Assignment: What is Important? (30 points) Criterion Exemplary (27-30 points) Proficient (23-26 points) Emerging (18-22 points) Not Evident (below 18 points) Score and Comments PURPOSE: Examine theme and author’s purpose in a literary work. Points Possible: 8 Student identifies author's purpose and theme accurately, and gives accurate, detailed evidence to explain how they are similar/different. Student identifies author's purpose and theme, and gives some evidence to explain how they are similar/different. Student identifies author's purpose and/or theme and gives little evidence to explain how they are similar/different. Student fails to identify author's purpose and/or theme, and does not explain how they are similar/different. Score: Comments: DRAW CONCLUSIONS Draw conclusions and make inferences of implied information using textual support as evidence. Points Possible: 8 Student draws clear conclusions and makes astute inferences of implied information using appropriate textual support as evidence. Student draws adequate conclusions and makes informed inferences of implied information using textual support as evidence. Student draws conclusions and makes inferences of implied information using textual support as evidence. Student fails to draw conclusions or make inferences of implied information using textual support as evidence. Score: Comments: THEME Analyze recurring theme. Points Possible: 8 Student identifies an accurate shared theme and gives detailed textual evidence to explain how each piece demonstrates that theme. Student identifies an accurate shared theme and gives some textual evidence to explain how each piece demonstrates that theme. Student identifies a shared theme and gives little textual evidence to explain how each piece demonstrates that theme. Student fails to identify an accurate shared theme or give textual evidence to explain how each piece demonstrates that theme. Score: Comments: Mechanics/Conventions Points Possible: 6 Student presents writing that is free of grammatical or spelling errors. Student presents writing that has or 3 or fewer errors in grammar or spelling. Errors do not interfere with understanding. Student presents writing that has 4-8 grammar/spelling errors. Errors interfere with understanding. Student presents writing that has more than 8 grammar/spelling errors. Errors interfere with understanding. Score: Comments: ( 150 words for the 3 subjects Purpose,draw conclusions,theme) Will give brainliest max points and very thankful.

Themes are often what make a story memorable. Long after reading a story, we may forget the characters’ names or the plot, but we will always remember what we learned from reading the story. That lesson is what we call the theme in literature. Living a simple life leads to greater personal freedom. Themes are built on the understanding that life experiences are common to all of us. Readers build connections to stories through universal themes. Appearances can be deceiving. True friends are hard to find.

the writer’s overall purpose determines the techniques he or she uses. The writer’s

reason for writing a particular article or book may be manipulative, as in propaganda

or advertising, or may be more straightforward, as in informative writing. In either

case, understanding the writer’s underlying purpose will help you interpret the context of the

writing. It will also help you see why writers make the decisions they do—from the largest

decisions about what information to present to the smallest details of what words to use. The

chapter concludes with instructions on how to write an analysis of purpose and technique. This

kind of rhetorical analysis will provide the perspective required to keep you from being pushed by

words in directions you don’t want to go.