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. 

Class Outlines: Short Story Unit Assignment

Monday

This week, the first 20 min. of the class is SILENT work time. Please spread out to ensure this. The rest of class may have quiet on-task conversations with peers for feedback.

You have two tasks:

• ISU (remember to work on your 2/3 tracking sheet due Wednesday). Your In Class Analysis is Monday.
• Short Story Writing (draft of story and analysis should be finished by the end of Tuesday's class).

Tuesday

1. ISU 2/3 reading and tracking sheet

2. Work on finishing your draft then go through the stages of editing. 

Wednesday: ISU Tracking Sheet Due

1. ISU 2/3 tracking sheet handed in

2. Self and Peer Assessment of Story

Thursday: Short Story Assignment Due

1. Go over expectations for In Class Analysis on Monday.

2. Work on finishing up editing phases and hand in short story unit assignment. 

3. Study for In Class Analysis

4. Final short story (based on work completion).

Short Stories and ISU 2 (Thursday)

Class Outline
1. ISU reading
2. Finish peer reviews of the ISU tracking sheet.
3. Answer any remaining questions or issues with ISU tracking sheet.
4. Go over the ISU 1/3 assignment. It is found on your ISU handout. It is due Monday, October 7.

Options:

Complete one of the following options:

·  Create a graphic novel adaptation for a major event in this section of the novel. You must include at least 8 panels. You must include correct dialogue and important setting, object, and character details. Write an explanation of the literary importance of this scene as it relates to the conflict and character development in the first third of the novel and the design choices you made. Give page references for the scene. You may choose to hand in your typed explanation in proper paragraph form or record it to be assessed on oral communication skills.  

·  Record a dramatic reading of one scene in your story (at least 3 pages long). Write an explanation of the literary importance of this scene as it relates to the conflict and character development in the novel. Record your reading of the novel and your explanation.

·  Re-write a scene (2+ pages) from the story as a script. Follow proper script-writing conventions. Be sure to include stage directions and cues relating to setting, character behavior and appearance. On a separate paper, explain the literary importance of this scene as it relates to the conflict and character development in the novel. This should be typed.

·  Choose 4-6 songs that you think capture the mood of different important sections of the novel. In several typed, formal paragraphs describe why you made these connections and why those sections in the novel are important to conflict or character development.

·  Write a poem or song dealing an issue or big idea found in the story. On a separate typed page, explicitly explain the big idea or issue you chose and give specific examples (using quotations) of how you see it in the story and how you conveyed it in the poem.

·  Create a portrait of a character in the story that highlights important non-physical traits. Traits should be represented symbolically in the character’s physical appearance, props, and/or setting. On a separate, typed page, explain what traits you represented and use quotations to show how these traits are evident in the novel.

Rubric

Short Stories and ISU 1

Class Outline:

1. Silent Reading
2. ISU Tracking Sheet Feedback
1. Review ISU tracking rubric.
1. Get out your ISU tracking sheet. Please hand it in.
2. With a partner, you will be given two ISU tracking sheets and two rubrics. 
3. Please read them over carefully one at a time and assess them using the rubrics with your partner.
4. At the bottom of each rubric, write two things you like about their work on the tracking sheet, and one area of improvement ("'I like," I like," "You might want to try,")
5. Hand in the tracking sheets and rubrics to Beth.
3. Presentation

Tracking Sheet Rubric

	Level 4	Level 3	Level 2	Level 1
Strategies: Builds understanding of text by identifying important ideas and elements in the text. Uses quotations and page numbers for support. (Column 1)	Excellent support and identification for all elements and devices.	Good support and identification for all elements and devices.	Some support and identification for all elements and devices.	Limited support or identification for all elements and devices.
Thinking: Makes good connections between elements andnnections between elements ormentr all elements and devices.t. Uses quotations and page numbers for support. for each.. les a inferences about devices (Column 2)	Excellent connections/ inferences and engagement.	Good connections/ inferences and engagement.	Some connections/ inferences and engagement.	Limited connections/ inferences and engagement. May have some incomplete.

Some Possible ISU Books

Some Possible Books for ISU

Remember, you can pick any young adult or adult novel as long as it is a classic or has been shortlisted for a literary award. Any by Jane Austen, Charles Dickens, Margaret Atwood, Timothy Findley fit this. Please check your selection with Beth.

Jane Eyre Bronte, Charlotte

Schindler’s List Keneally, Thomas

Shoulder to the Sky, Choyce, Lesley

Ender’s Game, Card, Orson Scott

Animal Farm, Orwell, George

The Catcher in the Rye Salinger, J.D.

Beloved Morrison, Toni

Wuthering Heights, Bronte, Emily

The Space Between, Aker, Don

The Beckoners, Mac, Carrie

I am the Messenger Marcus Zusak

The Book of Negros, Hill, Lawrence

Dracula, Stoker, Bram

The Road,  McCarthy, Cormac

Catch-22, Heller, Joseph

Kiss of the Fur Queen, Highway, Thomson

Monkey Beach, Robinson, Eden

Love Medicine, Erdrich, Louise

The Lord of the Rings¸Tolkein, JRR

The Game of Thrones, Martin, George RR 

Beth

Digital Copy of Tracking Sheet and Rubric

Hi all,

Feel free to use this digital copy of the tracking sheet to record you notes on your novel.

Beth

ISU Tracking Sheet

Section of Book: /3                                                                                          Name:                                                                                                                                                         Book Title:

Element—Examples, quotations, page references	Inferences— meaning, connections to other elements
Setting
Character(s)— traits, growth or change?
Mood- dominant? Shifts?
Conflict (type, generalized versus statement and specific versus statement. Resolutions?)
Big Ideas	Possible Messages about Society (Themes)
Examples of Devices (e.g. Imagery, Symbolism, Metaphor, Foreshadowing) Give page # and passage and label device for each.	Inferences— why did the author use this comparison or device? What is implied in the device usage?

Tracking Sheet Rubric

	Level 4	Level 3	Level 2	Level 1
Strategies: Builds understanding of text by identifying important ideas and elements in the text. Uses quotations and page numbers for support. (Column 1)	Excellent support and identification for all elements and devices.	Good support and identification for all elements and devices.	Some support and identification for all elements and devices.	Limited support or identification for elements and devices.
Thinking: Makes good connections between elements andnnections between elements ormentr all elements and devices.t. Uses quotations and page numbers for support. for each.. les a inferences about devices (Column 2)	Excellent connections/ inferences and engagement.	Good connections/ inferences and engagement.	Some connections/ inferences and engagement.	Limited connections/ inferences and engagement. May have some incomplete.

Your ISU

Hi all,

To see the pdf of your ISU outline, click here.

The GREATEST NOVEL STUDY EVER Assignment

(a.k.a Your ISU)

For your ISU (Independent Study Unit) you choose a work of literature to study. It must be generally accepted as a “classic” or have been shortlisted for a significant literary award. You will divide your book into three equal sections and complete the following activities based on the timelines assigned. 

First third of the novel
a)      Complete tracking sheet for this section of the novel. b)     Complete one of the following options: ·  Create a graphic novel adaptation for a major event in this section of the novel. You must include at least 8 panels. You must include correct dialogue and important setting, object, and character details. Write an explanation of the literary importance of this scene as it relates to the conflict and character development in the first third of the novel and the design choices you made. Give page references for the scene. You may choose to hand in your typed explanation in proper paragraph form or record it to be assessed on oral communication skills.   ·  Record a dramatic reading of one scene in your story (at least 3 pages long). Write an explanation of the literary importance of this scene as it relates to the conflict and character development in the novel. Record your reading of the novel and your explanation. ·  Re-write a scene (2+ pages) from the story as a script. Follow proper script-writing conventions. Be sure to include stage directions and cues relating to setting, character behavior and appearance. On a separate paper, explain the literary importance of this scene as it relates to the conflict and character development in the novel. This should be typed. ·  Choose 4-6 songs that you think capture the mood of different important sections of the novel. In several typed, formal paragraphs describe why you made these connections and why those sections in the novel are important to conflict or character development. ·  Write a poem or song dealing an issue or big idea found in the story. On a separate typed page, explicitly explain the big idea or issue you chose and give specific examples (using quotations) of how you see it in the story and how you conveyed it in the poem. ·  Create a portrait of a character in the story that highlights important non-physical traits. Traits should be represented symbolically in the character’s physical appearance, props, and/or setting. On a separate, typed page, explain what traits you represented and use quotations to show how these traits are evident in the novel.	Due: Wed. Sept 25
	Due: Mon. Oct 7
Two-thirds done the novel
a)      Second tracking sheet completed. b)     In-class literary analysis You will complete an in-class literary analysis on the first 2/3 of your novel. You may use your novel and your tracking sheets in your writing. You will have to write a multi-paragraph analysis in formal language and style. You should pay careful attention to structure, grammar, and spelling. Aim for 300-500 words. You will analyze the connection between two or more elements. You may be given any of the following elements to analyze: o   Character (traits, growth, change) o   Setting o   Mood and Tone o   Conflict o   Point of View o   Figurative Language (Metaphor, Simile, Personification) o   Imagery/Symbolism You will have to use strong examples and quotations from the novel and explain how the element creates impact and/or meaning for the reader.	DUE: Wed. Oct 23 Analysis: Mon. Oct 28
Finished the novel: Summative Assessment
a)      Third tracking sheet completed b)      Essay (15% of your final mark) You will create a 1500-word essay 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. Beth	DUE: Thurs. Nov 28 Draft DUE: Essay DUE: Wed. Dec 18