Dear Dr.

Hartman,
I am excited to focus on the pre-drafting side of a mini-research paper for this assignment. Since I have been researching the
literary canon in my Intro to Graduate Studies class, I designed this paper and unit to allow students to evaluate the relevance of more
archaic writings in literature such as Beowulf and other mythological tales. I will give this assignment to students this Thursday, so I
am curious to see how my formative observations will affect my second and third drafts of this WAD.
My concerns for this assignment is finding an ethical and effective way to evaluate process writing. From my own experiences
and research, the drafting stage has always been graded for completion. Even though this may be fair to students who are still
trying to determine ideas, I am curious to see your thoughts on how to more effectively assess process writing. I have students
submitting a topic proposal, a rough thesis, and ten quotes with analysis (trying to use the double entry journal style you
recommended) before official writing begins. Is there a way to grade these outside of the traditional you did it or you did not
assessment style? Other areas of this assignment follow NC State Standards ideas for grading, but the part I want to use for the WAD,
process writing, does not. I greatly appreciate your feedback on this.
Although this does not directly affect quote integration and process writing, I have been fairly frustrated with terminology used
in rubrics I often see in standardized writings. Since I teach SAT and ACT prep for my students as well, I have employed similar
diction on this papers rubric. It uses phrases like expertly, competently, inadequately, and insufficiently to determine what
makes the grade. Even though standardized test graders spend time reading samples to know the difference between a competent and
inadequate essay, I find this process highly subjective and unfair for students who want to know how to understand the rubric. Is their
different phrasing I can implement for the assessment tool? Side note: this entire submission is in landscape format since my rubric
will only completely transfer to this single-page document in this view. I can change this on future submissions if you wish, but I
wanted you to see how it will look to students on this draft.

Thanks,
Jordan Kulhanek
WRITING ASSIGNMENT DESIGN:
Rationale/Overview:

My purpose for this Writing Assignment Design is to teach research, particularly quote integration, as a formative step. I plan to

use this process writing to facilitate a more engaged, creative, communicative, and academic product. In previous teaching years and

in my own high school and undergraduate career, I saw student after student discuss how they were able to write their entire seven to

ten-page research paper in one night. Howard and Jamieson in A Guide to Composition Pedagogies illustrate how research has

become the antithesis of its intention: the unidentified writer declares procrastination to be his or her norm and then reorders the

usual research process so that fellow procrastinators can start the paper the night before deadline and finish it in just over ten hours

(231). The authors continue by sharing how research has become pointless to students.

Considering my schools purpose for Senior English is research and textual evidence, I must find a way to validate quote-based,

research writing for my classroom. The stories of Howard and Jamieson have become too common, and I want to create a way to

break this habit at the start of the school year. Additionally, I hope to use this assignment to teach students the value of writing and

revising drafts over time.

Context:

To accomplish this goal, I have created a mini-research paper which will break apart the research process over a period of

weeks before the writing begins. Although the assignment includes topic brainstorming, thesis development and revision, outside

readings, quote integration, quote outline writing, rough draft development, required semicolon implementation, peer review, and final

draft submission in both online and hard copy formats, this Writing Assignment Design will focus on the quote integration

component. This research period will encompass four full weeks; however, the majority of the process writing will take place in the
first three. Students will have chosen a topic, developed and revised a thesis, and gathered quotes before official drafting begins. The

intended audience for this assignment is one-hundred senior English students who follow the traditional calendar and have little to no

experience in essay writing outside of the traditional ACT/SAT format. Their concept of an essay does not bring in outside sources

and its arguments rarely transcend the logical, mundane reasoning of the mind. By the end of the unit, students will have developed

confidence in research which should carry over to much larger projects. The setting for this assignment will be almost exclusively in

the classroom because all students will use the same given sources for eighty percent of their research.
Goals/Objectives/Standards:

Key: Yellow = developed standard for research paper

Green = focused standard for WAD

NC State Standards:
RL.9-10.1 textual W.9-10.1 write SL.9-10.1class L.9-
evidence arguments discussions 10.1grammar
RL.9-10.2 themes and W.9-10.2 write SL.9-10.2 L.9-10.2
obj. sum. info. texts diverse media conventions
RL.9-10.3 complex W.9-10.3 write SL.9-10.3 L.9-10.3 style
characters narratives speakers POV
RL.9-10.4 word W.9- SL.9-10.4 L.9-10.4
meanings/diction 10.4produce presentations context clues
clear writing
RL.9-10.5 text W.9-10.5 revise SL.9-10.5 use L.9-10.5 fig.
structure and edit digital media language
RL.9-10.6 point of W.9-10.6 write SL.9-10.6 adapt L.9-10.6 grow
view/perspective w technology speech vocab.
RL.9-10.7 subj. by W.9-10.7
two mediums research projects
RL.9-10.8 (none for W.9-10.8
lit.) research process
RL.9-10.9 transforms W.9-10.9
source material evidence for
analysis
RL.9-10.10 read W.9-10.10 write
variety of texts often

Personal Goals for quote integration/process period:

- Students will identify how to effectively cite outside sources for research writing
- Students will gather quotes over time to reflect longer and more reflective thought
- Students will develop and revise their topic and argument over a four-week period
- Students will analyze texts with individual purpose beyond classroom knowledge
Actual Assignment Design:

Paper Component

Formatting and Style: 1,500 words (not including Works Cited Page), typed, double-spaced, 12-point font. MLA Format is required
for page layouts, in-text citations, and Works Cited page. Note: the total word count must be written at the end of this document to
receive credit.

Sources: You must use the story of Beowulf/other mythological texts read in class and at least 2 secondary sources from either books,
periodical articles, interviews, or scholarly online texts (.edu or .gov sources only).

Topic Choice Due: October 18th Rough Thesis Due: October 25th

OUTLINE Due Date: November 2nd (Wednesday)

ROUGH DRAFT Due Date: November 3rd (Friday)

Minimum Requirements: Two pages not including Works Cited Page. This needs to be accessible from LAB C.

FINAL DRAFT Due Date: SUNDAY NOVEMBER 5th at 11:59 PM via email to kulhanj@gcsnc.com. Students must also bring a
printed hard copy to class on Monday November 6th as part of the submission process.

Grading Policy: 1 test grade. Each segment of the analysis paper will be evaluated for completeness, compliance with format, and
writing skill.

Segments: Quote Outline with at least 10 quotes and min. of two outside sources (5 percent of total grade)
Rough Draft with peer review process (5 percent of total grade)
Final Draft (90 percent of total grade)
____________________________________________________________
Presentation Component

In addition to turning in your paper, you are responsible for sharing your research in a 15 minute Socratic Seminar on your topic.
Seminars will begin on November 9th and conclude on November 10th.

Needed Content: - Why researcher chose particular topic

- Evidence to support topic and your corresponding analysis
- List Counterclaims to your particular stance and how you refuted them
- Most difficult aspect of conducting research on this topic
- Call to Action/relevance to society today

Grading Policy: 1 quiz grade for discussion in seminar

Topic Choices:
1. The Commonality in Storytelling: Many pieces of literature provide timeless messages that can be applicable to all people.
Analyze the plot points, characters, and themes of Beowulf and how they make connections to other myths and legends.
2. A Microscope on Culture: Stories continue to have reoccurring themes and values and authors often create characters that
embody the values and morals of a particular culture. Reflect on the values and themes in Beowulf and other ancient cultural
myths to explain how those myths reveal the character and values of that society.
3. An Assimilation of Beliefs: As you know, Beowulf blends both pagan elements from its setting in 6th century Scandinavia
with Christian elements from the 11th century when it was finally written down and preserved. Describe these various
religious elements in Beowulf and other stories and discuss their importance to fully understand these epic tales.
4. The Relevance of Mythology: Develop an argument analyzing how myths such as Beowulf are still relevant to society today?
In doing so, writers should focus on cultural, thematic, and storytelling concepts from ancient cultures and explain their
application today.

Skills-based expectations in writing:

Semicolon use: students must use semicolons effectively at least twice in this paper. Highlight each complete sentence that
uses a semicolon on the final draft.
Variety of transitions: Rather than just saying, the author states, use other transitional words when introducing quotes, such
as writes, argues and maintains.
 Parenthetical use: Every time a quote is used or you paraphrase another work, include a (author #) which contains the
authors last name and page number. If there is no page number or it is only one page, leave the page number blank. Ex.
(Raffel 17).
Introduction and Conclusion Use: Each essay should begin with a hook to increase engagement and end with a conclusion
that gives application, a call to action, or lasting value.
Quote Integration: Students must research and include at least 10 quotes from Beowulf and other outside sources to shed light
on their topic. These quotes will be compiled on a separate quote-integration sheet and will be gathered over the course of this
unit. Refer to due dates on our calendar to know when I will be checking your progress. I will assess your quotes for
congruency and relevance on your quote outline.
o Note: Since the primary text we read is Beowulf, you should use it when crafting your essays argument. Do not just
pull from other myths.

ENGL 12 Curriculum Map Unit 2: A Mythological, Cultural Foundation

Summative Assessments
1-C Quarter 1 Exam 12%
1-D Classwork Grade 12%
2-A Cultural Foundation Essay 12%
Core Instructional Materials
Shorter Texts
Beowulf Excerpts
Grendel Excerpts
Nordic Gods and Heroes Excerpts
Eaters of the Dead Excerpt
Other
Multiple online articles
Quote Integration Sheet
MLA Citation Sheet
Avoiding Sentence Errors Sheet
Misc. stories from various cultures
Formative Assessments Non-Negotiable Skills
Quizzes 4% apiece Citing evidence (interpret/explain) to support main
1 Beowulf / Eaters Quiz idea and theme.
Socratic on Researched Myth Development of evidence
Socratic on Culture Paper Determine Main Idea/theme
Grendel Day Analyze Development of reading
Understand the meaning of words
Homework 3% apiece Analyze structure and style; Respond to questions
Journal Check (counts as 2) Grammar, usage, punctuation, spelling
Beowulf Boast Contest
Organization; Plan, revise, edit writings
Eaters of the Dead MLA Qs
Primary Common Core Standards Used
12.RL.1 Textual Evidence
12.RL.2 Themes and Objective Summary
12.RL.3 Complex Characters and Setting
12.RL.4 and 5 Word Meaning/Diction and Text Structure
12.RL.6 Point of View/Perspective
12.RL.7 Analyze multiple interpretations of text
12.W.1 Write Arguments/Research papers using evidence
12.W.10 Write routinely over extended time frames
12.RI.1 Cite Evidence from nonfiction sources
12.SL.1&6 Class Discussion / adapt speech for dif. contexts
12.L.3a Apply knowledge of language; vary syntax
12.L.4 Determine meaning of unknown and confusing words
 Curriculum Map Q1 B Bold Words are Due Dates and test dates!
4 Oct 5 Oct 6 Oct

Unit Reflection Edith Hamilton Intro LAB to research myth

Storytelling PP Thor and Loki Myth
Heros Concept Map Assign myth
HW: Map and Ham. J6
9 Oct 10 Oct 11 Oct 12 Oct 13 Oct

Socratic 2 Riddle Due PSAT Day Paper Introduction Villain Archetype

Riddle Quest Seniors Off-Campus Beowulf Reading 1 Day
NO SCHOOL!!! Two Quotes Homecoming
16 Oct 17 Oct 18 Oct 19 Oct 20 Oct

Beowulf Boast Activity Boast Due Topic Choice Due Q1 Exam Beowulf Reading 2
Kennings, Alliteration Beowulf Boast Online proposal Four Quotes
J7 Bracket Format Q1 Exam Prep Journal Due J7
Tombs!
23 Oct 24 Oct 25 Oct 26 Oct 27 Oct

Eaters of the Dead MLA Eaters Qs Due Grendel Retelling Goat Reading GRENDEL DAY
Beowulf Reading 3 Grendel Work Day
Thesis Due Online End of Grading Period
Beowulf Eaters Quiz
6 Quotes
30 Oct 31 Oct 1 Nov 2 Nov 3 Nov

NO SCHOOL!!! Armor is Iron Essay Outline Outline Due Rough Draft 2 pages
Last Year Example 8 Quotes minimum Due
LAB LAB Peer Review
MLA Teach
6 Nov 7 Nov 8 Nov 9 Nov 10 Nov

Socratic 3 SRP Intro Intro to Literary Literary Criticisms Veterans Day

Summative Topic Brainstorm Criticisms No School
Assessment 2-A Due MLA Review
Cultural Essay Research 6 Steps Q2 Blog 1
Textual Evidence Sheet: Students will receive this in the first week and I will periodically check this throughout the unit. Students
have received a calendar which includes due dates for x number of quotes.

Textual Evidence (quote) Name of Article or piece of How could it answer a prompt?
literature quote comes from (why did you choose it?)

insert quote here How to write good papers pg.
23 or paragraph 2
Well this one doesnt because it is an example.
Consider using this section to categorize quotes into
topic sections. I ALWAYS organize quotes into
categories before writing to help with organization
and to see where I am going.

Dr. Hartman, this document includes space for 15 quotes. To

save space, I have just included five rows.
 Assessment Tool/Plan:
Standard 4 Distinguished/Highly 3 Proficient/Effective 2 Basic/Needs Improvement 1 Unsatisfactory/Ineffective
Effective
1) 11-12.RL2 Determine two or more themes of the Text and Analyze Development of them
Identification/ Expertly identifies themes of Competently identifies themes of texts Inadequately identifies themes of Insufficiently identifies themes of
Introduction texts and how they relate to and how they relate to one another. texts and how they relate to one texts and how they relate to one
one another. another. another.

Application/ Expertly makes realistic Competently makes realistic Inadequately makes realistic Insufficiently makes realistic
Conclusion/ applications of the identified applications of the identified themes of applications of the identified themes applications of the identified
Value themes of the texts. the texts. of the texts. themes of the texts.
___/20
2) 11-12.W.1c-f Write arguments to Support Claims
Transitions Expertly incorporates Competently incorporates transitions Inadequately incorporates Insufficiently incorporates
transitions to link the major to link the major sections of the text. transitions to link the major sections transitions to link the major
sections of the text. of the text. sections of the text.
Language and Expertly uses precise language Competently uses precise language Inadequately uses precise language Insufficiently uses precise language
Style and domain specific and domain specific vocabulary. and domain specific vocabulary. and domain specific vocabulary.
___/20 vocabulary.

3) 11-12.W.1a-b Write arguments to Support Claims

Development Expertly develops claims fairly Competently develops claims fairly and Inadequately develops claims fairly Insufficiently develops claims fairly
and thoroughly. thoroughly and thoroughly and thoroughly

Organization Expertly organizes claims into Competently organized claims into a Inadequately organized claims into a Insufficiently organizes claims into
___/20 a unified argument. unified argument. unified argument. a unified argument.

4) 11-12.RL.1 Cite strong textual evidence

Evidence Identifies strong and thorough Identifies textual evidence related to Identifies textual evidence unrelated Little or no textual evidence
textual evidence thesis to thesis
___/30
Inference Draws insightful inferences Draws specific yet simple inferences Draws unspecific, simple inferences Little or no inferences support
from the text to support from the text to support textual which may not support textual textual analysis
textual analysis analysis analysis
5) 11-12.L.1/L.2 Demonstrate Command of English Conventions

Grammar and Expertly demonstrates Competently demonstrates command Inadequately demonstrates Insufficiently demonstrates
Conventions command of the conventions of the conventions of grammar and its command of the conventions of command of the conventions of
of grammar and its usage. usage. grammar and its usage. grammar and its uses.
___/10

_____/100 = Total Score Comments: