What have you done well? On a 6 point scale, what grade do you think you have earned? Why?
Module 2 Chapter 2 Send-in: DRAFT 1 – Critical Discussion of a Short Story
Introduction
For this assignment you will write a critical essay about a short story. You will submit a
first draft, receive feedback from your teacher and then submit a final copy. You have a
choice of three topics, each based on a different short story. Read each topic carefully
before you decide which one to complete. Your essay should consist of 5 fully
developed paragraphs.
Assignment
Choose one of the following topics and write a multi-paragraph (5
paragraphs) essay. The mark for your answer will be based on the appropriateness of
the example(s) you use as well as the adequacy of your explanation and the quality of
your written expression.
Note that the marking criteria include both content and writing skill.
Instructions
Option A
Read Tillie Olsen’s story, “I Stand Here Ironing” (English 12 Readings Booklet, page
101). Write a multi-paragraph essay of about 500 words in which you discuss how the
setting and atmosphere contribute to the theme. As part of your organization and
planning, you will need to make notes on details of setting, atmosphere, and theme. As you
jot down the significant details, you should begin to make connections between the
three. Use specific examples in your essay. Select and arrange your material as thoroughly
as possible. This pre-writing process is the most important part of your writing.
Option B
Read “The Ones Who Walk Away From Omelas” by Ursula K. Le Guin (English 12
Readings Booklet, page 108). Write a multi-paragraph essay of about 500 words in
which you discuss how examples of internal and external conflict in the story help
construct the theme. Jot down the significant details in the description of Omelas and begin
to make connections between the circumstances described and the choice made by the
citizens named in the title. You will be called on to use specific details and examples in your
essay. Select and arrange your material as thoroughly as possible. This pre-writing process is
the most important part of your writing.
Option C
Read “Everyday Use” by Alice Walker (English 12 Readings Booklet, page 114). In a
multi-paragraph essay of about 500 words, identify and discuss the significance of the
symbols in the story, particularly as they relate to the story’s title. In your organization and
planning for this option, you will need to identify the main symbols in the story. You should
then consider the title of the story and its relationship to the symbols; you will need to make
direct links between the two. Pay attention as well to the irony.you see in the story as
well. Use specific details and examples in your essay. Select and arrange your material as
thoroughly as possible. This pre-writing process is the most important part of your writing.
STOP! Make a PLAN for your essay
It is a good idea to follow the writing process to ensure a strong draft. You may want to:
1. compose a thesis statement
2. brainstorm some topics for the body of the essay to support the thesis
3. select some quotations to support the points in your body paragraphs
INTRODUCTION OF ESSAY
• Begin your essay with a hook: this can be a provocative question, an insightful quote, or a
powerful insight
• In the main part of the introduction, you should hint at what the body paragraph topics
will be about. Your introduction should end with your thesis: the thing that the essay will
prove (a statement of opinion, but stated without saying “I think” or “It is my opinion that”)
BODY OF ESSAY
• Each body paragraph should have a strong controlling idea. Aim to have 3-5 strong, well
developed body paragraphs.
• In the body paragraphs, remember to begin with a topic sentence and do not wander
away from that topic in the paragraph. The topic sentence “controls” the paragraph. In
the middle of the body paragraphs think: PEE. Make a POINT; offer an EXAMPLE to
support the point; and EXPLAIN the example and how it supports the point. Try use PEE
two or three times in each body paragraph.
• Remember the “U” in CUE means unity. Make sure there is unity in your body
paragraphs. If your thesis states that “Excess is a sign of weakness”, discussing overeating,
our over-reliance on cars, and the excessively wealthy in your body paragraphs
would probably NOT create unity because the topics have little in common.
CONCLUSION OF ESSAY
• Your conclusion is essentially the reverse of your introduction: begin by restating your
thesis; review the three body arguments; end with a clever clincher statement, or quote
(but probably best not to use a question here).
If you follow this simple plan, you will be successful and the reader will get your point.
Make sure that you also include a self-reflection on your essay:
based on the instructions, the example literary essay above, and the
criteria, identify the quality elements in your essay. What have you
done well? On a 6 point scale, what grade do you think you have
earned? Why? See the rubric below for self-reflection comments.
Marks: 36
This rubric will be used to mark your assignment:
6
Content – Essay content is thoughtful, imaginative and engaging;
alternatively, content shows evidence of insight in terms of
presentation of information or quality of analysis. The topic is
appropriately limited, and supporting arguments, evidence and
descriptions strongly support the thesis statement or topic sentence.
The writing clearly demonstrates understanding of the purpose of the
literary essay; discussion is limited to analysis of the text.
Language – Vocabulary is sophisticated; language is varied and lively.
Rhetorical and language devices are used effectively to engage the
reader and enhance meaning.
Mechanics – Spelling, grammar and punctuation are correct and
appropriate; usage is sophisticated. Structure is thoughtfully crafted to
achieve a desired effect. The writing is virtually error free.
Style – Use of transitions is effective and enhances the flow of the
writing. Style is manipulated effectively to suit the purpose of and
enhance meaning in each paragraph and the essay as a whole.
5
Content – Essay content is interesting. The topic is appropriately
limited, and supporting arguments, evidence and descriptions support
the thesis statement or topic sentence. The writing demonstrates
Proficient
75% or
more
understanding of the purpose of the literary essay; discussion is limited
to analysis of the text.
Language – Vocabulary is competently handled; language is effective.
Language devices may be used to engage the reader and enhance
meaning.
Mechanics – Spelling, grammar, punctuation and usage are correct
and appropriate. Structure strongly supports the writer’s purpose. The
writing contains few errors.
Style – Use of transitions is effective and enhances the flow of the
writing. Style is appropriately varied to suit the purpose of each
paragraph and the essay as a whole.
4
Competent
60% or
more
Content – Essay content is predictable, literal or superficial. Topic may
be too general to be dealt with effectively in the essay. Supporting
arguments, evidence and descriptions may appear as lists or may not
all be supportive of the thesis statement or topic sentence. The writing
demonstrates a basic understanding of the purpose of the literary
essay; there may be some reference beyond the text.
Language – Vocabulary is predictable; language use is mechanical and
lacks variety. There is little or no use of language devices.
Mechanics – Spelling, grammar, usage and punctuation are generally
correct and appropriate. Structure is predictable and relatively
mechanical. The writing contains some errors.
Style – Some transitions are used to connect sentences. Style may be
varied to suit the purpose of each different paragraph and the essay as
a whole.
3
Barely
adequate
40% or
more
Content – Essay content is simplistic or underdeveloped. Thesis may
be too general to be dealt with in an essay or too specific to generate a
full essay. There may be a restatement of topic or repetition rather than
development. The writing may demonstrate lack of understanding of
the writing process or the purpose of the literary essay; the subject
matter includes personal or unrelated information beyond the text.
Language – Vocabulary is basic, repetitive, or may be inappropriately
used. Use of language devices is non-existent.
Mechanics – Spelling, grammar, usage and/or punctuation may be
flawed. Structure is often in the form of a list; sentences are generally
not linked by transitions. Errors begin to impede meaning.
Style – Minimal use of transitions. Style is not clearly presented.
1-2
Inadequate
15% or
more
A submission that does not include all required parts of the assignment
will receive a mark of 1 or 2.
Content – Essay content lacks coherence and unity. Content may be
inappropriate for the audience or the purpose of the essay. The thesis
may be too general to be dealt with in an essay or too specific to
generate a full essay. Content is disconnected from thesis statement or
topic sentence.
Language – Vocabulary is very basic, excessively colloquial or
inappropriate to the audience. Language conventions are misused.
Mechanics – Writing is riddled with spelling, grammar, usage and/or
punctuation errors. Structure is seriously flawed; errors impede
meaning.
Style – Transition use is minimal to non-existent. No sense of voice.
