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UNIT 3: Literary AnalysisUNIT 3: Literary Analysis
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21Unit 3: Literary Analysis Answer Key
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STEP 1 ANALYZE THE MODEL
How does the coming of spring change us?
Page 68Discuss and Decide
As students discuss with a group whether they agree with Cummings’s assertion “You and I are human beings;mostpeople are snobs,” remind them to cite textual evidence.
Page 69Discuss and Decide
As students discuss with a partner their initial reactions to the poem and how their reactions are like or unlike Valerie’s, remind them to cite textual evidence.
Page 71Discuss and Decide
As students discuss with group whether or not they agree with Valerie’s interpretation of the poem, remind them to cite textual evidence.
Page 72Terminology of Literary Analysis
Accept reasonable responses that demonstrate comprehension of the terms and their application to the texts.
STEP 2 PRACTICE THE TASK
How can the use of irony change our ideas?
Page 74Discuss and Decide
As students discuss what goal Mark Antony might have had in mind by giving his speech at Caesar’s funeral, remind them to cite textual evidence.
Page 75Discuss and Decide
As students discuss why Mark Antony might believe his life is in danger, remind them to cite textual evidence.
23Unit 3: Literary Analysis Answer Key
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Page 77Discuss and Decide
As students discuss whether Antony follows through on his opening statement, remind them to cite textual evidence.
Page 78Respond to Questions on Step 2 Sources
1. d.
2. b.
3. c.
4. d., e., h.
Page 79Respond to Questions on Step 2 Sources
5. Prose Constructed-Response
Scoring Notes: Use the rubric to evaluate student responses. Responses
may include but are not limited to:
Analysis of the ways in which Mark Antony was a loyal friend to Caesar.
2 The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas.
1 The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas.
0 A response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.
6. Prose Constructed-Response
Scoring Notes: Use the rubric to evaluate student responses. Responses
may include but are not limited to:
Analysis of why Brutus put so many conditions on Antony’s speech.
Analysis of what Brutus is afraid of.
2 The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas.
1 The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas.
0 A response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.
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7. Prose Constructed-Response
Scoring Notes: Use the rubric to evaluate student responses. Responses
may include but are not limited to:
Analysis of why irony is a key tool for Antony to be able to safely achieve his goal.
Analysis of the kind of irony Antony uses.
2 The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas.
1 The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas.
0 A response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.
Pages 80–82Planning and Prewriting
Review and critique students’ planning documents; offer feedback as needed.
Pages 83–84Literary Analysis
Scoring Notes: Use the rubric to evaluate student responses.
Development of Ideas
Organization Clarity of Language
Language and Conventions
4 The response addresses the prompt and shows effective and comprehensive development of the controlling idea using text-based evidence, clear and convincing reasoning, and/or description.
The response demonstrates coherence and clarity, a logical organization that includes an introduction and conclusion, and a logical progression of ideas.
The response establishes and maintains an effective style, including precise language, descriptive words and phrases, transitional words and phrases, and domain-specific vocabulary.
The response demonstrates a command of standard English conventions consistent with effectively edited writing.
25Unit 3: Literary Analysis Answer Key
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Development of Ideas
Organization Clarity of Language
Language and Conventions
3 The response addresses the prompt and shows effective development of the topic using text-based evidence, reasoning, and/or description.
The response demonstrates some logical organization and includes an introduction and conclusion.
Some descriptive words, as well as some linking words and phrases, are used to express ideas with clarity.
The response demonstrates a command of standard English conventions, although there may be some minor errors in grammar and usage.
2 The response addresses the prompt and shows some development of the topic but fails to use text-based evidence, reasoning, and/or description.
The response demonstrates little logical organization and includes either an introduction or a conclusion.
Few descriptive words, as well as a few linking words and phrases, are used and ideas are not expressed as clearly as possible.
The response demonstrates a command of standard English conventions, although there are major errors in grammar and usage.
1 The response does not directly address the prompt, shows no development of the topic, and fails to use text-based evidence, reasoning, and/or description.
The response demonstrates little logical organization and fails to include either an introduction or a conclusion.
No descriptive words or linking words and phrases are used and ideas are not expressed with clarity.
Errors in grammar and usage create confusion of meaning.
0 No evidence of the ability to write a literary analysis.
STEP 3 PERFORM THE TASK
How do our life experiences change us?
Page 87Discuss and Decide
As students discuss how Elizabeth Barrett Browning’s life and experiences provide a context for her work, remind them to cite textual evidence.
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Page 89Close Read
Student answers should demonstrate comprehension and draw evidence from the text. They should summarize how Elizabeth Barrett and Robert Browning fell in love, including their exchange of letters.
Page 90Close Read
Student answers should demonstrate comprehension and draw evidence from the text. They may cite how the poet compares the intensity of love she feels for Robert Browning with the intensity of love she had experienced earlier in her life, which includes loss.
Page 93Discuss and Decide
As students discuss with a small group the content and tone of each letter and the ways in which they are similar, remind them to cite textual evidence.
Page 94Respond to Questions on Step 3 Sources
1. Prose Constructed-Response Scoring Notes: Use the rubric to evaluate student responses. Responses may include but are not limited to:
Analysis of the comparisons the poet makes in the first eight lines of the sonnet about her love for Robert Browning and her religious and political beliefs.
2 The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas.
1 The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas.
0 A response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.
2. Prose Constructed-Response
Scoring Notes: Use the rubric to evaluate student responses. Responses
may include but are not limited to:
Analysis of the comparisons the poet makes in the last six lines of the poem.
2 The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas.
27Unit 3: Literary Analysis Answer Key
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1 The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas.
0 A response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.
3. Prose Constructed-Response
Scoring Notes: Use the rubric to evaluate student responses. Responses
may include but are not limited to:
Analysis of how the essay about the Browning letters helps students place the two letters they read in a historical context.
Analysis of how the essay about the Browning letters helps students place the two letters they read in a personal context.
2 The response gives sufficient evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
1 The response gives limited evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
0 A response gets no credit if it provides no evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
Pages 95–96Literary Analysis
Scoring Notes: Use the rubric to evaluate student responses.
Development of Ideas
Organization Clarity of Language
Language and Conventions
4 The response addresses the prompt and shows effective and comprehensive development of the controlling idea using text-based evidence, clear and convincing reasoning, and/or description.
The response demonstrates coherence and clarity, a logical organization that includes an introduction and conclusion, and a logical progression of ideas.
The response establishes and maintains an effective style, including precise language, descriptive words and phrases, transitional words and phrases, and domain-specific vocabulary.
The response demonstrates a command of standard English conventions consistent with effectively edited writing.
28
© H
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ton
Miff
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arco
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hing
Com
pany
Development of Ideas
Organization Clarity of Language
Language and Conventions
3 The response addresses the prompt and shows effective development of the topic using text-based evidence, reasoning, and/or description.
The response demonstrates some logical organization and includes an introduction and conclusion.
Some descriptive words, as well as some linking words and phrases, are used to express ideas with clarity.
The response demonstrates a command of standard English conventions, although there may be some minor errors in grammar and usage.
2 The response addresses the prompt and shows some development of the topic but fails to use text-based evidence, reasoning, and/or description.
The response demonstrates little logical organization and includes either an introduction or a conclusion.
Few descriptive words, as well as a few linking words and phrases, are used and ideas are not expressed as clearly as possible.
The response demonstrates a command of standard English conventions, although there are major errors in grammar and usage.
1 The response does not directly address the prompt, shows no development of the topic, and fails to use text-based evidence, reasoning, and/or description.
The response demonstrates little logical organization and fails to include either an introduction or a conclusion.
No descriptive words or linking words and phrases are used and ideas are not expressed with clarity.
Errors in grammar and usage create confusion of meaning.
0 No evidence of the ability to write a literary analysis.
29Unit 3: Literary Analysis Answer Key
