Name ___________________________________________ Hour _____ Date ____________________________________________
This is a group writing and artwork assignment. However, you may choose to do the assignment as an individual, but you are still
responsible for all parts.
Part 1. RAFT Writing
R role you are the water molecules (solvent) in vinegar (acetic acid solute)
A audience other chemistry students
F format creative story (word-processed)
T topic explain what occurs during a titration
Choose a creative scenario that would be an analogy for the chemical reaction occurring during a titration. From Writing Tip #13:
Analogies, Metaphors, and Similes (www.colorado.edu/pwr/writingtips/13.html):
Analogies are things or stories that partially resemble each other, and successful use of analogy helps you explain things by
comparing them closely with things your audience already knows about. Let's suppose that you want to explain the quail's
egg you ate at a Chinese restaurant. If you tell your friend that the quail's egg was about 1/3 the size of a hen's egg, and that
it was a bit "moldy-tasting," you will have used two analogies to explain the quail's egg. You used a hen's eggs as an analo-
gy for size, and you used mold as an analogy for the taste.
Brainstorm what your creative scenario would be. Remember you are the water molecules in the Erlenmeyer flask and you want
to describe what is happening during the titration.
Factual information to creatively include in your story:
strength of acetic acid and sodium hydroxide (weak or strong)
relative pH of acetic acid and sodium hydroxide
phenolphthalein and its role
chemical reaction and changes in number (moles) and types of particles
chemical reaction and changes in pH
A rubric for grading the story is on the back.
Part 2. Artwork
Create a visual representation of the story. This can be a one drawing of a particular scene or point in the story or it can be a
series of drawings representing the entire story.
Minimal Basic Proficient Advanced
construction is poor; no appar- construction is haphazard; little construction is well done; some construction outstanding; thought
ent effort went into the creation apparent effort went into the effort went into the creation of and effort went into the creation
of the artwork; creativity is creation of the artwork; creativ- the artwork; creativity is li- of the artwork; creativity abounds
absent ity is lacking mited
artwork has no relation to the artwork supports the story artwork enhances the story
Written Story Rubric
Minimal Basic Proficient Advanced
Content Ideas expressed ineffec- Communicates some main Ideas expressed clearly Ideas are expressed clear-
tively; content may be ideas, but may be vague, and effectively; content is ly and effectively; content
inappropriate or irrele- confusing, or underdeve- appropriate; some content is appropriate; main ideas
vant; little if any support- loped; supporting details is too general or vague; supported with details and
ing information. Most are limited. Some errors most ideas are supported examples. No factual
factual information is in factual information. with examples. Few errors errors in information.
incorrect. in factual information.
Organization Little, if any, organiza- Some evidence of organi- Structure is appropriate; Structure is appropriate;
tional structure to the zation, but is limited or details and supporting details and supporting
writing. inappropriate to the task; evidence are usually in a evidence are in a logical
minimal use of transi- logical order but may order and relevant to the
tions. have occasional lapses; audience; transitions are
some transitions may be effectively used.
Sentence Fluen- Basic command of lan- Little rhythm or flow; Some rhythm and flow Strong rhythm and flow
cy and Word guage. sentence variety and word created through variation created through variation
Choice choice are limited. in sentence type and in sentence type and
length; word choice gen- length; word choice vivid,
erally effective and pre- effective and precise.
GUMPS more than 10 errors that 5-10 errors that signifi- 1-5 errors sometimes de- 1 or 2 errors that do not
(grammar, significantly detract from cantly detract from read- tract from reading. detract.
usage, mechan- reading. ing.