Can Money Buy Happiness?

A Thematic Unit on the American Dream

For 10th grade ELA

Presented by Ella Gonzalez on December 14, 2012 for AED 341

TABLE of Contents:
Overview: Summary Rationale (3) (3) (4) (4) (4) (4) (5-7) (8-18)

Project-based learning Interdisciplinary justification Respect for difference Assessments Text Set: Unit Plan Schedule: Handouts: Culminating Project Handout Culminating Project Rubric

(19) (20)

Overview:

SummaryThe American Dream is a well-known goal many uproot their lives in hopes of achieving. This is a prevalent theme within F. Scott Fitzgeralds novel, The Great Gatsby, in which readers are left with the impact of wealth on Gatsbys life. Can money buy happiness? After examining this unit students will be able to understand that the amount of wealth one has does not determine how happy a person will be. Contrary to popular belief, money, while traditionally a major component, is not the main objective in the American Dream. Rather, happiness occurs with the little things in life, and expecting money to be the gateway to joy is not the ideal way to live. Students will be asked to reflect on the difficulties that children in lower-income households may experience this approaching holiday season. They will be asked to form, manifestos encouraging gift, food, and even clothing, donations to those in need. They will write short narratives, or poems as preparations for their manifestos; which will be shared school wide, and brought home so that students, if they so please, can share it with their communities. This project is not about the book, but rather, the issue. Rationale:

1) Administrators- Our students will be able to write, think, and speak on a higher level once this unit is complete. After a full text analysis of an American classic, the students will take on the NYS standards. This will help them prepare for the future while becoming more career and college ready through lessons on theme, story structure, creative writing techniques, narratives of writing, and the construction of a manifesto; with a focus on language usage, vocabulary connotations, character analysis, peer-editing, audience, tone, and so forth. These new skills will develop a better literacy to put to use during future testing. 2) Students- Students will have a better comprehension of the English language, as well as themselves, after this unit is complete. Students will be asked to question their own beliefs and characters when evaluating the role money plays in their lives. Along with adjusting personal perspectives, students can then make a change in someone elses views on wealth. This will give students power to write a persuasive/informative piece which can impact the lives of those within their communities, schools, and homes. 3) Colleagues/practitioners of critical pedagogy/empowering education- This unit will promote each student to form a better literacy identity. While motivating students to reconsider the role money plays in todays society, this unit reviews different techniques in which to improve their writing and reader methods. The lessons weaved in all touch on the standards while highlighting real-life situations the students can relate to. 3

Project-based learningIn asking students to reflect on the difficulties that exist for children in lower-income households, students are experiencing how to take on real problems some may experience this approaching holiday season. In being asked to form, manifestos to encourage gift, food, and clothing donations to those in need, students are extending past the novel, while learning how to write manifestos. Interdisciplinary justificationThis unit works parallel with an Economics course, or an Art class. Since this unit touches on the issues of the community, and school, and Economics class can touch on the class standings of the surrounding families. They can look at income levels, and make charts to further the importance of this issue. If an Art class was to take part in this unit a colorful approach can be taken. Students with artistic abilities can help hook the attention of those how prefer visual literacies, than written. The combining of classes can be useful in this unit. Respect for differenceDue to the different income classes that the students will be studying, an understanding and respectful tone must be maintained. The societies that each student will have to balance will be a test of their writing skills, forcing each student to develop a sympathetic discourse for their projects. AssessmentsThroughout this unit students will be asked to self-evaluate based on what new perspectives they have developed. Student writings will be continuously checked by fellow classmates as well as collected by me. Students should exhibit a solid comprehension of the anchor text by being able to answer the daily questions. They will be able to expand their language usage, as well as display proper understandings of a central theme of a text. Peer-review and editing groups will be out in use to ensure proper communication between their writing, reading, and personal identities. Administrators and parents will be able to assess the students by their presentation of the manifestos to specific households, and outside communities.

TEXT SET

Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 2004. Print. This beautifully written, fictional, novel focuses on the struggles that occur within society relating to wealth, love, class order, and the American Dream. Narrator, Nick Carraway, travels from Minnesota to West Egg, Long Island, in hopes of living a better life. His neighbor, a mysterious and very wealthy man, is desperately holding on to his past love, Daisy, Nick's cousin. She is married to a stubborn, rich, pompous man, Tom, who is having an affair with his mechanic's wife, Myrtle Wilson. After being invited to one of his neighbor's extravagant parties, Nick befriends the mysterious Jay Gatsby and helps him reunite with Daisy. The spark seems to return instantaneously which resolves in many visits between the two, until Tom becomes suspicious. Although cheating himself, envious Tom invites them all to NYC where a confrontation explodes leading to a fatal hit-and-run leaving Myrtle the victim. Prior to this accident Myrtle was confessing her lack of joy in her marriage to George, her husband. He thought his wife in a moment of passion for her lover threw herself into the road and whoever the driver was must be the other man. However, Daisy was the one behind the wheel with Gatsby as passenger, contrary to the beliefs that Gatsby was the driver, and therefore the lover. George shoots Gatsby, then himself, leading to the funeral in which Nick reveals to the readers that barely anyone shows up, including Daisy. Gatsby did whatever he could to show off his wealth to Daisy, which he knew wealth was important to her. Sadly, his money did not buy him the happiness he longed for, nor did wealth satisfy and bring true happiness to Daisy, Tom, or Nick. "Google Images." Google Images. N.p., n.d. Web. 24 Nov. 2012. The image of East Egg, where those born into money lived, should help the students visualize the property in which these characters lived on. This land should emphasize exactly how large Gatsby's parties were, along with how wealthy of a man he must have been. It will provoke different answers to if wealth, and this home, would be the key to happiness for some.

"Google Images." Google Images. N.p., n.d. Web. 24 Nov. 2012. 5

This picture says so much, from the outfits, to the scene behind them. Students will be able to build a better perspective on the role money plays throughout this novel. These people are decorated in their finest outfits and accessories to show off, not just their social rankings, but what money can do for them appearance wise.

"Google Images." Google Images. N.p., n.d. Web. 24 Nov. 2012. An image straight from the time period itself exhibiting two women will encourage the students to reflect about the social class they may have fallen into. Social class and wealth tied The Great Gatsby together, and is an important topic to evaluate in different ways. Being able to discuss the class structure of the plot's time period will encourage a thoughtprovoking response for the essential question.

Hayden, Tom. "Port Huron Statement, 1962." Port Huron Statement, 1962. N.p., 15 June www1962. Web. 13 Dec. 2012. A manifesto written by Students of the University of Michigan, with Tom Hayden as the driving force, was striving to improve our democracy and society. These Students for a Democratic Society (SDS) were activist for civil rights and wanted to put an end to economic inequalities. This example of a manifesto will not only help guide students in writing their own, but also emphasis the power of writing. Literacy can make a change, similar to what these students from Michigan are doing.

ICrumblezz. "Jessie J - Price Tag Lyrics." YouTube. YouTube, 13 Feb. 2011. Web. 28 Nov. e www2012. <http://www.youtube.com/watch?v=G-TSaH7T7_k>. This pop song by Jessie J brings forth the message that money can't buy love, or excitement. Life is passing by and the focus on money and "pricetags" should not be what motivates the world. This gives only one of the possible insights into answering the essential question. MrGrimNick. "The Gift of the Magi." YouTube. YouTube, 10 Jan. 2011. Web. 24 Nov. wwi2012. <http://www.youtube.com/watch?v=gzs-GNtf2tY>. This silent short film version of O. Henry's story gives a new insight to the tale. Showing a silent version changes the short story slightly and makes students see this story of happiness from a different perspective. Using this other literary device of media will emphasize the theme for those who may not have understood it simply by reading the words on a page, but are now seeing it. "Short Stories: The Gift of the Magi by O. Henry." Short Stories: The Gift of the Magi by wwwO. Henry. N.p., n.d. Web. 24 Nov. 2012. In this realistic fiction Della struggles to find enough money to buy her husband, Jim, a gift nice enough to express her deep love for him. She has a mere $1.87 to her name for Christmas funds. Determined to afford a beautiful chain for his pocket watch, which was his prized possession, she decided to cut her long luxurious locks and sell them for $20. She loved her long hair but chose to be selfless for love. When Jim returned home to his wife he was unsure how to act towards her new hair, for he knew how much she loved her long waves. In hopes of explaining his reaction towards her hair he gave her the gift he sold his watch for, a beautiful comb set that she had admired. She returned the gift exchange with a chain that he no longer had a watch to hang from it, in yet, they were both happy. The selfless act of giving up whatever they could brought more happiness to the couple, which puts a twist on the question, "Can money buy happiness?" This perspective on money not being what brought this joyful moment to the couple differs from the wealth hungry characters of The Great Gatsby.

Chunking of text and developing of questions

Week 1- Introduction to unit
A. Day 1TEQ: How do authors get one interested in a story? TEU: Authors use perspectives, imagery in the language, and they play on their audiences curiosity, such as Who is the Great Gatsby? Why is he not telling the story? Chapters 1 and 2 (38 pgs) How does Nick describe Gatsby to the readers? What is the significance of wealth in the social standings? Does Nick seem like a reliable narrator? Write a brief character analysis on any one of the characters introduced in the text thus far. NYS Standard 6: Students will be able to analyze the point of view in a text. B. Day 2TEQ: Why do authors sometimes use an outside perspective to tell a story? TEU: Authors use a variety of devices, including different perspectives, to help you develop a heightened understanding of the plot, along with a better comprehension of the various characters and their motives. Chapter 3 (20 pgs) How does Nick describe Gatsbys parties? Is Jay Gatsby really as Great as Nick has portrayed? Why or why not. From the party description, what could the reader assess about Nicks take on money? NYS Standard 4: The focus on word choice will teach one to examine more than the surface text. NYS Standard 6: Students will be able to analyze the point of view in a text. C. Day 3TEQ: How do authors get one to sympathize with characters? TEU: Authors use different literary devices to describe characters, and this provides a sense of closeness with a character causing readers to sympathize with different characters during different scenarios. Chapter 4 (19 pgs) 8

Why does Nick list off some of the guests that attend Gatsbys parties? What does Nicks description of Meyer Wolfsheim tell the readers about our narrator? There is a narrative switch when Jordan tells her story; does she add any substance to the people involved in her story?

NYS Standard 4: The focus on word choice will teach one to examine more than the surface text. D. Day 4TEQ: What is the purpose of incorporating friendship in a story? TEU: Authors play off real emotions readers can feel. By using authentic themes the audience and characters can have a closer bond. Chapter 5 and 6 (30 pgs) Why does Nick respond the way he does when Gatsby offers to him for helping with Daisy? What significance does Gatsbys decorating of Nicks house have? What does Nick imply about Daisys response to Gatsbys lifestyle? And why does she cry? Why would Fitzgerald make Nick the narrator if Nick was not present for the rest of Gatsby and Daisys reunion that afternoon? What is Gatsby upset about after the party Daisy and Tom attended? NYS Standard 6: Students will be able to analyze the point of view in a text. E. Day 5TEQ: How do authors frame the intentions of supporting characters without having switching narration perspectives? TEU: Authors use subtle details to explain the motives of other characters. This is the beneath-the-surface reading of a text. Chapter 7 (32 pgs)

How does Nick explain Gatsbys reasoning for calling off the parties? How does Nick describe the confrontation between Tom and Gatsby when they are in NYC? What is the fatal scene Tom, Jordan, and Nick drive through? What does Nick realize by the end of this chapter about his friend?

NYS Standard 4: The focus on word choice will teach one to examine more than the surface text. NYS Standard 6: Students will be able to analyze the point of view in a text.

Week 2-Understanding Theme

A. Day 6TEQ: Why do authors choose a central theme of a text? TEU: Authors base their characters and plot around one, or multiple, messages that are important for the readers to walk away with. Forming a common theme for readers to analyze after the text is read will leave a lasting spot for the novel in ones mind. Chapter 8 (15 pgs)

What is Nicks response to Gatsbys story about his night watching Daisy? Nick describes the scene between Michaelis and George Wilson, what is the importance of this scene? How does Nick describe the final section of this chapter leading to Gatsbys death?

NYS Standard 2: The focus on the central idea of a text and the ability to evaluate it. B. Day 7TEQ: What role did wealth play? TEU: Gatsby had money to live an extravagant lifestyle, but he was always looking for something more, this something more being Daisy. Authors include themes like wealth to show that it is not about the money one accumulates. Chapter 9 (17 pgs)

What can the readers imply about the narrative after Nick writes that he is reflecting on the events that occurred two years ago? What is Nicks tone when describing the events of Gatsbys funeral? What realization does Nick make about the American Dream? Why does Nick decide to move back West to Minnesota?

NYS Standard 1: Developing textual evidence to support such themes within the text.

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C. Day 8TEQ: How do themes reflect on characters? TEU: Authors use relatable societal issues to structure themes, such as happiness, wealth, and love, to develop characters based on the characters response and attitude towards each theme. Class analysis of book Was Gatsby a hero or a victim? Using the information throughout the novel, starting with the rumors ending with Henry C. Gatz brief scene, trace the transformation of Jay Gatsby? Note the name change NYS Standard 1: Developing textual evidence to support such themes within the text. W. 9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. D. Day 9TEQ: What is the importance of analyzing themes an author uses? TEU: Authors use themes to develop a closer connection with the audience and the characters. A theme can open up readers to an emotional state that enhances the text. After a thorough reading of a text, one must go back and examine the take away messages that question: Love, Wealth, The American Dream, and Class structure, in The Great Gatsby. Class analysis of book What importance did the American Dream in correlation with wealth have? What affects does the time period have on the novel? Touching on love and the idea of social order. NYS Standard 2: The focus on the central idea of a text and the ability to evaluate it. E. Day 10TEQ: How do themes support a plot? TEU: Authors include multiple themes to outline the underlying messages a text contains. The use of themes tells more about a characters motives, as well as, leaving the readers with something to take away. Theme break down

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Choose one of the main themes present throughout the novel and write a short, and concise, paragraph while using at least 3 direct quotations to justify why this theme is important.

NYS Standard 1: Developing textual evidence to support such themes within the text. W. 9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Week 3- The Significance of Word Choice

A. Day 11TEQ: How does an authors word choice affect a text? TEU: The language an author uses determines the tone in which the story is told. Language can help persuade readers into liking, or disliking, certain moments or characters throughout a text. Re-read passages from Chapters 1, 3, 4, 7, and 8 Look at word choice and evaluate the vocabulary in context Pull out the words that can have multiple connotations NYS Standard 4: The focus on word choice will teach one to examine more than the surface text. B. Day 12TEQ: How are connotations important in literature? TEU: Authors use vocabulary that exhibits several connotations in order to build a more emotional connection to a plot. Ex: Happiness (no singular denotation) Look at aforementioned passages Define 15 open-ended words that exist in the story with your own personal connotations (Ex: danger, paralyzed, fool) NYS Standard 4: The focus on word choice will teach one to examine more than the surface text. C. Day 13TEQ: How is a theme reflected from word choice? TEU: Authors use terms that give characters a voice, settings an image, and an era meaning. Words emphasize themes by forming a context for a reader to understand the message better through. Read The Gift of the Magi Is the love between Jim and Della believable? 12

Define the narrators perspective on money. What, in your opinion, is the main idea of the story?

NYS Standard 2: The focus on the central idea of a text and the ability to evaluate it. NYS Standard 4: The focus on word choice will teach one to examine more than the surface text. D. Day 14TEQ: How is a visual text considered useful? TEU: Visual imagery can help those who struggle with finding a message in tradition, written-text. Watching a text that puts forth a similar theme will help students have a more concrete comprehension of the essential understanding. Watch a silent version of The Gift of Magi Does the story tell a different tale when it is silent? Why do we evaluate parts of speech in literature? What are some impacts, positive or negative, that speech would have had in this video? NYS Standard 7: Touching on different mediums and the use of technology to enhance the way a text is read, understood, and written about. E. Day 15TEQ: How do comparative pieces help enhance a central theme? TEU: Using a text to compare and contrast will help to enlighten a reader on different perspectives that can be taken towards a specific theme. Closer look at The Gift of the Magi and The Great Gatsby What are the differing qualities of love present between the two? What role does wealth play in these stories? How does the word choice emphasize the message of each story? W. 9-10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Week 4- Writing Creative pieces

A. Day 16TEQ: How does the use of a historically correct background enhance a text? 13

TEU: Authors invite readers into a specific era, or surrounding, to create a relatable environment in which I can sympathize with the characters and plot in a more advanced way. Using actual historical background allows me to enter a different mindset to read the story from, and expand my horizons on the topic (The 20s). Preview three photos framing The Great Gatsby What do the images bring to the story as a whole? What is the tone of each image? NYS Standard 7: Touching on different mediums and the use of technology to enhance the way a text is read, understood, and written about.

B. Day 17TEQ: How can images be expressed through writing? TEU: Writers can use different literary techniques, such as metaphors or similes, to paint pictures for an audience. Look at possible similarities between other literary mediums Is there a particular song or poem that can relate the message that The Great Gatsby is portraying? The Gift of Magi? (Like Jessie J- Price tag, Beatles- Cant Buy Me Love) How do these creative pieces portray the theme we have been studying? Bring in a song that conveys the themes of the two texts NYS Standard 4: The focus on word choice will teach one to examine more than the surface text. NYS Standard 7: Touching on different mediums and the use of technology to enhance the way a text is read, understood, and written about. C. Day 18TEQ: Why do authors use irony within a story? TEU: Authors use irony which is a literary form of sarcasm, to emphasize the absurdity or a word, or situation. Irony, helps writers reach a creative level in their texts. Look back at The Great Gatsby and The Gift of Magi What are some ironic elements of either story? Title? How does the irony (if present) enrich each piece? NYS Standard 4: The focus on word choice will teach one to examine more than the surface text. 14

D. Day 19TEQ: How can writers find an inspiring topic? TEU: Authors can brainstorm by writing everything and anything that enter their minds. The power of putting everything that was on a writers mind down on paper will help the author find clarity. Motivation lies within each person; it is just a matter of finding it. Reading parallel creative pieces (Reflecting on the songs they brought in) Opening up the floor to an open discussion on outside texts that reflect the question Can money buy us happiness? W. 9-10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. E. Day 20TEQ: Why is creative writing important in literature? TEU: Writers who are in touch with their emotions will be able to voice different narratives, or use poetry to tell a story. Both types of texts are important styles that can be used as persuasive, informative, or simply entertainment purposes. Begin our creative pieces, whether it is poetry, or a short fictional narrative. Why is poetry important? What modern day form can this style of writing be found in? What are some basic elements to a creative narrative? Begin writing creative pieces about whether or not money can buy happiness. NYS Standard 4: The focus on word choice will teach one to examine more than the surface text. W. 9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Week 5- How to write a Manifesto

A. Day 21TEQ: How can themes in literature affect a community? TEU: The American Dream is a prevalent goal many hope to achieve. The parallel themes some texts have with current society will help the audience understand how to address the real-life situation.

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 Review of EQ: Can money buy us happiness? In relation to the economic standings we are currently in. Discuss the role money plays on low-income families. How can we help? Where do we find places to donate? How can we persuade others to donate as well? Are the holidays about money? Family? The spirit? NYS Standard 1: Developing textual evidence to support such themes within the text. B. Day 22TEQ: What is the importance of a thesis? TEU: A thesis highlights what the central message in an essay is going to be. Writers use a thesis to show the readers what the text is going to discuss. Distinguishing a thesis in other short stories, and then forming our own. Read- Port Hurons Manifesto Work in groups and form a thesis of the article What is the thesis? NYS Standard 2: The focus on the central idea of a text and the ability to evaluate it. NYS Standard 6: Students will be able to analyze the point of view in a text. NYS Standard 7: Touching on different mediums and the use of technology to enhance the way a text is read, understood, and written about. W. 9-10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

C. Day 23TEQ: What is one of the techniques a writer can use to make an essay flow? TEU: Authors must use transition sentences to keep the audiences attention. Text that are fluid and easily enter the next body paragraph will increase the readers ability to pick up on the central message. Transitional sentences present in newspaper articles Read a current event article and highlight the transition into each new topic.

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How can one write a different transition sentence for the article?

NYS Standard 7: Touching on different mediums and the use of technology to enhance the way a text is read, understood, and written about. W. 9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W. 9-10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. D. Day 24TEQ: How does a writer target an audience? TEU: Writers evaluate the type of text in which they will be writing. Using language that correlates to the age group and surroundings of the prospective audience will help the author leave an impact with his/her message. Evaluate the role of wealth, and start to construct the holiday manifestos in support of donations for the less fortunate. What kind of paper is this? How can persuasive papers help motivate change? Who is our audience? W. 9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W. 9-10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

E. Day25TEQ: Why is it important to edit ones writing?

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TEU: Editing is a huge part of the writing process. Revising will only make a writers piece stronger. Peer-editing increases the perspectives and will help the writer find mistakes, or flaws that may be overlooked by the author. Continue to work on the manifestos, start peer revision. How do revisions help? What should an editor look for? How does one evaluate the work of another? W. 9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W. 9-10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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Spreading the Happy Holidays! Can Money Buy Happiness?

Write a manifesto highlighting the positive effects of donation. Focus on your persuasive writing skills to encourage others to donate gifts, food, or clothing, to those less fortunate. Using captivating language, keep the attention of your target audience (whether it is your community, or the school community) Inform your audience of the struggles that some children face; be sure to have them understand how nice it will be to help them! You will work in peer-review groups to help structure a well-written, 1-2 page Manifesto that will be turned into fliers, or posters, to share. All components of an essay that were discussed should be used. (Thesis, transition sentences, supporting body paragraphs, grammar, descriptive language, etc) After, you will write a reflection on this project, and your growth, using any writing style you prefer (poetry, narrative, powerpoint, essay). You will be graded on: How smoothly your peer-review group runs Who you decide to make your target audience Grammar, punctuation, tone, language usage Creativity with reflection paper Overall format of thesis, supporting paragraphs, and conclusion

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CATEGORY Attention Grabber

4 - Above Standards
This has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. The thesis statement names the topic of the essay and outlines the main points to be discussed. A variety of thoughtful transitions are used. They clearly show how ideas are connected All sentences are well-constructed with varied structure.

3 - Meets Standards
The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.

2Approaching Standards
The author has an interesting introductory paragraph but the connection to the topic is not clear.

1 - Below Standards
The introductory paragraph is not interesting AND is not relevant to the topic.

Focus or Thesis Statement

The thesis statement names the topic of the essay.

The thesis statement outlines some or all of the main points to be discussed but does not name the topic. Some transitions work well, but some connections between ideas are fuzzy.

The thesis statement does not name the topic AND does not preview what will be discussed. The transitions between ideas are unclear OR nonexistent.

Transitions

Transitions show how ideas are connected, but there is little variety

Sentence Structure

Most sentences are wellconstructed and there is some varied sentence structure in the essay. Author makes 12 errors in grammar or spelling that distract the reader from the content.

Most sentences are well constructed, but there is no variation is structure. Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Most sentences are not wellconstructed or varied.

Grammar & Spelling

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

Capitalization Author makes no Author makes 1- Author makes a 2 errors in few errors in & Punctuation errors in
capitalization or punctuation, so the essay is exceptionally easy to read. capitalization or punctuation, but the essay is still easy to read.

Author makes several errors in capitalization capitalization and/or punctuation and/or that catch the punctuation that reader\'s attention catch the and interrupt the reader\'s flow. attention and interrupt the flow.

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