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WORD VERSION OF THE PROJECT
PART I:
Write these
details about the photograph you chose. Answer in full sentences in one
paragraph. Check your spelling and sentence structure.
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Write your
name, class and school at the top of the page
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Give your photograph a title.
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What is the name of the
photographer?
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Where was
the photograph taken?
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When was the
photograph taken?
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PART II:
Write a
descriptive essay
or a story inspired
by your photograph:
See Gallery of Photographs
Click here to see an example of a photograph
and a descriptive essay:
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PART III:
Write a summary (200 words) of the
setting of the photograph
you chose. The setting can be historical, social, political, personal,
geographical.
Learn how to summarize a text -
click here.
Use your own words. Points will be taken off for plagiarising.
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PART IV:
Read the text about "Plagiarism".
Times Online
August 02, 2005
University cheats
on the rise
Thousands of students
were found guilty last year of plagiarising their university coursework
and almost 100 were permanently excluded for cheating.
Under a Freedom of
Information request, almost half of Britain’s universities yesterday
revealed that there were 6,672 incidents of plagiarism and collusion in
the 2003/4 academic year. The figures have been released after
universities expressed concern about the incidence of plagiarism, as
students turn to the internet to buy essays and dissertations and pass
them off as their own.
At Westminster
University last year, 707 students were found to have copied original work
without declaring it, in the highest incidence of plagiarism, in the
survey of 64 higher education institutions.
There were no
incidents reported at either Oxford or Cambridge. At Coventry University,
five students were permanently excluded for cheating. All were graduates
studying for masters degrees in sciences. Last year, a student at the
University of Kent, who admitted plagiarising, threatened to sue his
institution for lack of information and negligence.
Make up 10 questions for the text. Use different kinds of questions
(use your Module book as a reference)
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Part V:
Present your work orally to the rest of the class.
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Part VI:
Putting it
all together and handing your work in to your teacher.
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Assessment:
Descriptive Essay:
Write an essay
that shows the readers, rather than tells. Use
enough detail to help the reader form a
picture of what is being written about. Use lots
of descriptive language and details. Descriptive writing can be done
as an essay (3-4
paragraphs), or as a story or a poem.
Your essay should have this form:
Title: "A Picture is Worth a Thousand Words"
Paragraph 1:
Think of an interesting opening
sentence. Here are ideas for opening
sentences:
Give some details about the background, time, place,
person. How are you connected to this background?
Paragraphs 2 and 3
The body of your essay. This can include descriptions,
behavior, events, feelings
Paragraph 4
This is a concluding paragraph. Tell how everything
ended or what effect this had on you.
While you are writing,
try to answer these questions:
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Why is this picture important?
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What was the
person/people in the photograph doing?
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What other things were happening?
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Is there anything specific that
stands out in your mind?
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What sights, smells, sounds, and
tastes were in the air?
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What do you want the reader to
feel after reading the essay?
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What types of words and images can
create this feeling?
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Can you think of another situation
that was similar to the one you are writing about?
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How can it help explain what you
are writing about?
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See the photograph that goes with the essay:
Caravan 104,
Hulda, by Hilla Krausz
Arriving at a new
place is always exciting, but arriving in an unknown area, which is
supposed to be your home for a whole year is both emotionally exciting and
frightening.
I came to Hulda,
a caravan site, where I would live and work as teacher-soldier in October
1994. My caravan, Caravan 104, was small, brown, shaky and dilapidated. It
was situated in an area, which looked like a big field where someone had
planted many caravans. The entire site was surrounded by beautiful green
and yellow fields. there were no houses or buildings in sigh and I felt as
if I were miles away from urban life.
The caravans were
divided into two sections, each with its own separate entrance and wooden,
shaky staircase. I resided in the left part of the caravan with two other
soldiers. Our caravan consisted of two rooms, one of which you stepped
into when you entered. This room was both a living room and a kitchen.
Across from the kitchen was a small bathroom and to the left of the
living room was a tiny, miniature bedroom with two beds. My friend and I
shared this room which was so small that we couldn't even stand together
in the space between our beds.
It was a very hot
day when we arrived in Hulda, and coming into the caravan felt like
entering a sauna. Although we turned on a fan and opened the windows for
some air, it didn't help much. Upon opening the kitchen cupboards, a hoard
of cockroaches that had been living there in the past months, some dead
and some alive, welcomed us.
Although the
conditions didn't seem great, we felt happy and excited. It was the
excitement of starting something new, of a fresh beginning. While we were
having lunch on that first day, I couldn't put anything into my mouth. I
was too busy looking outside the window of the caravan at the people
passing by, seeing their traditional clothing, hearing their language that
I had never heard before and watching the little kids coming home from
kindergarten staring at us - the new inhabitants.
Seeing and
hearing these new sights and sounds made my friends and me want to get up
and start our new lives there immediately.
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Assessment
See writing rubric
Part I: Writing
details about the photograph (10 points)
Part II: Writing a descriptive essay (30 points)
Part III: Creating questions for the Unseen passage (15 points)
Part IV: Writing a summary about the setting (30 points)
Part V: Presenting your photograph orally (5 points)
Part VI: Putting it all together (10 points)
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Cover page (title of project, your
name, class, date) (1 point)
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Introduction (3
points)
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Table of contents
(1 point)
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All the stages of the project,
written by you* either by hand or on the computer. (1
point)
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Conclusion (3
points)
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Reflection (4
points)
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Bibliography (names of books,
encyclopedias and internet sites you used) (1 point)
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Illustrations (1 point)
top back to Assessment
|
Criteria |
Descriptors |
|
Content and
Organization |
· information is relevant to the topic
· fluent expression
· ideas clearly stated
· text is well organized
· task is written mostly in pupil's own words |
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· some information is irrelevant to the topic
· message is sometimes difficult to follow
· text is fairly well organized
· chunks of the task are not written in pupil's own
words |
|
· information is irrelevant to the topic
· message cannot be understood
· text is poorly organized
· task is not written in pupil's own words |
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8 |
6 |
4 |
2 |
0 |
|
Vocabulary |
· correct use of varied and rich vocabulary
· effective word/idiom choice and usage
· use of appropriate register |
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· correct use of appropriate vocabulary
· occasional errors of word/idiom form, choice and
usage
· occasional use of inappropriate register |
|
· limited or inappropriate vocabulary
· frequent errors of word/idiom form, choice and usage
· use of inappropriate register |
|
8 |
7 |
6 |
4 |
2 |
|
Language
Use |
· correct use of advanced language structures
· few errors of agreement, tense, word order,
connectors, pronouns, prepositions |
|
· correct use of basic language structures
· several errors of agreement, tense, word order,
connectors, pronouns, prepositions, fragments, run-ons |
|
· incorrect use of language structures
· frequent errors of agreement, tense, word order,
connectors, pronouns, prepositions, fragments, run-ons |
|
16 |
12 |
8 |
4 |
2 |
|
Mechanics |
· few errors of spelling, punctuation, capitalization,
paragraphing |
|
· occasional errors of spelling, punctuation,
capitalization, paragraphing |
|
· frequent errors of spelling, punctuation,
capitalization, paragraphing |
|
8 |
6 |
4 |
2 |
0 |
