Map and Rationale
Rough Draft Due: Wed. 4/16 for in class peer review.
Final Draft Due: Wed. 4/18.
Working in groups, students will create a map addressing at least one text by the writer to whom they have been assigned. Using Google Maps, each group will create an annotated, interactive guide to at least one text. You can also incorporate locations and references from throughout our readings this term. In addition to researching the places to which your writer refers, you will consider how best to represent the content and style of the text or texts you select. Google's features allow for annotation of maps with historical information, images, analysis of quotations, and media that shed light on the places in your writer's time and today. Map annotations must analyze at least two quotations from the text in light of the locations to which they refer. Maps might include street views of the locations, images of buildings, links to video footage, or any information readers would find useful.
You should consider how best to arrange the information regarding your route. You can also investigate including historical maps. A map of New York in 1922 is available here. (See examples of student maps of Jean Rhys's novel Good Morning, Midnight, one of which includes a historical map, below).
Students can include more than one map in order to depict different places in a section of the text or a large map with different areas or locations addressed in greater detail using separate images and pasting screenshots into a Word or Power Point file. Do not publish the map publicly. Similarly, you could also connect different Google Maps or parts of a map using a Prezi. You can also zoom in and comment on different features of your map. If you use Prezi, provide a link in your rationale and include screenshots in your rationale file. You should not share your materials publicly, but you can share then with the instructor. (For examples of students’ maps of Virginia Woolf’s novel Jacob’s Room, see here.)
Each group will also compose a 750-word rationale to accompany its map that asserts an argument regarding the design choices, the argument(s) the map makes, and the significance of the map’s contents to our understanding of the texts we have read. Your introduction and analysis of quotations must use templates from They Say/I Say. Each group member must complete an equal portion of the rationale (approximately 250 words), but it must read fluidly as a whole. One member of the group will submit a Microsoft Word document on Blackboard with an image or images of the map, a link to it in Google Maps, and the rationale. Make sure to also provide the names the group members in this document. The project will receive a group grade. Students must save their maps using Google Maps and then include screenshots of the map and link(s) to it in the Microsoft Word document that includes the rationale. You can capture images of your map using Jing. If necessary, one group member can send an invitation from Google Maps to the instructor’s email address to view the map.
The rationale must be in 12 point, Times New Roman font, and include a list of works cited that demonstrates correct use of MLA format and includes all sources you have consulted, including webpages. You should also attribute sources of images and content on the map itself. In your rationale and any text on your map, including captions, you must use your own words.
Submit your rough draft and final drafts on Blackboard at least thirty minutes before class on the dates indicated above.
Assessment Rubric
Your project will be assessed using the following criteria:
Exceptional.
Rationale
Strong
Rationale
Satisfactory. The rationale is reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The map and rationale reflect moderate engagement with the topic. It contains errors in use of grammar, punctuation, or MLA style (and list of works cited).
Underdeveloped. The rationale is mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The map and rationale reflect passing engagement with the topic. It contains many errors in use of grammar, punctuation, or MLA style.
Limited. The essay is unfocused, or simply rehashes previous comments, and the project as a whole displays no evidence of student engagement with the topic.
No Credit. The project is missing or the rationale consists of disconnected sentences. The map or rationale demonstrates plagiarism: presenting others' ideas as your own, pasting content from sources (including websites), or drawing on such content without citing it.
Adapted from https://www.chronicle.com/blogs/profhacker/a-rubric-for-evaluating-student-blogs/27196
Rough Draft Due: Wed. 4/16 for in class peer review.
Final Draft Due: Wed. 4/18.
Working in groups, students will create a map addressing at least one text by the writer to whom they have been assigned. Using Google Maps, each group will create an annotated, interactive guide to at least one text. You can also incorporate locations and references from throughout our readings this term. In addition to researching the places to which your writer refers, you will consider how best to represent the content and style of the text or texts you select. Google's features allow for annotation of maps with historical information, images, analysis of quotations, and media that shed light on the places in your writer's time and today. Map annotations must analyze at least two quotations from the text in light of the locations to which they refer. Maps might include street views of the locations, images of buildings, links to video footage, or any information readers would find useful.
You should consider how best to arrange the information regarding your route. You can also investigate including historical maps. A map of New York in 1922 is available here. (See examples of student maps of Jean Rhys's novel Good Morning, Midnight, one of which includes a historical map, below).
Students can include more than one map in order to depict different places in a section of the text or a large map with different areas or locations addressed in greater detail using separate images and pasting screenshots into a Word or Power Point file. Do not publish the map publicly. Similarly, you could also connect different Google Maps or parts of a map using a Prezi. You can also zoom in and comment on different features of your map. If you use Prezi, provide a link in your rationale and include screenshots in your rationale file. You should not share your materials publicly, but you can share then with the instructor. (For examples of students’ maps of Virginia Woolf’s novel Jacob’s Room, see here.)
Each group will also compose a 750-word rationale to accompany its map that asserts an argument regarding the design choices, the argument(s) the map makes, and the significance of the map’s contents to our understanding of the texts we have read. Your introduction and analysis of quotations must use templates from They Say/I Say. Each group member must complete an equal portion of the rationale (approximately 250 words), but it must read fluidly as a whole. One member of the group will submit a Microsoft Word document on Blackboard with an image or images of the map, a link to it in Google Maps, and the rationale. Make sure to also provide the names the group members in this document. The project will receive a group grade. Students must save their maps using Google Maps and then include screenshots of the map and link(s) to it in the Microsoft Word document that includes the rationale. You can capture images of your map using Jing. If necessary, one group member can send an invitation from Google Maps to the instructor’s email address to view the map.
The rationale must be in 12 point, Times New Roman font, and include a list of works cited that demonstrates correct use of MLA format and includes all sources you have consulted, including webpages. You should also attribute sources of images and content on the map itself. In your rationale and any text on your map, including captions, you must use your own words.
Submit your rough draft and final drafts on Blackboard at least thirty minutes before class on the dates indicated above.
Assessment Rubric
Your project will be assessed using the following criteria:
Exceptional.
Rationale
- A thought-provoking essay, clearly written and carefully argued, demonstrating creativity and thorough engagement with texts.
- The rationale supports a focused thesis, considering its implications.
- Quotations are analyzed and incorporated effectively, functioning as parts of sentences.
- Topic sentences support the thesis and state what each paragraph argues.
- The rationale demonstrates creativity, approaching the topic in a new way, carefully reading texts and interpreting evidence.
- Sentences throughout demonstrate skillful, engaging use of language.
- The conclusion draws the argument to a close, makes a connection to a new context, and suggesting directions for future research.
- The rationale demonstrates awareness of its own limitations or implications, and it considers multiple perspectives when appropriate.
- The design and content work with the rationale to make a compelling argument.
- The design is innovative, interpreting at least one text and its contexts (such as allusions, places to which it refers, historical background, and locations with which the author was familiar) in interesting ways.
- The map is clearly designed, legible, and accessible to users.
- The map contains careful analysis of quotations from at least one text in captions, considering the ways that geographical and historical details can allow one to understand the text in new ways.
- The project reflects the talents of each of its members.
- The map and rationale reflect careful research with credible sources, acknowledging the kinds of sources they are (primary and secondary).
- The project's title draws in readers, introducing them to its argument.
- Images (when relevant) are effectively incorporated, interpreted, and cited.
- The map and rationale demonstrate correct use of grammar, punctuation, and MLA style (including a list of works cited).
Strong
Rationale
- The essay contains a thesis, supported by analysis of quotations and examples.
- The implications of the thesis could be considered further.
- The organization of ideas could be stronger.
- Quotations could be more incorporated and analyzed further.
- Conclusion could consider further future directions for research.
- Topic sentences could more effectively address what each paragraph argues.
- The rationale could demonstrate further revision and proofreading, including demonstration of MLA style (and list of works cited).
- The design and content work less effectively with the rationale to make a compelling argument.
- The map is less clearly designed, legible, and accessible to users.
- The map contains could contain more careful analysis of texts in captions, considering the information that geographical and historical research can bring to it further.
- The project could reflect the talents of each of its members more.
- The map and rationale reflect more careful research with credible sources, acknowledging the kinds of sources they are (primary and secondary).
- The project's title could be stronger, drawing in readers, and introducing them to its argument.
- Images (when relevant) could be more effectively incorporated, interpreted, and cited.
- The map and rationale could demonstrate further editing and proofreading regarding grammar, punctuation, and MLA style (including a list of works cited).
Satisfactory. The rationale is reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The map and rationale reflect moderate engagement with the topic. It contains errors in use of grammar, punctuation, or MLA style (and list of works cited).
Underdeveloped. The rationale is mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The map and rationale reflect passing engagement with the topic. It contains many errors in use of grammar, punctuation, or MLA style.
Limited. The essay is unfocused, or simply rehashes previous comments, and the project as a whole displays no evidence of student engagement with the topic.
No Credit. The project is missing or the rationale consists of disconnected sentences. The map or rationale demonstrates plagiarism: presenting others' ideas as your own, pasting content from sources (including websites), or drawing on such content without citing it.
Adapted from https://www.chronicle.com/blogs/profhacker/a-rubric-for-evaluating-student-blogs/27196
Examples of student maps of Jean Rhys's Good Morning Midnight and Nella Larsen's Passing
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