|A clever point--put the task still must be attempted:)!|
|The evaluative tool.|
Not surprisingly, student success with this task is predicated on how well the instructor, in this case moi, facilitates the students background development so that they have (minimally) a superficial understanding of the key elements of American Romanticism. Some years I do a better job than others, and, often the quality of the student's product is the inherent feedback I need to let me know whether I have done enough.
Each year I raise the stakes slightly. In previous iterations of this assignment I have prescribed the use of (just which are the student's choice) specific figurative language strategies such as alliteration, simile, metaphor, onomatopoeia, etceteras. This year, I have added the expectation that students utilize at least one of three more sophisticated rhetorical strategies we have observed in The Scarlet Letter: anaphora, asyndeton (or polysyndeton) and parallelism.
The initial draft I have used in years past does not include any of those rhetorical strategies, at least intentionally so, and as a result my own annual task is to revise my draft to include at least one of these elements just as I have assigned the students to. An added bonus would also be if I did a better job with rhythm and flow...
|The teacher's example (with bonus messy scanner-glass effect).|