Civil War (1861-1865) Short Story Assignment

Civil War (1861-1865) Short Story Assignment WRITING GRADE

DUE Outline (Wed, 5/9) Draft 1 (Tues, 5/15) Final (Fri, 5/18) Metacognitive (Mon, 5/21) DATES

VALUE: 200 Points

Related Classroom Readings: . As models, “A Mystery of Heroism” by Stephen Crane and “An Occurrence at Owl Creek Bridge” by Ambrose Bierce (They provide two vastly different approaches. Reading both—in addition to Mr. Kahrl’s “The 17th Ohio Regiment”—provides you with some different ways to tackle this assignment.) . Lincoln’s “Gettysburg Address” and background info. . Background info in textbook, pp. 558-560 . Setting the time leading up to Civil War o “from Narrative of the Life of Frederick Douglass, an American Slave”—Frederick Douglass, former slave and abolitionist o “Stanzas on Freedom”—James Russell Lowell, American poet and abolitionist o “Free Labor”—Frances Ellen Watkins Harper, American poet, novelist, lecturer, and social reformer; first popular African American poet

Requirements (These are set up per pair, not per individual.) . Develop a short story chart or outline that reflects the following short story elements: exposition, rising action, climax, falling action, resolution. You must do this before you begin writing.

. Your story elements need to be focused around a conflict OTHER THAN THE WAR. The Civil War/Gettysburg is your setting; you need to create your character’s own conflict. For example, Collins’ conflict in “Heroism” has to do with getting water/proving himself, not just the actual battle. In A Separate Peace, the boys’ experiences have WWII as a backdrop, but the war is not where the story takes place.

. Your story needs to be historically feasible. You get to be creative with individual actions and words, but known historical events and figures have to be true to reality.

. You need to write with a clear point of view (type of narrator); it may switch, as it did in “Owl Creek,” but there needs to be a clear, definite, justifiable reason for it. Bierce began the piece with a journalistic, third person point of view, and then because a chunk of the story takes place inside Farquhar’s head, he shifts the point of view to third person limited omniscient. I honestly don’t advise switching; Ambrose Bierce had a “bit” more writing experience than you’ve had. ;-)

. We have examined and used vivid language to create engaging writing, and we have examined how writing techniques directly contribute to writing style, that which distinguishes Mark Twain’s writing from Nathaniel Hawthorne’s. You, too, will need to decide which techniques you will use to create your own voice, style, and tone—all of which play into each other. You need to smoothly integrate at least five (5) literary devices into your story—up to three may be examples of figurative language, but the other two must be different types. Please number the devices you use with superscripts1 that correspond with your Style Chart, which will include the sentence containing the device, what type of device it is, and why you think it is an effective use of a writing technique; so, basically, you’ll do for your own writing what you did for the Zora Neale Hurston passage and what you did for “The Occurrence at Owl Creek Bridge” and “Mystery of Heroism.”

. You need to include at least 5 “lines” of correctly punctuated dialogue that fit the character(s) and setting (i.e. the occurrence of people speaking occurs 5 times—not “lines of text,” as in this bullet takes up three lines )

. 5-8 pages, typed, double-spaced (12 point Times or Arial, 1” margins)

. SOURCES: You need at least five credible sources, and here are the guidelines for those sources: o No more than three electronic sources o At least one primary source (such as a letter, journal, or speech) o Even though you won’t be citing them in the story, you still will need to provide an annotated bibliography in addition to citing the sources in your Metacognitive. This schedule primarily reflects assignments and information related to the Civil War Short Story Assignment. You still need to refer to your overview for other class information.

Monday Tuesday Wednesday Thursday Friday April 30 Guest speaker and teacher: Mr. May 3 May 4 In-class: Wrap up Kahrl of last week’s readings We will journey to the We will be in the and read 17th Ohio May 1 & May 2 LMC, and OUR computer lab for HISTORY TEACHER will discuss these from a LIBRARIAN will introduce the block. HW: In addition to HF, historical as well as literary perspective: us to the databases, if we don’t get a chance You should leave Gettysburg Address, “Occurrence at Owl Creek online note cards, and to read/finish 17th Ohio today with at least Bridge,” “Mystery of Heroism,” and “17th Ohio” other resources available in class, you must read it an idea of what He also will examine the historical requirements to you. for HW. you want to do for the story and introduce that rubric. with your story— characters, plot, etc. May 7 May 8 (Outline) May 9 Early May 10 May 11 Release Research and Research and Research and Research and Writing in LMC Writing in LMC Research and Writing in Writing in Writing in computer lab computer lab computer lab May 14 May 15 (Draft May 16 May 17 May 18 (Final) 1) You will have an Today you will turn opportunity today to You need to have a in your final copy of meet with your finished, typed copy of your story today for peer review. your story—along partner, but I do not Not having a complete with your have a lab for us, so story today will result in a you will need to zero homework assignment notes/cards and decide on any and a deduction of 10 bibliography. revisions and do them points from your final paper. at home.

Errors I have seen people make with this and similar assignments:

. Not maintaining a consistent verb tense . Writing “generic” dialogue that belongs neither to the North nor the South and that doesn’t

reflect a time period or education level. We will discuss dialect along the way. (Reading letters from this era will help tremendously with this.) . Not developing the plot, conflict, or character(s) . Ignoring history . Awkward, forced use of literary devices—seemingly “stuck in” after the fact Names ______Block _____ Due date ______

Civil War Short Story Rubric: English Teacher Factors Excellent Above Average Below Failing Average Average (5) (4) (3) 1. An outline or story chart that shows a logical progression of the story X X 2. Standard English Conventions—Overall grammar, punctuation, and spelling. No, you will not be penalized for anything within your dialogue, in regard to “proper English.” X X (10) (9) (8) (7) (6) 3. Effective, labeled use of at least 5 literary devices

4. Point of view (such as first person) remains consistent, and what the narrator knows aligns with the point of view

5. Consistent verb tense—Even if you utilize flashbacks, you maintain the same verb tense; you just denote the change in time using asterisks or some other method—such as the sections in “Occurrence at Owl Creek Bridge.” 6. Development as a whole—The story feels complete—in terms of characters, conflict, and overall plot. It reads as a story, not just as an “assignment.” TOTAL POINTS SCORED

Names ______Block _____ Due date ______

Civil War Short Story Rubric: English Teacher Factors Excellent Above Average Below Failing Average Average (5) (4) (3) 1. An outline or story chart that shows a logical progression of the story X X 2. Standard English Conventions—Overall grammar, punctuation, and spelling. No, you will not be penalized for anything within your dialogue, in regard to “proper English.” X X (10) (9) (8) (7) (6) 3. Effective, labeled use of at least 5 literary devices

4. Point of view (such as first person) remains consistent, and what the narrator knows aligns with the point of view 5. Consistent verb tense—Even if you utilize flashbacks, you maintain the same verb tense; you just denote the change in time using asterisks or some other method—such as the sections in “Occurrence at Owl Creek Bridge.” 6. Development as a whole—The story feels complete—in terms of characters, conflict, and overall plot. It reads as a story, not just as an “assignment.” TOTAL POINTS SCORED Names ______Block _____ Due date ______

Civil War Short Story Rubric: History Teacher Factors Excellent Above Average Below Failing Average Average (15) (14) (12-13) (10-11) (8-9) Historical accuracy/feasibility . No major errors in the progression of the battle or the part of the particular unit played in the battle. . Clear, proper, logical progression of details (For example, characters could not talk about Lincoln’s re-election, which happened sixteen months after the battle.) . Historical details which set the story in time and place. (This means Bierce’s style rather than Crane’s.) Sources . At least 5 credible sources . Only 3 may be electronic X X . At least one primary source (such as a letter or a speech) . Proper MLA format (10) (9) (8) (7) (6) Dialogue: . Aligns with and adds to characterization . Works as far as region and vocabulary . Distinguishes characters from each other . At least 5 occurrences Conflict development— . You have built your story around a clearly identifiable conflict other than the war/battle itself. . This conflict builds and is in some way resolved (not necessarily solved) by the end of the story. . The conflict is meaningful. TOTAL POINTS SCORED

Names ______Block _____ Due date ______

Civil War Short Story Rubric: History Teacher Factors Excellent Above Average Below Failing Average Average (15) (14) (12-13) (10-11) (8-9) Historical accuracy/feasibility . No major errors in the progression of the battle or the part of the particular unit played in the battle. . Clear, proper, logical progression of details (For example, characters could not talk about Lincoln’s re-election, which happened sixteen months after the battle.) . Historical details which set the story in time and place. (This means Bierce’s style rather than Crane’s.) Sources . At least 5 credible sources (only 3 may be electronic) . At least one primary source (such as a letter or a speech) X X . Proper MLA format (10) (9) (8) (7) (6) Dialogue: . Aligns with and adds to characterization . Works as far as region and vocabulary . Distinguishes characters from each other . At least 5 occurrences Conflict development— . You have built your story around a clearly identifiable conflict other than the war/battle itself. . This conflict builds and is in some way resolved (not necessarily solved) by the end of the story. . The conflict is meaningful. TOTAL POINTS SCORED AN INTRODUCTION TO METACOGNITIVE THINKING . . .

Basically, this is thinking about your thinking. Please try to explain the thought process that went into developing this story. Here are some questions to guide your response, but you do not need to do just a listing of answers. Really try to retrace the process you went through to arrive at your final product.

. What was the impetus that got your mind going in a direction for your story—even if you didn’t end up doing exactly that? . What was the story idea with which you started—even if this never made it to paper? . What are the different directions you considered taking with your story? . What factors led to your final decision? (This could range from being a workable plot idea to something that one of your classmates or teachers said or suggested. Try to think of all the factors that led to the idea you chose.) . What obstacles reared their ugly heads as you were writing? How did you overcome or circumvent them? Did anyone else or a particular resource help in this? . How did your particular pairing/grouping have an impact on your writing process?

AN INTRODUCTION TO METACOGNITIVE THINKING . . .

. What was the impetus that got your mind going in a direction for your story—even if you didn’t end up doing exactly that? . What was the story idea with which you started—even if this never made it to paper? . What are the different directions you considered taking with your story? . What factors led to your final decision? (This could range from being a workable plot idea to something that one of your classmates or teachers said or suggested. Try to think of all the factors that led to the idea you chose.) . What obstacles reared their ugly heads as you were writing? How did you overcome or circumvent them? Did anyone else or a particular resource help in this? . How did your particular pairing/grouping have an impact on your writing process?

AN INTRODUCTION TO METACOGNITIVE THINKING . . .

. What was the impetus that got your mind going in a direction for your story—even if you didn’t end up doing exactly that? . What was the story idea with which you started—even if this never made it to paper? . What are the different directions you considered taking with your story? . What factors led to your final decision? (This could range from being a workable plot idea to something that one of your classmates or teachers said or suggested. Try to think of all the factors that led to the idea you chose.) . What obstacles reared their ugly heads as you were writing? How did you overcome or circumvent them? Did anyone else or a particular resource help in this? . How did your particular pairing/grouping have an impact on your writing process? Reflection and Feedback on Civil War story Please use these questions to guide your response, but you need not just go through and answer them all. I mostly want to be able to take your responses as a way to assess the assignment. What are your general thoughts on the assignment? What did you like most about the assignment? What did you like least? Do have suggestions for revising the assignment for future classes? What did you learn about yourself, in terms of the role you took within your group? **Please also tell about some Civil War history information you picked up during your research for the story. What was the most interesting tidbit you found out that you didn’t know before?

Reflection and Feedback on Civil War story Please use these questions to guide your response, but you need not just go through and answer them all. I mostly want to be able to take your responses as a way to assess the assignment. What are your general thoughts on the assignment? What did you like most about the assignment? What did you like least? Do have suggestions for revising the assignment for future classes? How did your choice of partners work out for you? What did you learn about ways of collaborating for something like this? What did you learn about yourself, in terms of the role you took within your group? **Please also tell about some Civil War history information you picked up during your research for the story. What was the most interesting tidbit you found out that you didn’t know before?

Reflection and Feedback on Civil War story Please use these questions to guide your response, but you need not just go through and answer them all. I mostly want to be able to take your responses as a way to assess the assignment. What are your general thoughts on the assignment? What did you like most about the assignment? What did you like least? Do have suggestions for revising the assignment for future classes? ? How did your choice of partners work out for you? What did you learn about ways of collaborating for something like this? What did you learn about yourself, in terms of the role you took within your group? **Please also tell about some Civil War history information you picked up during your research for the story. What was the most interesting tidbit you found out that you didn’t know before?