s The Wonderful Wizard of Oz. Write a well-developed, text-based response of two to three paragraphs. In your response, identify a central idea in the text and analyze how the author uses one literary technique or literary element to develop a central idea. Do not simply summarize the text. Use strong and thoughtful textual evidence to support your analysis.
Guidelines:
Identify a central idea or theme in the text.
Pick one literary element or literary technique used by the author. Analyze how the author uses this strategy to develop this central idea or theme. Examples of strategies include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
Use textual evidence with direct quotes and examples from text to support your analysis (by line number).
Organize your ideas
Maintain a formal style of writing
Follow the conventions of standard written English
Additional resources for assignment
File attachment Writing – Textual Analysis of The Wonderful Wizard of Oz.pdf ( 211 KB; May 13, 2020 5:00 pm )
Superior Command Strong Command Adequate Command Partial Command Limited Command Inadequate Command Not Demonstrated
Content and Organization Opening and closing. Opening and closing. Generally has opening and/or closing. May lack opening and/or closing. May lack opening and/or closing. May lack opening and/or closing. Does not meet expectations.
Single, distinct focus. Unified and coherent. Well-developed. Single focus. Sense of unity and coherence. Key ideas developed. Single focus. Usually has single focus. Attempts to focus. May drift or shift focus. Minimal response to topic; uncertain focus. Does not meet expectations.
Logical progression of ideas. Compositional risks successful. Fluent, cohesive. Logical progression of ideas. Moderately fluent. Attempts compositional risks. Ideas loosely connected. Transitions evident. Some lapses or flaws in organization. May lack some transitions between ideas. Attempts organization. Few, if any transitions between ideas. No planning evident; disorganized. Does not meet expectations.
Details effective, vivid, explicit, and/or pertinent. Details appropriate and varied. Uneven development of details. Repetitious details. Several unelaborated details. Details lack elaboration. Details random, inappropriate, or barely apparent. Does not meet expectations.
Usage Very few, if any, errors. Few errors. Some errors that do not interfere with meaning. Errors/patterns of errors may be evident. Numerous errors. No apparent control. Severe/numerous errors. Does not meet expectations.
Sentence Construction Precision and/or sophistication. Very few, if any, errors. Variety in syntax appropriate and effective. Few errors. Some variety. Generally correct. Little variety in syntax. Some errors. Excessive monotony/same structure. Numerous errors. Assortment of incomplete and/or incorrect sentences. Does not meet expectations.
Mechanics Very few, if any, errors. Few errors. No consistent pattern of errors. Some errors that do not interfere with meaning. Patterns of errors evident. Numerous serious errors. Errors so severe they detract from meaning. Does not meet expectations.