Name: ______

A Good Scent from a Strange Mountain Final Essay Topics

The seventeen stories which compose A Good Scent from a Strange Mountain offer good opportunities to discuss the ways in which immigrants in general, and Vietnamese immigrants in particular, deal with the realities of war in the homeland that led to their being visibly different "new Americans" in the United States. The changes they make, and the joys and sorrows they find in the "new life," offer insight into the human capacity for enduring suffering and rebuilding life after significant losses. At times, citizens of the U.S. whose grandparents or earlier ancestors endured many of the same trials, exclusions, and barriers when they first arrived as immigrants in this nation are quick to forget the human faces of their own heritage and are tempted to redefine "real American" in ways that would have kept their own forbears out of the country in past eras. Butler's individual portraits of people in this collection serve to remind the reader how similar, how human, how "real" every person who walks the earth actually is.

Assignment: Choose a story from the collection that engages you. For this assignment, you will interpret and analyze how Butler crafts the story in order to communicate the thematic idea. As you think about your essay, consider how symbolism, imagery, figurative language, juxtaposition, characterization, and plotting contribute to the thematic message. You do not need to discuss all of these elements and devices; only choose the ones that apply to your story and will support your point. 100 points

Thematic Ideas:

The American Dream: Several variations of fulfilling "The American Dream" are depicted in the collection. Choose from "Fairy Tale," "Snow," "Love," “The Trip Back,” and “The American Couple.”

Family and Tradition: Concern for family and tradition in the face of others' acculturation is a primary theme. Consider change over generations and its possible applications to the stories. Choose from "Crickets," "The Trip Back," and "In the Clearing.”

The Clash of Moral Codes: The clash of moral codes in the context of war memories is strong throughout the collection. Story focus: "Open Arms"

Alienation, separation, and loss: Alienation, separation, and loss are relevant issues in Butler’s work. Choose from "Letters from My Father," “Open Arms,” "The Trip Back," and "In the Clearing."

Shared experiences and Universality: Choose from “Salem.”

Creating a Hybrid Culture: How do characters that seek to assimilate and acculturate hold to their Vietnamese heritage while embracing aspects of American culture? Choose from “Mid- Autumn,” “Crickets,” and “The Trip Back.”

Note: Students will need to sign up for the story of their choice. No more than two students may use the same story. If you do not see a topic that is of interest, you may choose a theme and story not listed. However, you must get approval for your topic. Additionally, if you see a topic of interest, but would like to focus on a different story, please see me. Requirements:  3-4 pages, typed (you may not go over the page limit), double-spaced, 12 point font, Times New Roman, one inch margins, MLA style formatting  Thesis statement specific to the short story  In text citation, but no block quotes!

Checkpoints (see the class wiki and listen in class for due dates and deadlines):  Working Thesis (conference required)  Optional Outline (will assist with conferencing, not graded)  Students may conference and/or e-mail at any given time during the process. If you choose to conference, please come with specific questions. In other words, where do you need help? You may conference more than once if necessary.  Rough Draft: Typed, will work with peer revision in class. Failure to have a complete rough draft will result in a loss of 15 points on your final draft.  Final Draft: 100 points, rubric and turnitin information to be provided. Your paper will be considered late if you only turn in a hard copy to me and forget to submit a copy through turnitin. Conversely, it will also be considered late if you only submit to turnitin.  Optional: Students may revise their final draft once they receive their paper back; however, the first and second grade will be averaged together. Additionally, a revised paper will not be accepted unless a cover sheet with detailed explanations is provided and the changes are highlighted. Mechanical corrections are expected; however, the grade will not be changed unless major content revisions occur and all issues are addressed.

As you draft your essay, remember:  A thesis is an arguable point and should be specific to the text.  Writing is a cognitive process; therefore you may begin with a working thesis that needs to be revised along the way. The thesis police will not come take you away! Remember, it is better to change one sentence than your entire essay!  Proof, proof, and more proof! You only have to write about one story, so an in depth analysis that reflects a close read is expected.  Avoid plot summary by integrating points of analysis.  All interpretations do not have to be the same; however, you must be able to support your interpretation with textual evidence. Additionally, your essay must account for contradictory view points and all major elements of the story. Do not ignore evidence within the story that does not support your point. GOOD LUCK!

Final Revision Directions Student Writer______Peer Revisor______

Directions: Take two different colored highlighters and complete the steps for peer revision. Please also make annotations and constructive comments on your partner’s paper.

Guidance for Content and Critical Thinking Revision  Highlight the thesis statement and answer the following questions (Circle Yes or No):

a) Does it have a point of analysis that answers a “how or why question”? YES NO

b) Is the thesis too vague? Can you substitute the name of any other works in the thesis? YES NO

 Highlight in the same color thesis statement support in the body paragraph. Look for evidence of a thread that creates continuity through the paper. Highlighter color:______

 Highlight in a different color points of analysis that are student based. Highlighter color:______

Introduction & Conclusion:  Does the introduction begin with a strong introduction strategy that grabs the reader’s attention using an academic style and insight appropriate to the paper?  Does the conclusion use effective strategies to complete the paper? It should synthesize, not summarize your points. Does the author answer “So What?” and explain the larger implications of the thesis and/or create a new meaning based on the sum of the parts?

Revisiting Organization  Identify the organizational structure used by the peer. What are the sub-arguments for the paper? List them in the space provided.

 Reconsider the order of body paragraphs, should different sections be moved around? If so, identify what sections.  Do natural transitions (based on content) exist?  Evaluate the overall tone of the paper: does it use vivid and engaging language appropriate to the purpose of the essay? Based on a scale of 1-10, how would you rate the paper in terms of engagement, vivid word choice, variety of sentence structure, and clarity? Use the categories below to help inform your evaluation and explain your opinion.

Varying Sentence Length and Structure:  Is the sentence length strategically varied throughout the paper? For example, are more difficult concepts expressed in shorter sentences? Is sentence length changed for emphasis, flow, and coherence?  Does the sentence structure repeat itself too frequently? What are some of the redundant patterns? Do too many of the sentences begin with the subject? What introductory information could be used? Can shorter sentences be combined into longer sentences, or do longer sentences need to broken down into smaller sentences? Suggest revision possibilities.

Kiss – Keeping it Simple and Succinct A power sentence uses active voice, uses an active verb rather than a linking verb, and uses specific, concrete words as opposed to general, abstract words.  Can “to be” forms of verbs be replaced with action verbs?  Is appropriate phrasing used? (ie. Can it be said just as effectively with a word rather than a phrase?)  Are all unnecessary/empty words eliminated? Is it too wordy or does it have too much jargon?

Grammar Evaluate the overall spelling and grammar of the paper. Based on a scale of 1-10, how would you rate the paper? (Take into account the different categories below as the basis for your rating)

Using Commas Judiciously  Are the six important uses for commas applied? If not, make revision suggestions. i. Use a comma when separating items in a series (even before the last item introduced by “and.”) ii. Use a comma to separate two or more adjectives before a noun. iii. Use a comma with a conjunction (but, or, yet, so, for, and, nor) when combining two independent clauses. iv. Use a comma with sentence interrupters such as direct address, appositives, interjections— in short, any nonessential material. v. Use a comma to separate a quotation from the words used to identify the source. vi. Use commas to set off introductory material.

Using Verb Tense Consistently  What tense did the writer use?  Is it appropriate? Literature is always discussed in the present tense!  Does the tense remain consistent throughout the writing? Name:______Date:______A Good Scent from a Strange Mountain Final Assignment Assessment Rubric MLA Format ____/5  Uses proper format  Has a title that reflects the analytical content of the paper  Double Space, Times New Roman, 12 point font  In text and paraphrase citation correct (period on outside of parentheses, proper page number noted)  Paginated with name and page number in upper right corner

Critical Thinking/Focus ____/25  Develops a meaningful and insightful thesis  Analysis shows explicit links to thesis and acts as glue throughout the paper  the interpretation of the text is not oversimplified as made evident by generalizing events in the story or overlooking contradictory, but key events and/or points in the story

Organization ____/20  Introduction: develops primary idea within thesis, clearly identifies thesis statement, identifies novel, identifies author by full name  Student effectively integrates quotes  Body paragraphs are not overlong and unwieldy  Body paragraphs flow in a logical, cohesive order  Transitions exist between paragraphs and sentences to connect ideas and direct the reader  Conclusion summarizes clearly

Content ___/45  Effective selection of quotes from text to support writer’s assertions (no block quotes exist)  In depth analysis of author’s style and content  Analysis is provided (student does not paraphrase or summarize quotes in lieu of analysis)  clearly explores and analyzes the text by explaining how the author conveys the theme

Mechanics ____/5 o Spelling (not covered by the non-negotiables) o Grammar (not covered by the non-negotiables)

Total ____/100 Non-Negotiable Rubric ____/ 5 Final Total: ____/105

Overall Comments TP= Textual Proof Needed A=Analysis needed to support quote T= Transition Needed L=Link to thesis needed AT=Active Tense Needed E=Elaboration of analysis needed UC=Unclear, vague, lacks clarity Well Done: Work On:  Strong thesis statement  Need a tighter thesis statement  Effective development of  Work on spelling/grammar evidence  Comprehensive response  Use Analysis instead of plot summary Name:______STHS Grammar Non-Negotiable Rubric: 10 Points Below is a list of non-negotiable requirements for your writing in 10th grade. Since we are beginning the semester, we will only assess the following elements.

1. Form plurals with s or es. (No apostrophe!) Examples: boy…boys tomato…tomatoes

2. Apply the rules of capitalization.

3. Form possessives with an apostrophe. Punctuate singular and plural possessive correctly. Examples: one boy’s (The boy’s dog was lost.) two boys’ (The boys’ clubhouse was dirty.)

4. Do not confuse a possessive with a contraction. Example: its for it’s

5. Do not confuse words that sound alike or look similar. Examples: their, there, they’re to, too, two witch, which loose, lose

6. Indicate titles of literature correctly. Examples: Use “quotation marks” for essays, song titles, short stories, and poems. Use italics for novels, plays, anthologies, and films

7. Avoid slang, colloquial, and trite language.

8. Match pronouns with the nouns they replace. Pay attention to gender and number. Examples: Jane…she…her...herself reader…he/she…him/her...himself/herself teachers…they…them…themselves (“Everyone” is a singular pronoun. You cannot use it to replace a plural noun.)

9. Do not switch verb tense without good reason. (Write about literature in the present tense. Write about history in the past tense.)

10. Avoid ending phrases, clauses, or sentences with a preposition (i.e. in, on, out). Avoid sentence fragments or run-on sentences.

11. Use commas when required: . series of adjectives or phrases . two independent clauses joined by conjunction . non-essential information . introductory material . addresses

12. Be concise. Omit needless words. Examples: “throughout the entire novel...” “Due to the fact that...”

Scoring: ___/ 5 Points (added to the essay rubric) Name: ______

Pre-Writing for Final Essay: Good Scent

Part One: Choose your theme and a story from the thematic ideas detailed on the assignment sheet. Put the theme at the top of the page, and then create a THREE column chart to list your evidence. 10 points

First Column: In the left column, list your evidence and concrete observations – this includes events, observations, and realizations.

Middle Column: Now, perform a close read of your short story. As you read, use the middle column to identify textual proof (cite page numbers) that support your charting of events, observations, and realizations.

Last Column: Using the third column, re-examine your evidence and ask “how” and “why” questions. Review the different elements of fiction discussed in class and how they integrate to communicate a message. What are ways in which the evidence you identified contribute to the text?

Part Two: Examine your chart. What connections do you notice between Butler’s use of literary elements/devices and theme? Look back at the thematic idea your story explores: What kind of message does Butler convey about that idea and how does he do it? For this response, you need to consider the content and style of the story (one paragraph ONLY). 5 points

Part Three: Review your response to part two and draft a working thesis statement. The thesis statement should meet the following criteria: - be insightful - be concise -be specific to dominant style and thematic elements in the story -avoid stating the obvious – for example, do not merely state that acculturation through characterization is present – the thesis must reflect more depth and explore how the elements/devices work together to communicate a message about life.