Analyzing a Primary Source Rubric Name ________________________ Date _______ Class ____________________________________ Exemplary Adequate Minimal Attempted Analysis of Document Offers in-depth analysis and interpretation of the document; distinguishes between fact and opinion; explores reliability of author; compares and contrasts author's point of view with views of others Offers accurate analysis of the document Demonstrates only a minimal understanding of the document Reiterates one or two facts from the document but does not offer any analysis or interpretation of the document Knowledge of Historical Context Shows evidence of thorough knowledge of period in which source was written; relates primary source to specific historical context in which it was written Uses previous general historical knowledge to examine issues included in document Limited use of previous historical knowledge without complete accuracy Barely indicates any previous historical knowledge Identification of Key Issues/Main Points Identifies the key issues and main points included in the primary source; shows understanding of author's goal(s) Identifies most but not all of the key issues and main points in the primary source Describes in general terms one issue or concept included in the primary source Deals only briefly and vaguely with the key issues and main points in the document Resources Uses several outside resources in addition to primary source Uses 1–2 outside resources in addition to primary source Relies heavily on the material/information provided Relies exclusively on the material/information provided; no evidence of outside resources Identification of Literary Devices Analyzes author's use of literary devices such as repetition, irony, analogy, and sarcasm Mentions author's use of literary devices but does not develop fully Does not discuss author's use of literary devices Does not discuss author's use of literary devices Understanding of Audience Shows strong understanding of author's audience Shows some understanding of author's audience Shows little understanding of author's audience Shows no understanding of author's audience Analyzing a Primary Source Evaluation Form Name ________________________ Date _______ Class ____________________________________ Exemplary Adequate Minimal Attempted Analysis of Document Knowledge of Historical Context Identification of Key Issues/Main Points Resources Identification of Literary Devices Understanding of Audience COMMENTS: ALI 150 C. Stammler Exploring “Definition” Essays For each assigned reading do the following for your analytical response: Note: Your analysis must be TYPED and it is Due the Date the reading is due. (no late work accepted) A. the Text A.Analyze: In your response, include the following information for EACH TITLED TEXT: Title and Author 1. B.If it is a Direct Thesis, copy it down. (include para) C.If you could not locate a “Direct Thesis” and.

1. Analyzing a Primary Source Rubric
Name ________________________ Date _______
Class ____________________________________
Exemplary Adequate Minimal Attempted
Analysis of
Document
Offers in-depth analysis
and interpretation of the
document; distinguishes
between fact and opinion;
explores reliability of
author; compares and
contrasts author's point
of view with views of
others
Offers accurate analysis
of the document
Demonstrates only a
minimal understanding
of the document
Reiterates one or two
facts from the document
but does not offer any
analysis or interpretation
of the document
Knowledge of

2. Historical Context
Shows evidence of
thorough knowledge of
period in which source
was written; relates
primary source to specific
historical context in
which it was written
Uses previous general
historical knowledge to
examine issues included
in document
Limited use of previous
historical knowledge
without complete
accuracy
Barely indicates any
previous historical
knowledge
Identification of
Key Issues/Main
Points
Identifies the key issues
and main points included
in the primary source;
shows understanding of
author's goal(s)
Identifies most but not all
of the key issues and

3. main points in the
primary source
Describes in general
terms one issue or
concept included in the
primary source
Deals only briefly and
vaguely with the key
issues and main points in
the document
Resources Uses several outside
resources in addition to
primary source
Uses 1–2 outside
resources in addition to
primary source
Relies heavily on the
material/information
provided
Relies exclusively on the
material/information
provided; no evidence of
outside resources
Identification of
Literary Devices
Analyzes author's use of
literary devices such as
repetition, irony, analogy,

4. and sarcasm
Mentions author's use of
literary devices but does
not develop fully
Does not discuss author's
use of literary devices
Does not discuss author's
use of literary devices
Understanding of
Audience
Shows strong
understanding of
author's audience
Shows some
understanding of
author's audience
Shows little
understanding of
author's audience
Shows no understanding
of author's audience
Analyzing a Primary Source Evaluation Form
Name ________________________ Date _______
Class ____________________________________

5. Exemplary Adequate Minimal Attempted
Analysis of
Document
Knowledge of
Historical Context
Identification of
Key Issues/Main
Points
Resources
Identification of
Literary Devices
Understanding of
Audience
COMMENTS:
ALI 150
C. Stammler
Exploring “Definition” Essays
For each assigned reading do the following for your analytical
response:
Note: Your analysis must be TYPED and it is Due the Date the
reading is due. (no late
work accepted)
A. the Text

6. A.Analyze: In your response, include the following information
for EACH TITLED
TEXT: Title and Author
1.
B.If it is a Direct Thesis, copy it down. (include para)
C.If you could not locate a “Direct Thesis” and thus it is an
“Indirect” or
implied Thesis; write down what you believe is the thesis of the
paper.
D.Answer: Do you agree or disagree with the author’s assertion
or
definition of the term?
1.Supporting Arguments:
A.What are the main arguments or supporting “definitions”?
(there
may be several: provide minimum 4)
B.Are these arguments or definitions persuasive? Why or why
not?
A.Definition: How do you define the term (word or concept) of
the essay in
your own words? Write your own defining statement
[example: To me, “word” means……]
A.: Choose 3 new words from the text to learn. Provide the
following:
b.Paragraph/line it is found in
c.The definition/ synonym
d.Word family (noun/ adj/ adverb/ verb)- as available
e.An example: use the word in a QUALITY sentence that

7. demonstrates
the meaning and your understanding of the word.
A.Why is this term important? Consider all aspects: to the text,
to you, to
various audiences, culturally, socially, globally (write a
complete paragraph)
Scoring: 25 points each / Reading Schedule: See course outline
Forbes/ Leadership Oct 29, 2013
5 Characteristics Of Grit -- How Many Do You Have?
Recently some close friends visited, both of whom have worked
in education with adolescents for over
40 years. We were talking about students in general and when I
asked what has changed with regards to
the character of kids, in unison they said “grit” – or more
specifically, lack thereof. There seems to be
growing concern among teachers that kids these days are
growing soft.
When I took a deeper dive, I found that what my friends have
been observing in-the-field, researchers
have been measuring in the lab. The role grit plays in success
has become a topic du jour, spearheaded

8. by Angela Duckworth, who was catapulted to the forefront of
the field after delivering a TED talk which
has since been viewed well over a million times. Additionally,
in the last month, Duckworth received a
$650,000 MacArthur fellowship, otherwise known as the
“Genius Grant,” to continue her work. And,
while Duckworth has made tremendous leaps in the field, she
stands on the shoulders of giants
including William James, K.E Ericson, and Aristotle, who
believed tenacity was one of the most valued
virtues.
According to the Merriam-Webster dictionary, grit in the
context of behavior is defined as “firmness of
character; indomitable spirit.” Duckworth, based on her studies,
tweaked this definition to be
“perseverance and passion for long-term goals.” While I
recognize that she is the expert, I questioned
her modification…in particular the “long-term goals” part.
Some of the grittiest people I’ve known lack
the luxury to consider the big picture and instead must react to
immediate needs. This doesn’t diminish
the value of their fortitude, but rather underscores that grit
perhaps is more about attitude than an end
game.

9. But Duckworth’s research is conducted in the context of
exceptional performance and success in the
traditional sense, so requires it be measured by test scores,
degrees, and medals over an extended
period of time. Specifically, she explores this question, talent
and intelligence/ IQ being equal: why do
some individuals accomplish more than others? It is that
distinction which allows her the liberty to
evolve the definition, but underscores the importance of
defining her context.
The characteristics of grit outlined below include Duckworth’s
findings as well as some that defy
measurement. Duckworth herself is the first to say that the
essence of grit remains elusive. It has
hundreds of correlates, with nuances and anomalies, and your
level depends on the expression of their
interaction at any given point. Sometimes it is stronger,
sometimes weaker, but the constancy of your
tenacity is based on the degree to which you can access, ignite,
and control it. So here are a few of the
more salient characteristics to see how you measure up.
Courage
While courage is hard to measure, it is directly proportional to

10. your level of grit. More specifically, your
ability to manage fear of failure is imperative and a predicator
of success. The supremely gritty are not
afraid to tank, but rather embrace it as part of a process. They
understand that there are valuable
lessons in defeat and that the vulnerability of perseverance is
requisite for high achievement. Teddy
Roosevelt, a Grand Sire of Grit, spoke about the importance of
overcoming fear and managing
vulnerability in an address he made at the Sorbonne in 1907. He
stated:
“It is not the critic who counts; not the man who points out how
the strong man stumbles, or where the
doer of deeds could have done better. The credit belongs to the
man who is actually in the arena, whose
face is marred by dust and sweat and blood; who strived
valiantly; who errs, who comes again and
again, because there is no effort without error and shortcoming;
but who does actually strive to do the
deeds; who knows great enthusiasms, the great devotions; who
spends himself in a worthy cause; who
at the best knows in the end the triumph of high achievement,
and who at the worst, if he fails, at least

11. fails while daring greatly.
Fear of failure, or atychiphobia as the medical-set calls it, can
be a debilitating disorder, and is
characterized by an unhealthy aversion to risk (or a strong
resistance to embracing vulnerability). Some
symptoms include anxiety, mental blocks, and perfectionism
and scientists ascribe it to genetics, brain
chemistry, and life experiences. However, don’t be
alarmed…the problem is not insurmountable. On
Amazon, a “fear of failure” search yields 28,879 results. And
while there are millions of different
manifestations and degrees of the affliction, a baseline antidote
starts with listening to the words of
Eleanor Roosevelt: “do something that scares you everyday.” As
I noted in a recent post, courage is like
a muscle; it has to be exercised daily. If you do, it will grow;
ignored, it will atrophy. Courage helps fuel
grit; the two are symbiotic, feeding into and off of each
other…and you need to manage each and how
they are functioning together.
As a side note, some educators believe that the current trend of
coddling our youth, by removing
competition in sports for example, is preventing some kids from

12. actually learning how to fail and to
embrace it as an inevitable part of life. In our effort to protect
our kids from disappointment are we
inadvertently harming them? Coddling and cultivating courage
may indeed turn out to be irreconcilable
bedfellows. As with everything, perhaps the answer lies in the
balance…more to come.
Conscientiousness: Achievement Oriented vs. Dependable
As you probably know, it is generally agreed that there are five
core character traits from which all
human personalities stem called… get this…The Big Five. They
are: Openness, Conscientiousness,
Extroversion, Agreeableness, and Neurotic. Each exists on a
continuum with its opposite on the other
end, and our personality is the expression of the dynamic
interaction of each and all at any given time.
One minute you may feel more agreeable, the next more
neurotic, but fortunately, day-to-day, they
collectively remain fairly stable for most of us.
According to Duckworth, of the five personality traits,
conscientiousness is the most closely associated
with grit. However, it seems that there are two types, and how
successful you will be depends on what

13. type you are. Conscientiousness in this context means, careful
and painstaking; meticulous. But in a
1992 study, the educator L.M. Hough found the definition to be
far more nuanced when applied to
tenacity. Hough’s study distinguished achievement from the
dependability aspects of conscientiousness.
The achievement-oriented individual is one who works
tirelessly, tries to do a good job, and completes
the task at hand, whereas the dependable person is more notably
self-controlled and conventional. Not
surprisingly, Hough discovered that achievement orientated
traits predicted job proficiency and
educational success far better than dependability. So a self-
controlled person who may never step out of
line may fail to reach the same heights as their more mercurial
friends. In other words, in the context of
conscientious, grit, and success, it is important to commit to go
for the gold rather than just show up for
practice. Or, to put it less delicately, it’s better to be a
racehorse than an ass.
Long-Term Goals and Endurance: Follow Through
As I wrote in the introduction, I had some reservations about
accepting the difference between

14. Webster’s definition of grit and Duckworth’s interpretation.
Both have to do with perseverance, but the
latter exists in the arena of extraordinary success and therefore
requires a long-term time commitment.
Well, since you are Forbes readers and destined for the
pantheon of extraordinary success, it is
important to concede that for you…long-term goals play an
important role. Duckworth writes:
“… achievement is the product of talent and effort, the latter a
function of the intensity, direction, and
duration of one’s exertions towards a long-term goal.”
Malcolm Gladwell agrees. In his 2007 best selling book
Outliers, he examines the seminal conditions
required for optimal success. We’re talking about the best of the
best… Beatles, Bill Gates, Steve Jobs.
How did they build such impossibly powerful spheres of
influence? Unfortunately, some of Gladwell’ s
findings point to dumb luck. Still, the area where Gladwell and
Duckworth intersect (and what we can
actually control), is on the importance of goals and lots, and
lots and lots of practice…10,000 hours to be
precise.
Turns out the baseline time commitment required to become a

15. contender, even if predisposed with
seemingly prodigious talent, is at least 20 hours a week over 10
years. Gladwell’s 10,000 hours theory
and Duckworth’s findings align to the hour. However, one of
the distinctions between someone who
succeeds and someone who is just spending a lot of time doing
something is this: practice must have
purpose. That’s where long-term goals come in. They provide
the context and framework in which to
find the meaning and value of your long-term efforts, which
helps cultivate drive, sustainability, passion,
courage, stamina…grit.
Resilience: Optimism, Confidence, and Creativity
Of course, on your long haul to greatness you’re going to
stumble, and you will need to get back up on
the proverbial horse. But what is it that gives you the strength
to get up, wipe the dust off, and
remount? Futurist and author Andrew Zolli says it’s resilience.
I’d have to agree with that one.
In Zolli’s book, Resilience, Why Things Bounce Back, he
defines resilience as “the ability of people,
communities, and systems to maintain their core purpose and
integrity among unforeseen shocks and

16. surprises.”
For Zolli, resilience is a dynamic combination of optimism,
creativity, and confidence, which together
empower one to reappraise situations and regulate emotion – a
behavior many social scientists refer to
as “hardiness” or “grit.” Zolli takes it even further and explains
that “hardiness” is comprised of three
tenents: “ (1) the belief one can find meaningful purpose in life,
(2) the belief that one can influence
one’s surroundings and the outcome of events, and (3) the belief
that positive and negative experiences
will lead to learning and growth.”
Wait, what? Seems that there is a lot going on here, but this is
my take on the situation in an elemental
equation. Optimism + Confidence + Creativity = Resilience =
Hardiness =(+/- )Grit. So, while a key
component of grit is resilience, resilience is the powering
mechanism that draws your head up, moves
you forward, and helps you persevere despite whatever
obstacles you face along the way. In other
words, gritty people believe, “everything will be alright in the
end, and if it is not alright, it is not the

17. end.”
Excellence vs. Perfection
In general, gritty people don’t seek perfection, but instead
strive for excellence. It may seem that these
two have only subtle semantic distinctions; but in fact they are
quite at odds. Perfection is excellence’s
somewhat pernicious cousin. It is pedantic, binary, unforgiving
and inflexible. Certainly there are times
when “perfection” is necessary to establish standards, like in
performance athletics such as diving and
gymnastics. But in general, perfection is someone else’s
perception of an ideal, and pursuing it is like
chasing a hallucination. Anxiety, low self-esteem, obsessive
compulsive disorder, substance abuse, and
clinical depression are only a few of the conditions ascribed to
“perfectionism.” To be clear, those are
ominous barriers to success.
Excellence is an attitude, not an endgame. The word excellence
is derived from the Greek word Arête
which is bound with the notion of fulfillment of purpose or
function and is closely associated with virtue.
It is far more forgiving, allowing and embracing failure and
vulnerability on the ongoing quest for

18. improvement. It allows for disappointment, and prioritizes
progress over perfection. Like excellence,
grit is an attitude about, to paraphrase Tennyson…seeking,
striving, finding, and never yielding.Are there
any others you’d add? By definition, passion is critical, but
what role do you think it plays? I am sure that
Duckworth will continue to explore and share the distinctions in
the years to come, but I’d love to hear
your thoughts.
ALI 150
C. Stammler
“Definition” Analysis SAMPLE RESPONSE
TITLE:
_____________________________________________________
__
AUTHOR:
_____________________________________________________
1. Thesis Statement:
a. Is it Direct? (“Direct Quote” + para #)
_____________________________________________________
___________________

19. _____________________________________________________
___________________
b. OR Is it indirect/ implied?
_____________________________________________________
___________________
_____________________________________________________
___________________
c. Do you agree or support this definition? Why or why not?
_____________________________________________________
___________________
_____________________________________________________
___________________
_____________________________________________________
___________________
2. Supporting Arguments :
a. list 4-5 Supporting arguments/ definitions: “Direct Quote” +
(paragraph #)
b. Are these “definitions” or “arguments” persuasive? Why or
why not?
_____________________________________________________
___________________
_____________________________________________________
___________________
_____________________________________________________
___________________
3. MY DEFINITION: I define (term)

20. _________________________
as___________________________________________________
__________________________
_____________________________________________________
_________________________
_____________________________________________________
_________________________
4. Vocabulary: ( 3 words)
• Word 1: ______________________
• Word 2: ______________________
• Word 3: ______________________
5. Critical Thinking: Why is this term important and to what
audiences: to you, to society? Does the
writer have a compelling message? Write a COMPLETE
PARAGRAPH for full credit.