Essay Writing: Overview of Essay Writing

You will be writing an essay on your ISU book that will be 15% of your final mark.

You will create a 1500-word essay (+/- 300 words) analyzing how a big idea or theme is developed in your novel through the author’s use of various literary devices or elements. Using quotations from the book and your tracking sheets, you will argue for your interpretation of the author's message.

How To Write A Literary Essay

This is not a 5 paragraph essay! This is a 5 section essay! You will have an introduction paragraph, a conclusion paragraph, and in between 3 points. It may be 5 or more paragraphs.

The Essay Format

Section 1: Introduction Paragraph

1. Introduces text and author. May give a 1 or 2 sentence plot summary or background information to help the reader understand the rest of the essay.
2. Ends with thesis (1 sentence) and directional statement (1 sentence).

Section 2: The Body

This is made up of the three points to prove thesis. Each point is explained in at least a paragraph.

·    The first sentence of each point:

o    Should introduce the point (which is found in your directional statement) and how it relates to your thesis.

o    Generally does not include a quote.

·    The support:

o   Claims about the books are supported with quotes and page numbers. The body of each point gives quotations or specific examples with page numbers to support the argument, and explains why each example proves the point. Each of the three main points should have approximately three quotations that are explained.

·    The final sentence of the last paragraph for that point:

o   Sums up the full argument made for that point.

·    All internal paragraphs within a point follow paragraph format—first sentence introduces topic of paragraph, last sentence sums it up.

           

Section 3: Conclusion Paragraph

·    The first sentence rephrases your directional statement by listing again your three points in order. The thesis may be combined into this list or come right after in slightly different words.

·    Rest of the conclusion is final thoughts on how your essay is important in general terms.

·    You should not introduce new information or arguments in the conclusion. Hence, it should usually contain no quotations!

Key Terms

Thesis

·  It is the main argument of the essay.

·  Your entire essay should be dedicated to proving your thesis.

·  It is one sentence and should contain the novel’s title.

·  It is the second last sentence in your introductory paragraph.

Directional Statement

·  The last sentence in your introduction paragraph.

·  It should connect back to the thesis.

·  It should be one sentence listing in order the three points you will develop to prove your argument.

·  You can summarize each point into a few words for this sentence and then expand on the point in the first sentence of that point.

·  You MUST argue each of these points in the SAME order as you introduce them in the directional statement!

·  Stay away from saying “In this essay I will show...” There is no need to refer to the essay itself AND you should never refer to yourself as “I.”

·  Consider starting your sentence with “This is seen in...” “This is apparent when...” “[Name] shows this when...” etc.

Points: these are your three main ways you prove your thesis. They are the body of your argument. Each point can start off with a mini direction statement and wrap up the point however many paragraphs later with a conclusion sentence.

Support: this consists of the (typically) three ways you prove each point. It is made up of quotations and how you explain them.

When to break up a paragraph: When it is natural.

If you are changing the topic a bit within the main point or offering another supporting example you may find a natural point to break up your paragraphs. Make the paragraph break and then be sure to go back to those sentences you separated and adjust them to be proper final or starting paragraph sentences.

HINT: Double space your work as you are writing it. If you get to the point where a single paragraph is more than a page, it is too long. Cut it down or divide it up. 

Short Story Process

Create your full draft and analysis

• Work on finishing up your draft story and analysis. 
• Type it. 
• Remember to save to your h:/ drive. If you save it in your "public html" folder it can be found by any computer at www.krss.sd57.bc.ca/~your.login (for homework purposes).
• Print off your typed draft story and analysis. 

Self-Assessment

•  Complete the self assessment sheet. 
• Show this to the teacher.
• Make any necessary changes to your story and analysis to meet the requirements.

Peer Assessment

• Find a partner who is also done self assessing. 
• Have him or her read your story and complete the peer assessment. 
• Discuss the feedback.
• If possible, complete peer assessment with a second partner.
• Make changes to typed version based on feedback. 
• Proofread carefully. 
• Print off your good copy.

Read ALOUD 

• Not done yet... 
• Read ALOUD the printed copy of your story and analysis to a friend (if you really want to do this alone, read it ALOUD to yourself). 
• Keep track of any confusing parts or errors. 
• Make changes to your typed copy.
• Proofread carefully.
• Print off your NEW good copy.

Self-Assess Final Check

• Read the assignment outline and rubric carefully (can be found on this blog). 
• Read over your story and analysis one last time
• Give yourself a mark on the rubric. 
• If there is a significant difference (1 full level) between my mark for your assignment and your mark for yourself, we will have a meeting to discuss errors with the rubric and/or areas of need in self-assessment. 

Pre-Hand-In Check

• Is your story and analysis 12-pt font?
• Is your story and analysis Ariel or Times New Roman font?
• Is your story and analysis double spaced?
• Does your story have an original title (not Unit Assignment, Short Story etc.)?
• Is your name on all your work?

Hand In

• Good copy of short story
• Draft of short story
• Good copy of analysis
• Rubric for short story where you assessed your work

Archetypes

1. Archetypes handout
2. Note-taking: Archetypes Slideshow Work on condensing notes without losing meaning or write it word for word.

The All-Purpose Guide to Epic Movies handout

Thursday Class Outline: Peer Feedback

1. Silent Reading
2. Computers (2103)
3. Peer Review Blog Posts:

1. Find a blog post of a classmate that is on characterization or plot. Make sure every classmate has at least 1 reviewer.
2. Read the blog post.
3. Fill out the reviewer checklist sheet for the post.
4. Read each sentence carefully and give the post a mark for writing conventions.
5. Create a comment for the blog (if the blog does not allow comments, you can write it on the back of the reviewer checklist). List 2 specific things you like about the blog post.
6. Give “next steps” feedback on the back of the checklist sheet. Give at least 1 specific thing the author could try to work on in this post.
7. Repeat for interest or another characterization/plot post.

Short Story Analysis: "Test," "Bluffing," and "Where the Borg Are"

Class Outline

1. Silent Reading
2. Hand in all remaining creative responses
3. Go over the short story analysis handout
4. Read "Test" together
5. Complete the worksheet for "Test"
6. Choose based on preference: "Where the Borg Are" or "Bluffing"
7. Complete analysis for the short story
8. Please hand in your completed work (due Friday)

Please note: tomorrow we will be assessing your blog posts on interest, characterization, or plot. Please finish your posts for homework if they are not already done. 

Short Stories: Characterization

Characterization

Characterization is the process by which the writer reveals the personality traits of a
character. Characterization is revealed through direct characterization and indirect
characterization.

Direct Characterization tells the audience what the personality of the character is (his or her trait).

• Example: “The patient boy and quiet girl were both well mannered and did not disobey their mother.” Explanation: The author is directly telling the audience the personality of these two children. The boy is “patient” and the girl is “quiet.”

Indirect Characterization shows things that reveal the personality of a character. There
are five different methods of indirect characterization:

Speech: What does the character say? How does the character speak?
Thoughts: What is revealed through the character’s private thoughts and feelings?
Effect on others: What is revealed through the character’s effect on other people? How do other characters
          feel or behave in reaction to the character?
Actions: What does the character do? How does the character behave?
Looks: What does the character look like? How does the character dress?(from Read, Write, Think)

Class Outline: Wednesday

1. Silent Reading and ISU work
2. Direct and Indirect Characterization Handout "Mirror Image"
3. Work on ISU creative response

Media Analysis Assignment

PDF Version of Rubric and Outline

Due: Monday Sept 23. You will have class time on Thursday and Friday to work on it. 

Media Analysis Assignment

How does the filmmaker’s use of persuasive devices and story elements demonstrate the presence or lack of bias in the film Rip! A Remix Manifesto?­­

Media Analysis Format

Your response should be in a 3 paragraph format and approximately 250 words.

Paragraph 1: State the author’s thesis in your own words. State your opinion as to whether or not the film shows bias. Qualify your statement with a primary rationale or sense of how your argument is shown.

Paragraph 2: Provide examples of how bias is or is not shown by using 2 devices or story elements as examples. Explain how each does or does not show bias. Make sure to use correct terminology. For example, “The filmmaker uses appeal to authority by saying…”

Paragraph 3: Summarize your essential argument. Provide a philosophical conclusion with a view to social issues, the future, or overall judgement.

Basic overview:

·         Author’s opinion stated in own words.

·         Student’s opinion to question (bias)

·         Example 1 from devices/elements

·         Explanation 1

·         Example 2 from devices/elements

·         Explanation 2

·         Conclusion logical, insightful and interesting

Knowledge	Level 4 (86-100%)	Level 3 (73-85%	Level 2 (60-72%)	Level 1 (50-59%)
Identifies the filmmaker’s thesis	Thesis fully summarized in a sophisticated sentence	Thesis summarized in a sentence	Thesis summarized in a few sentences	Thesis identified
Strategies	Level 4	Level 3	Level 2	Level 1
Identifies various techniques in text, including story elements* or persuasive devices**	Includes 2+ strong examples of different techniques using specific details and correct terminology	Identifies 2 examples of different techniques using some details and correct terminology	Identifies 2 examples of techniques using appropriate terminology. May be the same technique or weak examples	References 2 examples of techniques. May not use correct terminology or lack sufficient details
Thinking	Level 4	Level 3	Level 2	Level 1
Evaluates how the evidence in the text demonstrates the filmmaker’s argument & bias	Makes insightful inferences about bias using support from devices and elements	Makes logical inferences about bias using support from devices and elements	Makes some logical inferences about bias using some support from devices and elements	Makes few logical inferences about bias using limited support from devices and elements
Communication	Level 4	Level 3	Level 2	Level 1
Multi-paragraph argument shows organization and uses transitions to create flow	Organization is smooth and logical with good transitions and flow	Logically structured argument with explicit connections among ideas/ sections	Structure is logical but not explicitly outlined in intro and/or  connections among ideas not always clear	Limited organization or structure so connections among ideas is unclear
Paragraphs are effectively developed	Individual paragraphs are effectively developed. Conclusion leaves the reader with something to think about	Individual paragraphs are logical. Conclusion follows logically from thesis and development	Logical paragraphing but may lack structure	Paragraph formatting is weak. Conclusion may introduce new ideas or contradict body
Writing conventions (grammar, spelling, etc.)	Few, if any, errors	Few errors, do not affect meaning	Noticeable errors are somewhat distracting	Frequent errors may interfere with meaning

*Story elements: atmosphere, characters, conflict, plot, setting   **Persuasive devices: allusion, analogy, anecdote, appeal to authority, diction, hyperbole, parallel structure, rhetorical questioning

Assignments not yet meeting Level 1 expectations (50%) will be given an “I” for Incomplete.

Media Lesson 7 and 8

Lesson 7 Class Outline

1. ISU Reading

2. "Whose Lathe?" answers

3. Go over Documentary Viewing Sheet Pages 1 and 2 for during film.

4. Start watching Rip!: A Remix Manifesto.

RiP! A Remix Manifesto by Brett Gaylor, National Film Board of Canada

Lesson 8 Class Outline

1. ISU Reading
2. Go over rubric and outline for Media Analysis assignment.
3. Finish Rip! A Remix Manifesto
4. Complete page 3 of Documentary Viewing Sheet (above)
5. Brainstorm ideas for Media Analysis assignment

Media Lesson 5: Persuasive Devices

1. ISU Reading
2. Finish the Internet Safety and Blogging Rules if not already done.
3. Definitions for Persuasive Devices. Fill them in on sheet. Handout on Persusive Devices.

4. The Importance of Being Earnest
5. Read "The Importance of Being Earnest" by Lynn Coady
6. Find each devices listed in the essay.
7. Journal: What does this article have to say about Power and Censorship?

Media Lesson 1

Censorship (noun):

The institution, system or practice of censoring; the actions or practices of censors; especially: censorial control exercised repressively. 

Censor (transitive verb)

To examine in order to suppress or delete anything considered objectionable <censor the news>; also: to suppress or delete as objectionable <censor out indecent passages>

     Example

·                  The station censored her speech before broadcasting it.

·                  The government censored all references to the protest.

(From Merriam-Webster Dictionary)

Some Questions for this Unit and Semester

• What does power mean?
• What gives someone power?
•  How can media increase or decrease an individual’s power?
• What is the relationship between censorship and power? 

Class outline
1. 15 Min. Silent Reading for ISU.
2. Hand in Introduce Yourself Activity.
3. Go over email home.
4. Definition of Censorship/Censor
5. Graffiti on questions
     -write a answer, thought or connected question for each of the questions on the board.

6. Social Media Revolution
7. Social Media Articles. Alone, jot down notes on the article. As a group, answer the questions in full on the Social Media Article handout
"Meet Joe Blog"
"London, Egypt and the nature of social media"
"Movement Began With Outrage and a Facebook Page That Gave It an Outlet"

Beth