Pretend that you are a student at Coral Academy of Science High School, in Mr. Lydon’s ninth-grade class, and you have to write an assignment in which you select one thing that is effective (works well) in his class. Got it? Good. Now that your imagination is fully activated, consider the goals: 1) let Lydon know what he should keep doing; 2) let Lydon know what he should do more of; 3) show Lydon you can write a well-composed paragraph. Your response must:

• Identify a single thing that Lydon does (although you could make connections to other things Lydon does if your selection has an effect on other aspects of the class).

• Clearly identify who and what you are talking about!

• Structure it effectively!

  • Topic Sentence must make a clear claim

  • Use evidence (quote what Lydon says or describe what he does); quote effectively.

  • Use commentary (explain, in detail, how your evidence is relevant, significant, and proves your point)

    • Have more commentary than evidence! Like… a LOT more.

  • Closing sentence (wrap up your point with a clear statement that is supported by evidence/commentary.

• Other considerations:

  • When does it happen?

  • Why does Lydon appear to do it? What is the intended effect?

  • How frequently should it occur?

  • What effect does it have when it occurs? What effect does it have in the long term (not just that day)?

Goals are to demonstrate the ability to evaluate the role that performance has in creating an intended effect and to write a fully-developed paragraph.

Exemplary Work will produce a compelling argument that shows incite in its analysis, use of language and syntax to support its evaluation. The paragraph will clearly attempt to fully support its argument with multiple sentences of commentary with relevant evidence.