I need you to help me write an example of a PRT(personal response to text). IT IS IMPORTANT AI IS NOT USE PLEASE DONT USE AI. I WILL BE RUNNING IT THROUGH AN AI CHECKER TO ESURE THERE IS NO TRACE OF AI.

THE ASSIGNMENT: Discuss the ideas developed by the text creator in your chosen text, (PERPETUAL MOTION) regarding the impact of separation in an individual's life?

MAKE THIS PERSONAL RESPONCE TO TEXT ABOUT SEPERATION OF LEAVING A COUNTRY YOU GREW UP IN AND COMING INTO ANOTHER COUNTRY TRYING TO START OVER AND HOW THAT SEPERATION IMPACTS AN INDIVIDUAL'S LIFE.

• Ensure somewhere in the intro paragraph it links to the prompt above as well as the conclusion
• make sure a character, conflict and outcome is established
• Make sure a voice is present
• Use connotation
• Use, parallelism and repetition
• use a variety of sentence structures(simple sentences, complex sentences, compound sentences, Complex-compound sentences)
• Intentional use of punctuation(Em-dash, Italics, Dialogue, semicolon, colon, interjection)
• Use imagery and figurative language
• Make sure the tone is deliberate and include a shift of tone
• ALWAYS CONSISTENTLY REINFORCE YOUR OVER ARCHING IDEA
• NO RUN ON SENTENCES

For this example Personal response the suggested word count you might want to consider is 600-1200 words. ENSURE THAT ALL THE BULLET POINTS ARE MET AND ENSURE NO AI IS DETECTABLE IT IS IMPORTANT PLEASE. Write by yourself with no AI.

TEXT: PERPETUAL MOTION BY: Tony Hoagland

In a little while I'll be drifting up an on-ramp,

sipping coffee from a styrofoam container,

checking my gas gauge with one eye

and twisting the dial of the radio

with the fingers of my third hand,

Looking for a station I can steer to Saturn on.

It seems I have the traveling disease

again, an outbreak of that virus

celebrated by the cracked lips

of a thousand blues musicians?song

about a rooster and a traintrack,

a sunrise and a jug of cherry cherry wine.

It's the kind of perceptual confusion

that makes your loved ones into strangers,

that makes a highway look like a woman

with air conditioned arms. With a

bottomless cup of coffee for a mouth

and jewelry shaped like pay phone booths

dripping from her ears.

In a little while the radio will

almost have me convinced

that I am doing something romantic,

something to do with "freedom" and "becoming"

instead of fright and flight into

an anonymity so deep

it has no bottom,

only signs to tell you what direction

you are falling in: CHEYENNE, SEATTLE,

WICHITA, DETROIT?Do you hear me,

do you feel me moving through?

With my foot upon the gas,

between the future and the past,

I am here?

here where the desire to vanish

This is the rubric I need to to be based on:

'A/(b&'b Education 'Atb&f'b. Education English Language Arts 30-1 Personal Response to Texts Assignment Scoring Categories and Scoring Criteria for 2024-2025 Because students' responses to the Personal Response to Texts Assignment and the Critical / Analytical Response to Literary Texts Assignment vary widelyfrom philosophical discussions to personal narratives to creative approaches assessment of the Personal Response to Texts Assignment and the Critical / Analytical Response to Literary Texts Assignment on the diploma examination will be in the context of Louise Rosenblatt's suggestion: the evaluation of the answer would be in terms of the amount of evidence that the youngster has actually read something and thought about it, not a question of whether, necessarily, he has thought about it in the way an adult would, or given an adult's \"correct\" answer. Rosenblatt, Louise. \"The Reader's Contribution in the Literary Experience: Interview with Louise Rosenblatt.\" By Lionel Wilson. English Quarterly 14, no.1 (Spring, 1981): 312. Copied under licence from Access Copyright. Further reproduction prohibited unless licensed Markers will also consider Grant P. Wiggins' suggestion that we should assess students' writing \"with the tact of Socrates: tact to respect the student's ideas enough to enter them fullyeven more fully than the thinker sometimesand thus the tact to accept apt but unanticipatable or unique responses.\" Wiggins, Grant P. Assessing Student Performance: Exploring the Purpose and Limits of Testing. San Francisco: Jossey-Bass Publishers, 1993, p. 40. Copied under licence from Access Copyright. Further reproduction prohibited unless licensed. FOCUs Excellent E IDEAS AND IMPRESSIONS When marking Ideas and Impressions, the marker should consider the quality of the student's exploration of the topic in relation to the prompting text(s) the student's ideas and reflection support in relation to the student's ideas and impressions The student's exploration of the topic is insightful. Perceptions and/or ideas are confident and discerning. Support is precise and aptly reinforces the student's ideas and impressions. PRESENTATION When marking Presentation, the marker should consider the effectiveness of + voice in relation to the context created by the student in the chosen prose form stylistic choices (including quality and correctness of language and expression) and the student's creation of tone the student's development of a unifying and/or aesthetic effect Consider the complexity of the response in terms of its context and length. The voice created by the student is convincing. Stylistic choices are precise and the student's creation of tone is adept. The unifying and/or aesthetic effect is skillfully developed. Proficient Pf Satisfactory S The student's exploration of the topic is purposeful. Perceptions and/or ideas are thoughtful and considered. Support is specific and strengthens the student's ideas and impressions. The student's exploration of the topic is generalized. Perceptions and/or ideas are straightforward and relevant. Support is adequate and clarifies the student's ideas and impressions. The voice created by the student is distinct. Stylistic choices are specific and the student's creation of tone is competent. The unifying and/or aesthetic effect is capably developed. The voice created by the student is apparent. Stylistic choices are adequate and the student's creation of tone is conventional. The unifying and/or aesthetic effect is appropriately developed. Limited L Poor P The student's exploration of the topic is vague. Perceptions and/or ideas are superficial and/or ambiguous. Support is imprecise and/or ineffectively related to the student's ideas and impressions. The student's exploration of the topic is minimal. Perceptions and/or ideas are undeveloped and/or irrelevant. Support is lacking and/or unrelated to the student's ideas and impressions. The voice created by the student is undiscerning and/or unsuitable. Stylistic choices are imprecise and the student's creation of tone is inconsistent. The unifying and/or aesthetic effect is inadequately developed. The voice created by the student is confused Stylistic choices impede communication and the student's creation of tone is ineffective. A unifying and/or aesthetic effect is haphazard or obscure. Insufficient INS Insufficient is a special category. It is not an indicator of quality. A response assigned an Insufficient receives the score of zero in all scoring categories. Assign insufficient when + the student has responded using a form other than prose OR the student has written so little that it is not possible to assess Ideas and Impressions OR there is no evidence that the topic presented in the assignment has been addressed OR there is no connection between the text(s) provided in the assignment and the student's response OR there is no evidence of an attempt to fulfill the task presented in the assignment. Cross-Reference to the Program of Studies for Senior High School English Language Arts 122 23 44 31 32 41 42 10:52 PM Tue Nov 26 @ 100% coursehero.com Please ensure there is no Al and please fill in this chart based on the writing you provided to me. Personal Response to Texts - Planners Personal Anecdote/Personal Narrative Thesis statement: Example Structure Details from the Text Connection to Narrative Stylistic Choices (Syntax, diction, figurative language, tone)