Response+to+Literiture

Restavec Paragraphs The name of the book that I read was called Restavec. This is a book that was written by a restavec himself that grew up in Haiti. The book is about the life in Haiti as a restavec. This life is almost the same type as being a slave. The character is a young, growing, and intelligent man who learns from little and big mistakes that he makes in his life. He also is a restavec who really shouldn’t be one. And, lastly he is a guy who wants to learn about anything and everything and also just be treated the right way. Make sure your paragraphs look like paragraphs; easiest way to do this is to copy and paste from word. Good intro.--you give background of the novel AND overview your main points. -LMA

All during Bobby’s life he has never been wanted. One example is in the beginning of the book. Because his dad, who was Caucasian, gave him up to one of his old friends named Florence. He gave him up because Bobby came out as a baby black. Since his father was a Caucasian man and his mother who was black also died, he didn’t want to keep a black child. Throughout the book the main person who despised him the most was Florence. When he was too young to be a working Restavec he was ok with her at the time. She would always put him down and call him nasty name like “you motherless b***h” from page 49 and other things like “your nothing but a restavec”. Nice. You actually did commentary first to set up the quote. That works.

Bobby took all of that type of stuff - watch your diction. in growing up. He was always abused, molested, and yelled at by people growing up. The first actual time he was ever wanted was when Florence Bobby and the family moved in with one of Florence’s old friends, Yvette. The reason why Bobby felt wanted at that house wasn’t because he had more people there or that there were more people to boss him around but because of a young teenage boy that live there by the name of Oliver. Oliver and Bobby were about the same age. Olive was the grandson of Yvette. Oliver went up to Bobby to see if he would like to hang out with him in his room. He gave Bobby clothes that were new to Bobby because he only had a t-shirt and shorts. But Oliver’s grandmother, Yvette, didn’t like that idea so much and neither did Florence. But Oliver’s Parents had no problem with it.

Bobby has changed because he finally got to fell that felling - spelling of being wanted. He has become very intelligent, honest, caring, etc. This affected him a little later on in life because he was wanted a lot more than he was growing up in Haiti. Everyone on Earth till this day wants to be wanted. No matter how much they deny it, they do, because no one wants to feel like they’re not loved or there not important to people. All people want to be remembered or seen as somebody.

**RESPONSE TO LITERATURE RUBRIC** ** Overall Score: B+ ** **You may resubmit until March 19 at midnight to improve your grade.**  //**Ideas**//  //The extent to which the writer develops a central theme and supports it with specific and relevant details and/or evidence//  || • Compelling central idea/thesis demonstrates an insightful analysis of a text •  Supports the analysis clearly and thoroughly with multiple rich examples of textual evidence  || • Central idea/thesis demonstrates an understanding of a text •  Supports the analysis with multiple relevant examples of textual evidence || •  Weak central idea/thesis that demonstrates limited understanding of the text •  Restates facts and ideas from the text but provides limited interpretation  || • Central idea is unclear or missing; demonstrating a simplistic, incomplete or inaccurate understanding of the text •  Does not support the analysis with textual evidence or analysis is illogical  ||  //**Organization**//  //The extent to which the writer establishes a clear thesis and maintains direction, focus and coherence in order to accomplish the purpose//  || • Compelling/engaging introduction, well developed body, and conclusion which provides closure •  Skillfully establishes and maintains consistent focus on a clear and thorough analysis •  Exhibits logical structure using textual evidence that convincingly supports an interpretation of the text  || • <span style="font-family: Times New Roman,Times New Roman,serif;">Clear introduction, body, and conclusion • <span style="font-family: Times New Roman,Times New Roman,serif;"> Establishes and maintains consistent focus on a clear analysis • <span style="font-family: Times New Roman,Times New Roman,serif;"> Exhibits logical structure using textual evidence that supports an interpretation of the text  || • <span style="font-family: Times New Roman,Times New Roman,serif;">Introduction, body, and conclusion are weakly developed • <span style="font-family: Times New Roman,Times New Roman,serif;"> Establishes but may not maintain focus on a general interpretation • <span style="font-family: Times New Roman,Times New Roman,serif;"> Exhibits a basic structure but may lack consistent evidence that supports an interpretation of the text  || • <span style="font-family: Times New Roman,Times New Roman,serif;">Unclear or missing introduction, body and conclusion • <span style="font-family: Times New Roman,Times New Roman,serif;"> Establishes an unclear interpretation • <span style="font-family: Times New Roman,Times New Roman,serif;"> May attempt to support an interpretation of the text but lacks coherent evidence • <span style="font-family: Times New Roman,Times New Roman,serif;"> Random/weak organization  || <span style="font-family: Times New Roman,Times New Roman,serif;"> //**Voice**// <span style="font-family: Times New Roman,Times New Roman,serif;"> //The extent to which the writer crafts the writing with an awareness and respect for the audience and purpose for the writing, speaking directly to the reader in a way that is individual, compelling and engaging//  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Writer’s voice adds interest to the message • <span style="font-family: Times New Roman,Times New Roman,serif;"> Conveys an accurate and thorough understanding of audience and purpose • <span style="font-family: Times New Roman,Times New Roman,serif;"> Offers insightful and thorough analysis including nuances and complexities of the literature • <span style="font-family: Times New Roman,Times New Roman,serif;"> Tone is effective and convincing  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Writer’s voice is appropriate, conveying an accurate understanding of audience and purpose • <span style="font-family: Times New Roman,Times New Roman,serif;"> Offers an effective analysis of the literature • <span style="font-family: Times New Roman,Times New Roman,serif;"> Tone is effective  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Writer does not engage the audience • <span style="font-family: Times New Roman,Times New Roman,serif;"> Purpose is confusing to the reader, offering more of a retelling than an analysis • <span style="font-family: Times New Roman,Times New Roman,serif;"> Tone is appropriate, but may be inconsistent  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Conveys a confused or largely inaccurate understanding of audience and purpose • <span style="font-family: Times New Roman,Times New Roman,serif;"> Offers an unclear or inaccurate analysis of the literature • <span style="font-family: Times New Roman,Times New Roman,serif;"> Tone is ineffective and/or inappropriate  || <span style="font-family: Times New Roman,Times New Roman,serif;"> //**Word Choice (diction)**// <span style="font-family: Times New Roman,Times New Roman,serif;"> //The extent to which the writer uses words which convey the intended message in a precise, interesting and natural way//  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Language is sophisticated, precise, and appropriate • <span style="font-family: Times New Roman,Times New Roman,serif;"> Consistently uses language that skillfully expands both depth and detail  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Language is acceptable and appropriate • <span style="font-family: Times New Roman,Times New Roman,serif;"> Uses language that expands both depth and detail  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Language is simplistic and sometimes inaccurate, but generally appropriate  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Language is imprecise, confusing, inaccurate, and/or unsuitable and interferes with the reader’s understanding  || <span style="font-family: Times New Roman,Times New Roman,serif;"> //**Sentence Fluency (syntax)**// <span style="font-family: Times New Roman,Times New Roman,serif;"> //The extent to which the writing has an easy flow, rhythm and cadence; and sentences are varied, effective, complete and correct//  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Effectively and skillfully incorporates a range of varied sentence structures • <span style="font-family: Times New Roman,Times New Roman,serif;"> Sentence flow enhances readability  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Incorporates varied sentence structures • Sentences flow smoothly   || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Incorporates a limited variety of sentence structures with some syntactical errors that do not hinder comprehension • <span style="font-family: Times New Roman,Times New Roman,serif;"> Sentences do not flow smoothly  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Lacks a variety of sentence structures and contains fragments, run-ons and syntactical errors that hinder comprehension and make it difficult to read  || <span style="font-family: Times New Roman,Times New Roman,serif;"> //**Conventions**// <span style="font-family: Times New Roman,Times New Roman,serif;"> //The extent to which the writer demonstrates a good grasp of standard writing conventions, including spelling, punctuation, capitalization, grammar, usage, paragraphing, and legibility//  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Demonstrates a purposeful use of conventions with few errors  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Demonstrates an understanding of conventions with occasional errors  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Makes errors in conventions which often distract the reader  || • <span style="font-family: Times New Roman,Times New Roman,serif;"> Demonstrates a lack of understanding of conventions with frequent serious errors that hinder communication  ||