The Writing Contest Details and Rubric
This writing contest will contain four pieces of writing, each involving one theme: Who is your hero and how have they impacted your life? Your hero can be a relative (such as a mother, father, or sibling), a friend, a teacher or principal, or someone you’ve never met (such as Dr. Martin Luther King, Jr. or Mother Theresa). Your hero can even be you!
As you consider this question, you will respond to the following prompts. Within each, you will need to discuss your hero.
1. Who were you before?
(Were you not listening to your hero? Were they not there?)
2. What did you learn from Wicked or In the Heights?
(How did your hero support your growth?)
3. Who are you now?
(How is your hero responsible for who you are now? How does your hero support your growth?)
4. How do you plan to give back to society?
(How will you use what you learned from your hero to guide you?)
Optional: One creative piece that illuminates your inner character (art, poetry, etc.). This piece will be turned in with Piece Number Four to help your readers understand who you are and how you have grown.
Details of Each Assignment
Piece Number One: Who Were You Before?
The purpose of this piece is for you to consider who you used to be (before you became inspired to be your best you). This piece will allow you to explain decisions or lifestyles you might have chosen in the past that did not help you to live your greatness. It will also allow you to introduce your hero, either by explaining why you were not listening to them yet or whether you knew them yet. This piece will “set the stage” for the next pieces, allowing your audience to see a true change in your character as they continue to read the next pieces. Those pieces will explain how you changed as a result of taking part in the Wicked unit or the In the Heights unit, so it is important in this first piece to really create an image of you before you learned about these two units of study.
Due Date: Friday, November 20, 2009 by 5:00 pm
Writing Requirements: Typed, Times New Roman 12 point font, 1 inch margins, 500 word maximum.
Page Setup: At the top of your page, centered, write the piece number and prompt (for example, write “Piece Number One: Who Were You Before”). Below that, centered, you may write your own title for the piece. Below that, centered, write your assigned student number (nowhere in your writing should you include your name). Skip one line, then begin your writing, double spacing.
Piece Number Two: What did you learn from Wicked or In the Heights?
The purpose of this piece is for you to consider how Wicked or In the Heights changed you. Detail will be important as you convince your reader that you have grown, both academically and emotionally, because of your experience with these texts. In responding to this prompt, you may use the lyrics, the shows themselves, our class discussions, any writing you completed during the course of the units, etc., to help you show the reader what you have learned. In addition, you will be able to discuss the impact of your hero in helping you to learn and grow during this time. That help does not need to be direct; if your hero was out of the country and didn’t know you were studying these texts, that’s okay! You may talk about how what you learned from your hero helped you to understand the teachings of the texts. This piece will begin to illuminate for your reader who you are now because you will show them your amazing brains and your capacity to learn.
Due Date: Friday, December 18, 2009 by 5:00 pm
Writing Requirements: Typed, Times New Roman 12 point font, 1 inch margins, 500 word maximum.
Page Setup: At the top of your page, centered, write the piece number and prompt (for example, write “Piece Number One: Who Were You Before”). Below that, centered, you may write your own title for the piece. Below that, centered, write your assigned student number (nowhere in your writing should you include your name). Skip one line, then begin your writing, double spacing.
Piece Number Three: Who Are You Now?
The purpose of this piece is for you to show your reader who you have become as a result of the work you did and the things you learned from Wicked or In the Heights. This will likely be the most fun you have ever had writing, for you will show the world the greatness that I have seen. You will talk about how you are different; you will discuss your heart and your dreams and your greatness. Providing details here will help your reader to understand you; so, whether your changes seem to you to be big or small (starting a club or just cleaning the house for your mom, stopping gang affiliations or just stopping your bad habits), be sure to sing your own praises! Also, be sure to mention how your hero has helped you to make these changes, either through inspiring you, modeling greatness for you, or actually assisting you in making your changes. It’s important to sing your hero’s praises, too! We have all been inspired by someone, and we all know how important that can be, so give your hero an appropriate “shout out” to honor them for helping you.
Due Date: Friday, January 15, 2010 by 5:00 pm
Writing Requirements: Typed, Times New Roman 12 point font, 1 inch margins, 500 word maximum.
Page Setup: At the top of your page, centered, write the piece number and prompt (for example, write “Piece Number One: Who Were You Before”). Below that, centered, you may write your own title for the piece. Below that, centered, write your assigned student number (nowhere in your writing should you include your name). Skip one line, then begin your writing, double spacing.
Piece Number Four: How do you Plan to Give Back to Society?
The purpose of this piece is for you to talk about what you will do with your greatness. Just as Idina Menzel gave something to us, so must you go out in the world and give something to others. This prompt will allow you to share your big dreams and to begin to make them a reality by committing your ideas to paper. Also, you will have an opportunity to discuss how your hero impacted your decisions and helped you to have faith in yourself to accomplish your dreams.
Due Date: Friday, February 5, 2010 by 5:00 pm
Writing Requirements: Typed, Times New Roman 12 point font, 1 inch margins, 500 word maximum.
Page Setup: At the top of your page, centered, write the piece number and prompt (for example, write “Piece Number One: Who Were You Before”). Below that, centered, you may write your own title for the piece. Below that, centered, write your assigned student number (nowhere in your writing should you include your name). Skip one line, then begin your writing, double spacing.
Writing Suggestions
- Write from your heart! Take risks by revealing your true character. Your reader will respond to your bravery and to your honest voice.
- Show, don’t tell! Instead of telling the reader your ideas, find ways to SHOW the reader your ides. Use examples and lots of sensory images—describe things the reader can touch, see, feel, taste, hear. Help them to see your story through your eyes.
- Be creative! Here are some ideas:
- You could play with symbols and metaphors in your pieces.
- You could start a piece at the end, then “flash back” to tell them the story, finding your way back to the place where you started the piece by the end (see Kite Runner for a great written example of this!). Consider how Glinda begins her tale at the ending, using flashback to tell the story, and ending back where the play begins.
- You could start a piece at the height of its “conflict” then work back to the beginning and forward to the end (See the movie Forrest Gump for a great example of this).
- You could include poetry; perhaps an entire piece could be written as a poem, or you could include a few lines from a poem that help illuminate the thematic qualities of your piece.
- Quote Wicked and In the Heights. Show your reader that you understand the importance of both pieces.
- Allude to Wicked and In the Heights. This is a more subtle way to show that you understand the importance of both pieces.
- To help you come up with ideas, pay attention to the way other authors create their stories. This can be done by analyzing (watching carefully) television shows, movies, or other pieces of writing. Keep notes of techniques you like!
- Have several people edit your work. Feel free to ask your current English Teacher to look over the piece and provide any feedback. Have other grown-ups and peers read your work.
- Attend all writing workshops with me so you can benefit from my support and the support of your fellow competitors.
- Pace yourself with all your writing. A guideline is as follows:
- Week One: complete all brainstorming, outlining, and a first draft of your piece.
- Week Two: Have several people read and edit your work. Consider all feedback, even if you decide not to heed all the advice.
- Week Three: Complete a second draft of your piece.
- Week Four: Have a trusted friend or adult edit your piece. Complete any final editing or rewriting, and turn your work in.
- Aim to turn work in the WEDNESDAY before its Friday due date. That way, you will have a two-day cushion in case something happens.
Rubric for Grading
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|
4 |
3 |
2 |
1 |
|
Organization |
Piece is logically and effectively organized and clearly connected to the theme and prompt |
Piece is logically organized and somewhat connected to the theme and prompt |
Piece is organized but minimally connected to the theme and prompt |
Piece is minimally organized or does not seem connected to the theme and prompt |
|
Details |
The piece includes many details that present an empathetic view of the author |
The piece includes some details that present an empathetic view of the author |
The piece includes few details that present an empathetic view of the author |
The piece does not include details, or those details do not present an empathetic view of the author |
|
Powerful Images |
The piece includes powerful aspects—words, sentences, images, etc., making the piece strong and powerful |
The piece includes some powerful aspects, but the elements could be stronger |
The piece includes a few powerful aspects, but they are the exception. The elements could be stronger |
The project includes only one or two powerful aspects. Little attention has been given to strong or memorable images |
|
Depth of Reflection |
Demonstrates a conscious and thorough understanding of self |
Demonstrates a thoughtful understanding of self |
Demonstrates a limited understanding of self |
Demonstrates little or no understanding of self |
|
Conventions |
Demonstrates control of the conventions with essentially no errors, even with sophisticated language |
Demonstrates partial control of the conventions; occasional errors do not hinder comprehension |
Demonstrates limited control of the conventions, exhibiting frequent errors that inhibit comprehension |
Demonstrates little or no control of the conventions, making comprehension almost impossible |
|
Reader Response |
Reader is compelled by the story. The writing grabs the reader’s attention
5 points |
Reader is interested in the story. The writing interests the reader
3 points |
Reader is somewhat interested in the story. The writing somewhat interests the reader
2 points |
Reader is not interested in the story. The writing does not capture the reader’s attention
1 point |