VSmith1

Maus
SummativeAssignment*
English11Bradley
Duedate:Thursday,October30,2014

Objectives:
Toshowknowledgeandunderstandingofthegraphicnovel
Maus
Toshowawarenessofthewaysinwhichtheproductionandreceptionoftexts
contributetotheirmeaning
Toevaluateconflictingviewpointswithinandaboutparticularliterarytexts
Toanalyzethestyle,registerandstructureofatext

TheProduct:
800to1,000wordformalessaythatanswersoneofthesesixquestions:
1. Howcouldthetextbereadandinterpreteddifferentlybytwodifferentreaders?
2. Ifthetexthadbeenwritteninadifferenttimeorplaceorlanguageorfora
differentaudience,howandwhymightitdiffer?
3. Howandwhyisasocialgrouprepresentedinaparticularway?
4. Whichsocialgroupsaremarginalized,excluded,orsilencedwithinthetext?
5. Howdoesthetextconformto,ordeviatefrom,theconventionsofaparticular
genre,andforwhatpurpose?(Forexampleisthisahistorytext?)
6. Howhasthetextborrowedfromothertexts,andwithwhateffects?
7. Otherproposals?Justgetitapprovedby
Mr.Bradley
priortostartingthe
writing.

Step1Completeproposalform(duenextclass)Wednesday,October22,2014
Scrolltonextpagefortheform.

Step2Outline(inclass,useformprovided):
Mustinclude:
theprescribedquestionthathasbeenchosen
thetitleofthetext(s)foranalysis
thepartofthecoursetowhichthetaskrefers
threeorfourkeypointsthatexplaintheparticularfocusofthetask

Step3Writethepaper
FormattingGuidelines:
UseMLAformatforyourwrittentask(seepage8ofthisassignmentsheet).
Atthebeginningofyouressay,copythequestionyoureanswering.
YourtaskmustbewritteninEnglish.
Youmustacknowledgeallsourcesyouuse,includingthetextthatyouare
analyzing.Youreallyshouldntneedsecondarysources.

*Note:Summativeassessmentreferstoassessmentthatsummarizeslearningattheendof
aliteratureunit.Inotherwords,thisisourendofunitassessmentfor
Maus
.

VSmith2

Maus
SummativePaperTopicProposal
DueviaGoogleDriveWednesday,October22,2014
English11Bradley

Question
Answer
Whatisyour
ValerieSmith
name?
Whatisthetitle
Maus
ofthetextyouare
usingasthebasis
ofyouranalysis?
1. Howcouldthetextbereadandinterpreteddifferentlybytwo
Circlethe
differentreaders?
questionyouare
2.
Ifthetexthadbeenwritteninadifferenttimeorplaceor
answering.
3.
4.
5.
6.

Whatinthetext
hasledyouto
believethatyou
cananswerthis
question
adequately?

Answerthe
questionsforthe
promptyou
chose.

Putyour
responsesbelow
thequestions.

Thespace
availableshould
giveyouan
indicationofthe
lengthofthis.Be
conciseyet
specificdonot
writeanovel,

languageorforadifferentaudience,howandwhymightit
differ?
Howandwhyisasocialgrouprepresentedinaparticularway?
Whichsocialgroupsaremarginalized,excludedorsilenced
withinthetext?
Howdoesthetextconformto,ordeviatefrom,theconventions
ofaparticulargenre,andforwhatpurpose?
Howhasthetextborrowedfromothertexts,andwithwhat
effects?

Showingthatastimechangestheweirderthethingsthatpeople
didduringtheholocaustwhattheyhadtodoseemssillyor
different.Likeveldieckssondoesn'tunderstandwhyheistheway
heisorwhyhedoesstuff.Showingthedifferencebetweentime
peroids.

1. Howcouldthetextbereadandinterpreteddifferentlybytwo
differentreaders?
a. Whoarethetworeaders?
b. Whatarethetwointerpretations?
c. Whyaretheseinterpretationsdifferent?
2. Ifthetexthadbeenwritteninadifferenttimeorplaceor
languageorforadifferentaudience,howandwhymightit
differ?
a. Whatisthedifferenttime,place,language,ORaudience
(pickONE)?
b. Howmightthetextdiffer?
c. Whymightitdiffer?
3. Howandwhyisasocialgrouprepresentedinaparticular
way?
a. Whatsocialgroupareyoudiscussing?
b. Whatistheparticularwaythatsocialgroupis
represented?
c. Howisthegroupdepictedinthatway?

VSmith3
please.

d. Whyisthegroupdepictedthatway?
4. Whichsocialgroupsaremarginalized,excludedorsilenced
withinthetext?
a. Whichsocialgroupareyoudiscussing?
b. Areyoufocusingonthegroupbeingmarginalized,
excluded,ORsilenced(pickONE)?
c. Howandwhyisthismarginalization,exclusion,or
silencingoccurringinthetext?
5. Howdoesthetextconformto,ordeviatefrom,theconventions
ofaparticulargenre,andforwhatpurpose?
a. Whatgenreareyoudiscussing?
b. AreyoudiscussinghowthetextconformstoOR
deviatesfromthegenre(pickONE)?
c. Howdoestheconformingordeviatingoccurinthetext?
d. Forwhatpurpose?
6. Howhasthetextborrowedfromothertexts,andwithwhat
effects?
a. Whatborrowedtextareyoudiscussing?
b. Howhas
Maus
borrowedfromsaidtext?
c. Whataretheeffectsofthisborrowing?

Answerstoquestionsrelatingtoyourprompt:
a. Likeinthe20s
b. Notshowingabouttheholocaustopinionbuttheotherpeoplesopinion.
c. Itwillhavedifferentopinionsoftheholocaust.

VSmith4
OutlineForm
Maus
SummativePaper
English11Bradley

Question
Answer
Whatisyour
ValerieSmith
name?
Whatisthetitle
Maus
ofthetextyouare
usingasthebasis
ofyouranalysis?
1. Howcouldthetextbereadandinterpreteddifferentlybytwo
Circlethe
differentreaders?
questionyouare
2.
Ifthetexthadbeenwritteninadifferenttimeorplaceor
answering.
3.
4.
5.
6.
7.

languageorforadifferentaudience,howandwhymightit
differ?
Howandwhyisasocialgrouprepresentedinaparticularway?
Whichsocialgroupsaremarginalized,excludedorsilenced
withinthetext?
Howdoesthetextconformto,ordeviatefrom,theconventions
ofaparticulargenre,andforwhatpurpose?
Howhasthetextborrowedfromothertexts,andwithwhat
effects?
OtherPleasewriteithere:

Whatisyour
centralargument?

Youcanrespond
intheformof
bulletpointsora
thesisstatement.

Keypoint1,
includingtextual
evidence*to
supportyour
point

*By textual
evidence, I
mean quotations
from the novel.

Whatitwouldbeliketooseetheholocaustfromthegood
lifebeforeithappened.

8084Talksaboutwhenveldickwaswalkingtoilzeckis
houseandthejewswheregettingbeaten,hungandtaken
bythenazis.Hewalkedthroughthetowntherewas4
jewsthatwerehunginthetownandleftthereforaweek.
Lifeinthe20speoplewouldnevereventhinkaboutany
ofthishappening,theroaring20swasahappyand
cheerfultime.Evenlookingintothegreatdepressioninthe
30snoonewouldexpectforthingstocometothis.

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Keypoint2,
includingtextual
evidence*to
supportyour
point

*By textual
evidence, I
mean quotations
from the novel.

2630talksaboutbeenstrippedandthrownintothecold
showers,theyweregivenclothesandshoes,Oneguyfora
newpairofshoesandhegetssmackedintheface.Today
someonewouldthinkthatwascrazyandnotnecessaryjust
fortheirraces.todaytherealotofantiracismpeopleand
alwayspeoplewhostillbelieveinit,noweveryonetrying
tobeequalduringtheholocaustthewasn'tthegoalfor
everyone,justagroupofpeoplethatwasthebest.

Keypoint3,
includingtextual
evidence*to
supportyour
point

*By textual
evidence, I
mean quotations
from the novel.

8188inmuas2theyareforcedtomarchthroughthe
woodsandthrownintotraincarsthegoalwastokillthem
offfasterthrowingthemaroundalsothroughoutboth
booksalloftheholocaustpartsalltheviolenceallthe
crazinessthatthenazisdidtothejewsandwhatvedlieck
experiencedtogermanyatthetimeoftheholocaust,thats
whattheythoughtwasright,asterribleandinhumanitwas
theythoughtitwastherightthingtodo.Itswhattheyhad
todowemaynotseeithasthatbutthatwhathitlertold
themwhattheyhadtodotoo.

(Optionalnot
recommended)

Keypoint4,
includingtextual
evidence*to
supportyour
point

*By textual
evidence, I
mean quotations
from the novel.

VSmith6

Criteria

Advanced

Proficient

Basic/BelowBasic

Yes,thequestionisretyped
atthebeginningofyour
essay.Youcopiedit
exactly.(5pts)

Thereisavague
referencetothequestion
youreanswering,but
youdidnotcopyit
exactly.(3pts)

Youdidnotincludethe
questionatthe
beginningofyour
essay.(0pts)

Understandingof Clearlyunderstandsthe
thequestion
promptandaddressesall
partsofit.
Responseisthorough,
detailed,accurateand
specific.(10pts)

Someunderstandingof
thepromptaddresses
partofit.
Responseisontheright
trackbutsomewhat
superficialorsometimes
inaccurate.Feelslikea
SparkNotesjob.(6pts)

Lackofunderstanding
ofthepromptdoesnot
addressprompt.
Responseisvague,
inaccurate,and/or
extremelysuperficial.
ClearlyaSparkNotes
job.(1pt)

Thesisstatement

Clear,concise,hasaso
whatfactorPresentsclear
argumentthatgoesbeyond
summaryDemonstrates
understandingofeffectof
literarytechnique(5pts)

Missingoneormoreof
clarity,conciseness,and
sowhatfactor
Presentsadequate
argumentbutmaybe
moresummarythan
analysisadequate
understandingofeffect
ofliterarytechnique(3
pts)

Unclear,wordy,
confusing,orlackingin
asowhatfactor
Lacksargumentlacks
understandingofeffect
ofliterarytechnique(1
pt)

Bodyofpaper

Pointsclearlysupport
thesisUsesrelevant
quotationstosupportideas
developsthorough
argumentclear
understandingofhowstyle
effectsmeaning(10pts)

Pointssometimes
supportthesis
Quotationsaremore
descriptivethan
analyticaldevelops
basicargument
superficial
understandingofhow
styleaffectsmeaning
OR:Yourideasmatch
yourthesis,butbecause
yourthesiswasnotan
argument,neitherisyour
paper.
(6pts)

Pointsdonotsupport
thesis
Paperisallsummary
lacksanalysis
Lacksunderstandingof
howstyleaffects
meaning

(automaticdeductionof
5ptsinthiscategoryif
therearenoquotations
atall)

Organization

Strongintroduction,
transitions,andconclusion.
Thesisstatementfoundin
thefirstparagraph
Conclusionsynthesizes
ideasanddoesnot
introducenewinformation
Logicalsequenceofideas
withinandbetween
paragraphs.
(5pts)

Adequateintroduction,
transitions,and
conclusion.
Thesisstatementfound
laterintheessay.
Conclusionrestates
ideasadequatesequence
ofideas
(3pts)

Missingorpoor
introduction,transitions,
and/orconclusion
nothesisstatementto
befound
Endsabruptlylacks
senseofclosureideas
areallovertheplace
lacksfocusand
sequence
(1pt)

Questiontyped
atthebeginning
ofyouressay

VSmith7

Quotation
integration

Clickherefora
videotutorial!
http://goo.gl/iA8
BnI

Quotationsembeddedinto
ownsentencesextremely
smoothly.Quotationsdo
notstandalone.Younever
refertoquotationsas
quotesorquotationsin
yoursentences.(5pts)

Quotationsembedded
intopapersomewhat
smoothlystilltoomuch
fillerlikeonpage35
oryoucanseethisin
thisquote.Youreferto
aquotationasaquote
orquotationonce.(3
pts)

Quotationsplacedin
paperinaclunky
mannerQuotations
standaloneandarenot
embeddedintoyour
ownsentencesYou
refertoaquotationasa
quoteorquotation
multipletimes.(1pt)

(automaticzerointhis
categoryifthereareno
quotationsatall)

Sentence
structure/word
choice

Effectively uses variety of

sentence types to create a
smooth flow; Sentences
are clear;
Uses words correctly;
effectively uses a varied,
vivid vocabulary; finds the
delicate balance between
sounding sophisticated
and purple prose (5 pts)

Overallsmoothwriting
someissuew/sentence
structure,buttheydont
necessarilyinterferewith
meaning
Attempts to use a
sophisticated
vocabulary; may misuse
words from time to
time (3 pts)

Issuesw/sentence
structureinterferewith
meaning
Many words used
incorrectly; vocabulary
is bland OR too much
purple prose (1 pt)

Conventions

Engaging,formal,and
objectivetoneveryfew
grammarerrors
consistentlyusespresent
tenseverbs(5pts)

Formaltoneahandful
ofgrammarerrors,but
theyrenotoverly
distractingusuallyuses
presenttenseverbs(3
pts)

Limitedawarenessofor
inconsistenttoneMany
grammarerrorsthat
distractfromthecontent
ofthepaper(1pt)

Format(MLA)
TimesNew
Roman12
Doublespaced
MLAheading
Headerw/page#
Descriptivetitle
(inadditiontothe
copiedquestion)
Margins(1or1.25
inches)
Intextcitations
Workscitedpage

Zeroerrors(5pts)

Seelastpageofthis
handoutforsampleformat!

Twoerrors(3pts)

Fourormoreerrors
(1pt)

Wordcount

8001,000words

Wordcounttypedatthe
endoftheessay

Example
Wordcount:947
(5pts)

750799words

OR

1,0011,050words

Wordcounttypedatthe
endoftheessay

749orfewerwords

OR

1,051ormorewords

Wordcountnottypedat
theendoftheessay

VSmith8
(3pts)

(1pt)

Maus
SummativeRubricConversion:
60=100

59=99

58=98

57=97

56=96

55=95

54=94

53=93

52=92

51=91

50=90

49=89

48=89

47=88

46=88

45=87

44=86

43=85

42=85

41=84

40=83

39=82

38=81

37=80

36=80

35=80

34=79

33=79

32=78

31=78

30=77

29=76

28=75

27=74

26=73

25=72

24=71

23=70

22=70

21=70

20=69

19=68

18=67

17=66

16=65

15=64

14=63

13=62

12=60

11=60

10=60

9=59

8=58

7=57

VSmith9

ValerieSmith
10/30/14
Mr.Bradley

The20s,duringtheholocaustandtoday

TheHolocaustwasamasskillingofthejewrace,duetowarandnuclear
war.Howwouldyouliketobeajewatthisthetimeeverydaywonderingifyou
werenext?VedldickinMaussuriveiedHowdootherpeoplethinkaboutthe
holocaustthatwerentinvolvedinandlikelookingbackonitorlooktowardsthat
asyourfuture.EveryonecouldseetheHolocaustdifferentlyespeciallydifferent
timeperiods,timeperiodsmakehowpeoplethinkthewaytheythinkchanging
people'sviewsonlifeallthetime.Someoneinthe20'sandduringtheHolocaust
wouldseeMuasdifferentlythansomeonewouldseeittoday.
Theroaring20'swasaveryhappytimeallaroundtheclock.Thingswere
justcoming.Intoplaceandever.Theywerehappytimesbecausetherewas
nothingtostopthem.Forthepeopleinthetwentieslifewasprettygoodnothing
inthefutureseemtolookdownornotbright.Tothemtheythoughttherestof
theirliveswouldbelikethisandnothingcouldgowrong.Especiallyifyouwere
borninthe20thgrowingupwitheverythingjustalmostperfectalmostseemed
likenothingcouldevergowrong.INthebookMuasit(muas.8084)talksabout
whenveldickwaswalkingtoilzeckishouseandthejewswheregettingbeaten,
hungandtakenbythenazis.Hewalkedthroughthetowntherewas4jewsthat
werehunginthetownandleftthereforaweek.

VSmith10
SoapersonfromthetwentiesreadingMuaswouldn'tunderstandwhyorhow
thingscouldhavegonewrong.Orhowtheywentfromsogoodtosobadand
onlyashortperiodoftime.Alsointhetwentiesthegovernmentwasprettygood
andtogofromthattowherethegovernmentwasagainstacertaingroupof
peoplewouldbeappallingtothem.
Thinkaboutbeingstrippedandthrownintothecoldshowers,infrontof
everyonepeopleyouknewordidntknowbeingincompletestateofshockand
thengivenclothesandshoes,andaskingforanewpairofshoesandhegetting
smackedintheface.(muasI2630)Thisiswhathappenedduringtheholocaust
.Imaginethathappeningtoyoutodayjustbecauseweweredifferent.Today
everyonehasanideawhattheHolocaustwasnoneunderstandingtheyjust
knowaboutit.Todaywearetotallyagainstracism,wehavecampaignsgroups
andotherthingsagainstit.Wealsohavetheselectpeoplethatstillbelievein
beingracist.It'snotbecausethey'remeanorjustdon'tlikepeopleit'swhatthey
grewupfromandthat'swhattheyknowthattheirupbringing.Therearereallyto
viewsthatpeoplecouldseeMuastodaybecausethepeoplewhoareagainst
racismwouldbetotallynotforthisletthepeoplewhostillbelieveinitmaybe
wouldn'tdisagreeasmuch.
theyareforcedtomarchthroughthewoodsandthrownintotraincarsthegoal
wastokillthemofffasterthrowingthemaround(muas28188)alsothroughout
bothbooksalloftheholocaustpartsalltheviolenceallthecrazinessthatthe
nazisdidtothejewsandwhatvedlieckexperiencedtogermanyatthetimeofthe
holocaustandoffitdidntseemasbad.Asmuchliketodaythereweretwo
pointsinGermany.Peoplewhoagreedandpeoplewhodisagreedtherewill

VSmith11
alwaysbepeoplelikethat.NoduringtheHolocaustkillingJewsseemslikethe
rightthingtodo.Thatsoundscrazybutindesperatetimespeoplewilldopretty
muchanything.Ifamancameinandtoldyouthathewouldmakeeverything
betterwhenyouhadabsolutelynothingwouldyoubelievehim?That'swhat
HitlerdidhetoldalltheGermansbutkillingofftheJewswouldmakeeverything
betterandGermanywasinnoneedofanymoredisappointmentsoallofthat
soundedprettygoodatthetime.It'sanawfulthingtothinkaboutbuttothe
peopleduringtheHolocaustitwasjustnormallife.ThemtoreadingMuasit
wouldbelikereadingadiaryofsomethingthat'sgoingonnowtheywouldn'tsee
anythingwrongwithitifyougettherightpersonjustlikelikeintheu_swherewe
havepeoplewhoagreeanddisagreewiththegovernmentandwitheverything
elsethat'sgoingon.
Peoplesdifferentpointofviewsaffectalotofdifferentthings.Likehow
theyperceivesomethingsoawfulandsobad.Itdependsonyourpersonalityit
dependsonyourtimeperiodItdependsonyourbackground.Muasisseen
differentlythroughmanywaysbuttimeperiodsaredefinitelyabigdifferentway
tolookatit.

VSmith12

WorksCited
Spiegelman,Art.
Maus:ASurvivor'sTale
.NewYork:PantheonBooks,1986.Print.

Spiegelman,Art.
MausII:AndHereMyTroublesBegan
.NewYork:PantheonBooks,
1991.Print.