Literary Response Writing - Into the Wild
Based on our viewing (and reading, for some of you) of the film, I
nto the Wild
, pick one of the essay topics below to explore. Respond with specific and
relevant evidence from your viewing. Support your opinions providing reasons and examples from your own experience and observations. Essays should
be 250 - 300 words and must be submitted in proper MLA format.
●
Consider the people who befriended Chris on his journey, folks like Jan Burres and her boyfriend, Bob (the hippies), Wayne Westerberg (the
farmer), Ronald Franz (older gentleman). Explain why Chris left such a strong impression on them.
●
“I think that Chris McCandless was bright and ignorant at the same time. He had no common sense, and he had no business going into Alaska
with his romantic silliness. He made a lot of mistakes based on arrogance. I don’t admire him at all for his courage nor his noble ideas. Really, I
think he was just plain crazy” (Shaun Callarman)
Explain Callarman’s argument and discuss the extent to which you agree or disagree with his analysis.
●
Beyond the typical angst that goes with being a member of any family (not getting along with dad, separation and divorce, etc), do you relate to
Chris? Do you feel that you understand him and what he did (and why he did it)? Do you admire him for his goals? Have you had any experiences
that you think help you better understand him?
●
Explain Chris McCandless’s attitude regarding civilization versus nature. Also, discuss his feelings about the government, the law, family, and
friends.
Literary Response Writing Assessment
SCO4: Evaluate purpose, structure, and characteristics of text.
SCO6: Evaluate how identity and culture are portrayed in text.
SCO8: Construct increasingly complex texts using a range of forms.
Categories and Criteria
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Evaluate Purpose/Theme
Makes ineffective or limited
comments about the
relevance of the
theme/message.
Makes simplistic comments
about the relevance of the
theme/message.
Makes effective comments
about the relevance of the
theme/message.
Makes insightful comments
about the relevance of the
theme/message.
Analysis of Culture and/or
Identity
Makes ineffective or limited
comments about why
characters behave the way
they do.
Makes simplistic comments
about why characters behave
the way they do.
Makes effective comments
about why characters behave
the way they do.
Makes insightful comments
about why characters behave
the way they do.
Ideas and Support
Ideas are unsupported by
details or details are
inappropriate.
The purpose is not achieved.
Ideas are supported by simple
details; however, the purpose
can be understood.
Ideas are effectively
supported by mostly specific
details. The purpose is clear.
Ideas are consistently
supported by specific and
appropriate details. The
purpose is clear & insightful.
Organization
Paragraphs are undeveloped
or absent.
Introduction/ conclusion are
missing and/or inappropriate.
Paragraphs are present but
may be awkward or weak.
Functional introduction
and/or conclusion.
Developed paragraphs.
Effective introduction and
conclusion.
Well-developed paragraphs.
Engaging introduction and
thoughtful conclusion.
Voice
Voice is mechanical; audience
interest has not been
achieved.
Occasional voice is
established, but may not
maintain audience interest.
Engaging voice; maintains
audience interest most of the
time.
Consistently engaging, lively,
and compelling voice; inspires
audience to take action.
Word Choice
Diction is imprecise and/or
inadequate; writing contains
confusing, immature and/or
inappropriate word choices.
Diction is simplistic but
conventional; writing may
contain awkward, mundane,
or repetitive word choices.
Diction is usually clear and
effective; writing is made
competent by functional
word choices.
Diction is consistently clear,
vivid, and precise; writing is
energized by powerful word
choices.
Sentence Fluency
Lack of flow and rhythm.
Simple sentence structures;
little or no attempt at more
complexity.
Transitions are lacking.
Inconsistent flow and
rhythm. Basic control of
simple sentence structures;
awkward attempts at more
complexity.
Transitions are weak.
Effective flow and rhythm.
Effective control of sentence
structures; some variation in
sentence length/complexity.
Effective transitions connect
ideas and supporting details.
Exceptional flow and rhythm.
Skillful control of complex
sentence structures and
length. Thoughtful, fluid
transitions connect ideas and
supporting details.
Conventions
-spelling
-grammar
-punctuation
-MLA rules
Limited control of
conventions. Numerous
errors interfere with
meaning.
Adequate control of
conventions. Errors may
interfere with meaning.
Effective control of
conventions. Minor errors
may exist, but don’t interfere
with meaning.
Consistent and confident
control of conventions.
Exceptionally few errors
based on text complexity.
(makes connections - text to
text, text to self, and text to
world)
This will be assessed as both a Reading and Viewing activity and a Writing and Representing activity.