Wednesday, May 23, 2012
Homework Update May 23, 2013
Bring in anything to help make your presentation of the poem you were assigned to the class as creative as possible.
This week at lunch you are able to do I removal for any work you missed for MR. T and receive a pass. After this week all work becomes dead and you will receive a mark of zero for work done with Mr. T.
Also if you have any outstanding work for me, please get it in before they become dead assignments. This will be happening very shortly.
Tuesday, May 15, 2012
May 15,2012
Please make sure you return library books and the books you have signed out from me.
Please bring any silent reading novel to class for Thursday May 17.
Friday, April 27, 2012
Understanding your novel
Friday, April 20, 2012
April 20, 2012
You have been working on the biography project for a while.
You have been reading your choice novels as well and they should be finished by now.
Project is due on Monday April 23. If you have lost rubric etc, please go to Edmodo, it is easier to print it off then from here( although it is on here, you just have to scroll back).
You need to hand in notes, all your drafts, and bring two good copies to class. We will be doing some editing in class on Monday. No good copy, you will not be able to participate in class.
Remember to reference all the work. Check the blog side bar or former post for how to) for more detail. You also have the info in your notes.
Enjoy weekend.
Saturday, March 31, 2012
Enduring Understandings for the Unit and Essential Questions
Oppression
Decisions
Change
Human nature
Dreams
Pursuit of Happiness
Enduring Understandings
Theme/underlying meanings represent a universal view or comment on society or life at any given time.
Texts are both a reflection of and a contributor of cultural and societal values of the in which they are written/created.
Texts from a particular time period and/ or place often exhibit commonalities in content, structure, and/ or underlying meaning.
Readers establish a context for understanding by merging life experiences and knowledge of vocabulary, reading strategies, and techniques as well as structures specific to the author’s purpose.
Essential Questions- Literature Over The Years
How does the time period influence the life of an author and
the type of genre they produce?
What is the role of the authors in creating and interpreting text?
What are common themes in literature of dif periods?
How does knowing the historical and contemporary context of a text help me better understand text better?
How do novels shape or reflect society and culture?
What makes a novel a classic?
How does a novel become a classic?
New End Task March 30th
To prove this point, you will research an author of your choice and show how his/her works are the living memory of his environment. You will be expected to read biographical information on your person as well as a novel.
You should also know the major historical events occurring in Canada, Britain or America during the writer's lifetime and/or the major personal or historical events that shaped the writer's literature. This is all part of the research you will be doing and presenting to the class.
Find out what genre of literature is specific to the piece you read does your author write? What is she/he well known for and why.(They may be known for many types, but what is your book genre?) Define and describe the type of literature and briefly explain the period it is from.
Find and explain the main ideas/ themes/ techniques your author uses and explain them. How are they connected to an EQ. As you read your novel, or novels by the author (if you have time) - you want to see how their lives influence their writing.
You will present this to the class in an oral presentation with visual support. If two of you are doing the same author you can work together. Please try to read a different novel by the same author if possible.
Monday, March 26, 2012
March 26, 2012
I hope that everyone enjoyed the March break. Today we began The Jane Austen Book Club. As you watched the movie, you recorded facts about what makes a good discussion and what doesn't make a good discussion. You also noted how the authors life influences their writing.(inference).
Homework: List 5 things that influence an authors writing. (You can be general, not connected to the movie).
Friday, March 2, 2012
Quotation Information from Mrs. C
Friday, February 17, 2012
February 16 Notes
“Write a formal essay in response to one of the Essential Questions,
using your novel as the source material.”
What is a thesis?
A thesis is a theory, hypothesis, or interpretation of your chosen topic that your paper will explore and argue using supporting evidence, drawing logical conclusions, based on well structured arguments.
To develop a thesis, you will need the following things:
A familiarity with the subject/content at hand.
A strong opinion/argument.
A logical mindset.
How does one develop a strong thesis?
Formulating a thesis is not the first thing you do when writing a formal paper. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts and events (such as surprising contrasts or similarities), and think about the significance of these relationships. Your plot sheets and sticky-notes should help you with this process. Once you do this thinking, you will probably have a "working thesis,"a basic or main idea, an argument that you think you can support with evidence but that may need adjustment along the way.
Show organization.
One of the best ways to start a formal essay is to brainstorm: What important or interesting ideas did you find in your novel? How do those points connect to each other and our essential questions? How are your novel's themes connected to character, plot, and setting?
Show me how you have organized your ideas. Creating a Point Form list in addition to a Brainstorm Diagram is a good starting point to show your organization, and get yourself into the process of writing a formal essay.
(Handouts cannot be posted. See me in class if you need additional copies.)
Once you have a working thesis, ask yourself the following questions:
Do I answer an essential question? Re-reading the essential question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question.
Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it's possible that you are simply providing a summary, rather than making an argument.
Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like "good" or "successful," see if you could be more specific: why is something "good"; what specifically makes something "successful"?
Does my thesis pass the "So what?" test? If a reader's first response is, "So what?" then you need to clarify, to forge a relationship, or to connect to a larger issue. In this case, the “larger issue” is embedded in our Essential Questions.
Homework: Individually, students brainstorm thesis ideas, using plot sheets and sticky-notes to facilitate the process.
When you complete your brainstorm, develop a point-form list using Pre-writing Handouts 1 + 2 as guides.
Start developing three working theses for your formal essay. These are due for next class. Thesis statements are guided by the EQs of the unit. All students are expected to have completed the novel by now.
Also Due Next Class: Visual Summative.
February 14 Notes
Subject: What is your novel generally about? This is your subject.
Theme: What does your novel say about your subject? This is your theme.
Finding a Theme in Two Steps
1. When you finish reading a book, sum up the book in a single word. For example, a single word for the play Macbeth could be ambition. Ambition is one subject of the book.
2. Next, stretch that single word into a message: “ambition can lead to one's downfall.” This is one of many possible themes for Macbeth.
A novel's theme can also be interpreted as its “thesis”. The author picks a subject, and explains and explores it throughout the novel, prompting the reader to think about the subject and develop a greater understanding of the subject.
Theme Chart
Working as a table group, decide on your novel's subject, then come up with your novel's theme.
Work on theme charts as a group, connecting specific plot, character, and setting evidence from your text to your chosen theme. A smart way to tackle this activity is to have each group member concentrate on one aspect of the grid, sharing information as you go along.
How is theme presented through character?
How is theme presented through setting?
How is theme presented through plot?
Why is it important that theme connects to character, setting, and plot? How does this happen?
How is your theme connected to power and authority? What connections do you see between power/authority and Character? Setting? Plot?
Visual Summative - Collage
Select 8 quotations from your novel which connect to unit Essential Questions, and create a collage illustrating those quotations. Provide a short written explanation (one or two sentences for each quotation) describing how each quotation connects with an Essential Question. This Assignment is due on February 21st.
Must-Haves:
Name, Block, Date.
8 Quotations
Collage illustrating quotations
Written Explanation
| Criteria | Level 4 EE | Level 3 FM | Level 2 M-MM | Level 1 NY |
| Context and Explanation of Choice | Context and explanation of choice (connection to EQs) are convincing, relevant, and have depth/insight. | Context and explanation of choice (connection to EQs) are convincing and relevant most of the time. | Context and explanation (connection to EQs) are convincing and relevant some of the time. | Context and explanation (connection to EQs) are rarely convincing and relevant. |
| Visual Appeal | The collage is neat, cohesive, visually appealing, and suggests a very high level of effort and consideration. | The collage is neat, appealing, and suggests a high level of effort and consideration. | The collage is complete, and suggests a moderate level of effort and consideration. | The collage is complete, but suggests a low level of effort and consideration. |
| Language Conventions | Applies grammar, usage, spelling, and punctuation with a high degree of accuracy and effectiveness. | Applies grammar, usage, spelling, and punctuation with a considerable accuracy and effectiveness. | Applies grammar, usage, spelling, and punctuation with some accuracy and effectiveness. | Applies grammar, usage, spelling, and punctuation with limited accuracy and effectiveness. |
Homework: Complete the Theme Foursquare with at least two quotations for each field.
Saturday, February 11, 2012
February 10 Notes
Favourite Character
Who is your favourite character in your novel?
What makes your favourite character interesting?
How would you describe the relationships between your favourite character and the other characters around her/him?
Relationship #1: Character: _____________
Relationship #2: Character: _____________
How do you learn about characters in novels?
Everything your character does is filtered through your perspective and your experiences.
Character actions: What they say, what they do, what they think, and their relationships.
Other characters: How other characters react to, and what they say about, the character in question.
Group Sociogram Activity
In your table group, create a sociogram for the characters in your novel, centred around the relationships of the protagonist (main character).
Look for connections, links, and clues between characters. Ask yourself what the function and significance of each character is. Base your connections on the character's history, what the reader is told (and not told), and what characters say about themselves and others.
Homework- Answer two out of three questions:
Are you more interested in characters that are similar to you, or different than you? Why do you think this is the case?
Can you identify with any of the relationships between characters in your novel? If so, which ones? If not, why not?
How do our relationships with others show our values?
Thursday, February 9, 2012
February 8th Notes
Note: Journal #2 is due on February 10th.
Setting
We all exist in a specific time and place. Our surroundings contribute not only to our personality, but also to our values, attitudes, and even our problems: setting similarly influences characters and what they do. Setting enables the reader to better envision how a story unfolds by relating necessary environmental details of a piece of literature. Setting is the time, place, physical details, and circumstances under which events occur. A setting may be simple or elaborate, used to create ambiance, lend credibility or realism, emphasize or accentuate, organize, or even distract the reader. There are two basic components to setting:
Time
We need to consider four kinds of time that may carry specific associations with them:
Clock time: The hour, minute, or second. This may be used to provide suspense or create specific moods or feelings.
Calendar time: The day, month, year, or more generally a day of the week or time of the month. Calendar time may also inform the reader of holidays or celebrations if the piece of literature is set in a familiar culture.
Seasonal time: The seasons or a span of time associated with a particular activity. A beach party set in the dead of winter suggests something different than one set in summer.
Historical time: This can help establish a psychological or sociological understanding of behaviours and attitudes. A novel set in the 1800s, for example, would suggest a completely different social environment than one set in 2033.
Place
We may find immediate significance in the physical environment where the events of the novel occur, but we need to pay attention to the nonphysical as well as the physical environment.
The physical environment, including weather conditions, immediate surroundings, and geography may be explicitly described.
The nonphysical environment includes cultural influences such as a character's education, social standing, economic class, and religious belief. These may be revealed by physical properties in the scene or through a characters' dialogue, thoughts, statements, and behaviours. The nonphysical environment also includes the political and social environment surrounding the character.
Uses of setting
Setting may be nothing more than the backdrop for what occurs; however, it is often directly linked to mood or meaning.
It can create an atmosphere that affects our response to the work.
It may have a direct effect on a character's motivation.
An external force may enter the setting and change it, causing conflict for the characters.
The setting itself may be an antagonist: Character v Nature.
Two settings may come into conflict with each other, causing conflict in the characters who must live in them and perhaps have to choose between them.
Name: __________________ Block:______
English 11 Setting Grid
| Setting Element | Textual Example | Reason/Explanation of choice |
| Clock Time |
|
|
| Calendar Time |
|
|
| Seasonal Time |
|
|
| Historical Time |
|
|
| The Physical Environment |
|
|
| The Nonphysical Environment |
|
|
Reading for setting
Sometimes the setting is clearly described by the narrator. However, some works will require you to search for clues, particularly with regard to the nonphysical environment. Here are some tips:
Learn about the author and the time and place of writing.
Note suggestive details in character dialogue and narration: Names, places, objects, events.
Note unique uses of language and, perhaps, hidden references to the historical or cultural environment.
Thursday, February 2, 2012
Class notes: February 2nd, 2012
Plot Chart:
As you read, keep one of these charts folded up in your novel, or at hand if you have a reading spot you tend to use. Use it as a bookmark! Before you begin reading, jot down the date and the page number you are starting on. One you have finished reading, record your page number. Then, briefly write down some plot points, important events, or interesting quotations from the passage you just read.
The whole writing process should not take more than one or two minutes. This chart is intended to be a quick-and-dirty way to keep track of your reading progress, and to remind yourself of the novel's events. I can guarantee that if you fill out this chart every time you read, information retrieval during essay time will be significantly faster. This grid will also be handed in and evaluated near the end of the unit.
Discussion Groups and criteria.
Discussion Groups are peer, teacher, and self evaluated.
| Student routinely initiates conversation, builds on the ideas of others, makes connections, and engages others. | Student participates in the conversation and builds on the ideas of others. |
A sophisticated discussion group participant (EE):
- Comes to the group with a journal entry ready and a passage to read and discuss
- Initiates Conversation
- Builds on the ideas of others.
- Includes others in the conversation
- Listens respectfully while others are talking.
- Makes text-to-self connections – Connects information from the text to own life/experience.
- Makes text-to-text connections – Connects information from the text to other texts/media sources.
- Makes text-to-world connections – Connects information from the text to the world at large.
At the beginning of each Discussion Group session, you will exchange Journal entries with someone in your group, and read that person's journal entry before starting discussion. This way, not only do you bring your own perspective and experience to the table, but you are primed with someone else's perspective.
Homework: In addition to your novels, read assigned Wikipedia Pages for Feb 8th.
Western Front: World War I (Summary, Section 3.2.1)
Lord of the Flies: World War II (Summary), Strategic Bombing during World War II (Summary)
Catcher in the Rye: Boarding School (Summary, Section 1.1)
An article's “Summary” is the information shown before the table of contents menu.
What does it mean to be human?
- Dalai Lama
Quiet on the Western Front: Journal #1
Text-to-Self: Chapter 2, page 25
In chapter 2, Kropp and the main character are given the duty of emptying out latrine buckets by their NCO, Himmelstoss. The task proves to be quite difficult for the pair, and they end up accidentally spilling all of the bucket's contents on to Himmelstoss' pants. Naturally, Himmelstoss is furious and goes off yelling down at Kropp and Baumer as he forces them to stand to attention. In his fit of rage, he also threatens to throw them in military prison or "clink" as he calls it, to which Kropp replies back in defense and is regarded as insubordination by Himmelstoss.
The way Himmelstoss reacts to the incompetence of his subordinates reminds me of the code of ethics that come with being a non-commissioned officer. I'm enrolled in the Royal Canadian Army Cadets and like Himmelstoss, I myself am an NCO.
From what I've learned, an NCO is a significant figure of authority whose position suggests working in between both the 'grunts' and the superior officers of the army. Although it is the lowest form of authority, being promoted to an NCO is the transition from being a mere follower, to becoming a leader in the military. Since it's usually their first time being given a leadership role, newly promoted NCOs tend to be the most strict when it comes to giving orders to subordinates. It's not uncommon for soldiers under the command of an overly ambitious NCO to file impeachments of abusive power or misconduct.. However, whether the troops like it or not, the NCO must enforce the rank structure and promote discipline in order to become an effective leader. If his methods are militarily unorthodox or is influenced by any form of bias such as having a personal grudge towards a member of a squad, then his work ethics must be questioned and analyze closely by a superior.
Wednesday, February 1, 2012
Jan 30 Notes
Post-It-Note Strategy
Place sticky notes in the novel to remind you of events in the text to which you night want to respond. They can be interesting quotations, vital plot points, or sections that, for whatever reason, interest or intrigue you.
Write a fluid, integrated response in direct reaction to events or quotations in the text.
Before writing in your journal, return to the sticky notes you have placed and read around them, then choose one or two that stand out to you. Write in your journal, paying special attention to how the flagged event has caused you to think about reading, your life, and the world around you.
Your first Journal Entry is due on February 2nd, 2012. Your first two journal entries are formative.
Journal Rubric + Other Information
A Strong Journal Entry:
- Integrates quotations and paraphrased information from the novel to make connections.
Quotations are properly cited and formatted. Check your citation sheets for more details.
- Makes text-to-self connections – Connects information from the text to own life/experience.
E.g: “I was in Holden's situation once...”
“If I was Piggy, I would...”
- Makes text-to-text connections – Connects information from the text to other texts/media sources.
E.g: “Like Popular TV Show, Lord of the Flies addresses...”
“Kat would have benefited from Bender's advice:...”
- Makes text-to-world connections – Connects information from the text to the world at large.
E.g: “John's relationship with his mother mirrors our society's begrudging acceptance of...”
“Albert's superstition isn't surprising. Nowadays, people still believe...”
- Ties into an Essential Question. Strong analysis of text-to connections and textual examples demonstrate an understanding of the relationship between the themes of the novel and our own realities.
- Follows typical grammar and spelling conventions.
- Each journal entry should be between 3/4 and one page long, typed.
All assignments for Mr. T's classes must be submitted typed, on paper, in person. I will only accept digital submissions (e-mail) in the event of extended illness or other extenuating circumstances.
Tuesday, January 31, 2012
Figurative Language
Thursday, January 19, 2012
Homework for Friday jan 20, 2012
Please make sure when you hand in the good copy on Wed, you hand in the draft, your good copy and the rubric I gave you in class.
Macbeth Figurative Language Analysis
In a well developed paragraph, please explain how Shakespeare uses figurative language to help shape the readers understanding and appreciation of Macbeth. You need to use a mix of three(3) different examples.
P- poetic device. Make sure you explain your understanding of this term. Do not just write it.
E- Quote. Explain how the quote fits your selection. This would involve some analysis. What does the quote mean.
E-explain how this piece/passage helps you better understand the scene/line/character /setting etc. What have you learned about something in the play due to the way the line has been written? You want to be specific to the quote.
CRITERIA
EE
FM
M-MM
NY
Analysis
Provides extensive logical and insightful analysis. Explicitly explains device&how understanding has grown.
Provides sufficient and logical and insightful analysis. Clearly explains device&how understanding has grown.
Provides some logical analysis. Some
Explanation of device&how understanding has grown. May not be specific
Provides little if any analysis
Poetic device may or may not m be mentioned. No indication of how this has helped shape learning.
Support(Detail)
Provides extensive well-chosen, specific, and accurate detail to support ideas and interpretations.
Provides specific and accurate detail to support ideas and interpretations
Provides some general and accurate detail to support ideas and interpretations.
Provides limited if any specific, and accurate detail to support ideas and interpretations
Form
Engaging introduction, sound structure, seems effortless and natural, smoothly integrates quotes, conclusion is powerful
Opening clearly establishes context and purpose
quotes usually integrated, conclusion is strong.
Opening establishes purpose
Sequence is generally logical Quotes may not be smoothly integrated
Conclusion is weak
Opening usually introduces topic, quotes may or may not be not be integrated.
Structure may seem illogical or random
Omits conclusion
Quotations
All quotations are properly formatted, well integrated and relevant
Most quotations are properly formatted, well integrated and relevant
Some quotations are properly formatted, integrated and relevant
Few quotations if any are properly formatted, integrated and relevant
Language conventions
applies grammar, usage, spelling, and punctuation with a high degree of accuracy and effectiveness
applies grammar, usage, spelling, and punctuation with considerable accuracy and effectiveness
applies grammar, usage, spelling, and punctuation with some accuracy and effectiveness
applies grammar, usage, spelling, and punctuation with limited accuracy and effectiveness
Wednesday, January 18, 2012
Jan 18,2012 Figurative Language in Macbeth
Please use three different examples from the chart to explain and support this answer. Make sure you PEE IN YOUR ANSWER THREE TIMES.
P-Would be your term explained
E-would be your quote
E would be how the quote connects to the term AND how this passage line helps you have a better understanding of Macbeth.
In class draft formative.
Monday, January 16, 2012
Re: Rewrites
jan16,2012
If you have a lap top, please bring it to class Wed and for Fri.
You need to return your Macbeth books for Fri.
Friday, January 6, 2012
rubric 2-4
Criteria 2-4 EE FM M-MM NY
Mood/word choice Not choppy,(flows) supports mood recognizable know what passage it is from,vivid Mostly Not choppy, supports mood recognizable know what passage it is from,clear Word choice somewhat displays mood
Vocab is quite basic, lacks punch and quite repetitive
Limited
Word choice, does not convey mood, words detract from overall effect
Content/symbolism Theme is constant and unified and similar to the excerpt you chose
Symbolism
Is clear The theme is near constant, it is like similar
Similarities btw the 2 pieces of writing
Main topic is clear, symbolism is not used or evident Main topic is not clear, random collection of ideas, no symbolism present
creativity Piece is original
And unique
Clever, use of imagination evident**** I added this Fewer creative details
***I have added this-descriptions show use of imagination*** Few creative details, has tried to use imagination
May include quite a few of original lines Little evidence of creativity, mostly sticks to original
Rhythm and rhyme scheme Follows pattern perfectly, smooth and easy to listen to read Pattern there but not flow as well Scheme pattern may be missing No attempt to mimic original pattern.
Overall clarity of expression applies grammar, usage, spelling, and punctuation with a high degree of accuracy and effectiveness applies grammar, usage, spelling, and punctuation with considerable accuracy and effectiveness applies grammar, usage, spelling, and punctuation with some accuracy and effectiveness applies grammar, usage, spelling, and punctuation with limited accuracy and effectiveness
rubric 2-3
Criteria 2-3 EE FM M-MM NY
Mood/word choice Vivid Word choice effectively
Displays mood
Varied use of words help create overall effect
Word choice still displays mood
Vocab is more simplistic(less varied)
Word choice somewhat displays mood
Vocab is quite basic, lacks punch and quite repetitive
Limited
Word choice, does not convey mood, words detract from overall effect
Content/symbolism Well thought out, thorough developed and connected to original content
Symbolism demos a sense of understanding Thought out, clear
Symbolism is evident Gave it a shot Main topic is clear, symbolism is not used or evident Main topic is not clear, random collection of ideas, no symbolism present
creativity Few words are copied many creative details
Theme consistent
Humourous at times, adds own twist to it
some words are copied, several details
some
Humour attempts a twist
Few creative details, has tried to use imagination Little evidence of creativity, mostly sticks to original
Rhythm and rhyme scheme consistent rhyme and rhythm scheme to the original.(all lines need to be the same)to mimic the original consistent rhyme and rhythm scheme to the original 1or 2 lines may not. Scheme pattern may be missing No attempt to mimic original pattern.
Overall clarity of expression Solid grasp of English lang; applies grammar, usage, spelling, and punctuation with a high degree of accuracy and effectiveness applies grammar, usage, spelling, and punctuation with considerable accuracy and effectiveness applies grammar, usage, spelling, and punctuation with some accuracy and effectiveness applies grammar, usage, spelling, and punctuation with limited accuracy and effectiveness
rubrics block 2-1
Criteria block 2-1 EE FM M-MM NY
Mood/word choice Varying word choice, orginal. Keeps mood of passage is clear and obvious engaging and well organized No varying word choice a bit more repetitive, not as engaging
Mood is still present Word choice somewhat displays mood
Vocab is quite basic, lacks punch and quite repetitive
Limited
Word choice, does not convey mood, words detract from overall effect
Content/symbolism Humourous symbol connects to real symbol of play
Content is strong and focussed Content is clear , but symbolism is general or not as clear Main topic is clear, symbolism is not used or evident Main topic is not clear, random collection of ideas, no symbolism present
creativity Unique, strong one of a kind details, diverse and vivid word choice original Not as detailed, diverse nor vivid word choice original Few creative details, has tried to use imagination Little evidence of creativity, mostly sticks to original
Rhythm and rhyme scheme consistent rhyme and rhythm scheme to the original.(all lines need to be the same)to mimic the original consistent rhyme and rhythm scheme to the original.(one or two lines original Scheme pattern may be missing No attempt to mimic original pattern.
Overall clarity of expression applies grammar, usage, spelling, and punctuation with a high degree of accuracy and effectiveness applies grammar, usage, spelling, and punctuation with considerable accuracy and effectiveness applies grammar, usage, spelling, and punctuation with some accuracy and effectiveness applies grammar, usage, spelling, and punctuation with limited accuracy and effectiveness
the parody assignment
Macbeth Parody
You have seen a sample of a creatively crafted parody of the witches predictions. It is your turn now to create your own parody. If you want more samples you can check out the website; www.shakespeare-parodies.com/macbeth.html (Scots on the Rocks).
• You can do this by yourself or with a partner. (No groups of 3).
• You must choose a passage that has at least 20 lines. (Eg is this a dagger…. ) You can combine passages.
• You need to effectively create an overall mood of the passage.
• Your piece needs to mimic those that you are making the parody of.(They have to follow the same pattern).
• You need to follow the same rhyme scheme and rhythm in your writing.
• You have used some form a symbolism to help convey your message and it is clear.
• You are creative and imaginative in your writing.
Criteria EE FM M-MM NY
Mood/word choice
Content/symbolism
creativity
Rhythm and rhyme scheme
Overall clarity of expression