WISH YOU WELL > Plans and Activities

The setting plays an important role in David Baldacci's Wish You Well. After all, it is the main reason that Lou and Oz find themselves in a courtroom drama at the end of the novel. In this activity, students will be asked to focus on the setting of the novel and write an essay on how it impacts some of the characters. Using what they learn, the students will be able to make connections between the impact of setting in the text and in the real world.

Additional General Writing Assignments and Rubrics are available below.

Activity for the "Essay Question" Strategy

Discuss with the students the purpose of the setting in the novel. Ask the question: How does it affect the way the characters act and respond?
Have the students choose three characters from the novel and ask them to write a well-organized essay in which they discuss the impact of the setting on each character. Instruct them to cite specific instances and examples where their characters either are in conflict with the setting or grow to understand it.

Assessment

Much of this essay will be scored on ideas. In the following rubric, each criterion is worth ten points.

Composing
_____	The student provides a dynamic beginning that introduces the importance of setting in Baldacci's novel.
_____	The student shows organization throughout the body of his or her essay.
_____	The student elaborates on each character and the impact of the setting on him or her.
_____	The student makes transitions between paragraphs, linking all the characters together.
_____	The student writes a strong conclusion that discusses the overall effects of the setting on each character.
Written Expression
_____	The student uses clear and concise word choice to describe the impact of the setting on each character.
_____	The student has a specific voice.
_____	The student varies the beginnings of his or her sentences.
Usage and Mechanics
_____	The student punctuates and capitalizes each sentence correctly.
_____	The student shows evidence of correct usage.

Blackline Master
General Writing Assignments
(Download print-friendly PDF version

Directions
Use the three accompanying rubrics shown below to complete one of more of these writing assignments:

Put yourself in the place of Lou after Diamond's death. Write a journal entry like one she might have written. (Use the "Argumentative Writing: Analytic Rubric" that follows.)
Write an essay explaining why or how Diamond is "funny" or "endearing." (Use the "Argumentative Writing: Analytic Rubric" that follows.)
Imagining that you are Louisa, write a letter of complaint to the coal company in regard to their trespassing on your property. (Use the "Business Letter: Primary Trait Rubric" that follows.)
Research the railroad and the coal companies of the period, and write a paper that illustrates the benefits and/or damages that they brought to certain areas of the state. Use printed sources as well as interview and Internet sources. (Use the "Documented Essay: Primary Trait Rubric" that follows.)
Research race relations of the time period, and apply this information to analyze and write an essay about the character Eugene. Use printed sources as well as interview and Internet sources. (Use the "Documented Essay: Primary Trait Rubric" that follows.)
Imagine you are one of the characters in Wish You Well. Choose one event in the story, and describe it from that character's point of view. (Use the "Argumentative Writing: Analytic Rubric" that follows.)
Select your favorite character from the novel, and explain why he or she is your favorite. (Use the "Argumentative Writing: Analytic Rubric" that follows.)
Compare and contrast your way of life with your favorite character's way of life. Consider such items as living conditions, emotions, and events. (Use the "Argumentative Writing: Analytic Rubric" that follows.)
Imagine you are one of the characters in the novel. As that character, write a letter to another character in the story. (Use the "Argumentative Writing: Analytic Rubric" that follows.)
Do a quote search to find all relevant quotes pertaining to an important setting in the novel. Write each quote, its page number(s), and an explanation of its importance. Choose from one the following settings: Louisa's home, the fields, the wishing well, the courtroom, Dickens, Diamond's home, or the graveyard.
Make a family tree that depicts the relationships among all the characters in the novel.

Argumentative Writing: Analytic Rubric

Standard
To convince the reader to consider an opinion

Scoring Guide
Each category is rated 1 (lowest) to 5 (highest).

Statement of Opinion States opinion in the first paragraph Asserts an arguable position Provides a clear, specific, and elaborated focus for the essay	_____ of 5
Arguments and Explanations Supports opinion with clear and compelling reasons Provides detailed, specific explanations of reasons	_____ of 5
Opposing Point of View Acknowledges other point(s) of view Addresses and refutes arguments in other point(s) of view	_____ of 5
Tone Chooses precise and appropriate words Reflects awareness of audience through use of appropriate voice	_____ of 5
Language Control Makes few or no errors in grammar, usage, and mechanics	_____ of 5
Total:	_____ of 25

Business Letter: Primary Trait Rubric

Standard
To write a clear, well-organized business letter for a specific audience.

Criteria

Clear articulation of writer's purpose and expectations

Awareness of audience as expressed through appropriate choice of language, tone, and conventions of formal correspondence

Scoring Guide

5	The letter has a clear purpose and intended audience. The content is clearly written and reflects elaboration of ideas and specific details. Ideas are well organized, making it understandable to the reader. The tone is appropriate to the audience. There are no language-usage errors. The format employs conventions of business writing, including appropriate letterhead.
4	The letter has a clear purpose and intended audience. The content is clear and well organized but lacks appropriate elaboration and detail. The tone is appropriate to the audience. There may be a few minor language-usage errors. The format employs conventions of business writing, including appropriate letterhead.
3	The purpose of the letter is somewhat unclear, although information is provided. The letter is organized, although content may be undeveloped and/or contain irrelevant information. The letter contains some errors in language usage, and the use of appropriate tone may be inconsistent. The format may contain errors in presentation.
2	The purpose of the letter is not clear. The organization and language usage may impede communication. The format is not standard for business.
1	The letter lacks a clear purpose. It lacks organization. The language is inappropriate and the format is incorrect.

Documented Essay: Primary Trait Rubric

Criteria

Thesis statement

Synthesis of information

Evidence of research

Correct documentation

Awareness of audience

Language control

Scoring Guide

6	Elaborated Discussion. Essay has a clear thesis and includes a broad range of researched information. Information, ideas, and relationships are well developed, with explanations and supporting details. Sources are appropriately documented. The paper demonstrates strong language control, and voice/tone are appropriate for audience and topic. There are almost no mechanical and usage errors.
5	Developed Discussion. Essay includes a broad range of researched information. Information, ideas, and relationships are explained and supported. Sources are appropriately documented. Paragraphs are well formed, but the essay may lack an overriding sense of purpose, audience, or cohesion. Essay demonstrates good language control but may not be as strong as a "6" paper. There may be a few errors in mechanics, usage, or sentence structure, but they do not interfere with communication.
4	Discussion. Essay includes a broad range of information, but information, ideas, and relationships may lack development. Essay may contain a few errors in documentation. Paragraphs may be well formed, but the essay lacks an overriding sense of purpose, audience, and cohesion. There may be consistent errors in mechanics, usage, or sentence structure, but they do not interfere with communication.
3	Undeveloped Discussion. Essay includes a broad range of information and some of the ideas or pieces of information are related. The ideas may be confusing, contradictory, out of sequence, illogical, and/or undeveloped. Essay may contain consistent errors in documentation. Essay lacks a sense of purpose, audience, and cohesion. Generally, the writing demonstrates weak control of such elements as word choice and organization. Errors in mechanics, usage, or sentence structure occasionally interfere with communication.
2	Attempted Discussion. Essay includes limited range of information. The ideas are confusing, contradictory, out of sequence, illogical, and undeveloped. There are few explanations or details. Documentation may be missing or error-ridden. Errors in mechanics, usage, and sentence structure may interfere with communication.
1	Listing. Essay lists pieces of information on the same topic, but does not relate or clearly connect these pieces of information to each other. No outside sources are used. Consistent errors in mechanics, usage, and sentence structure interfere with communication.