Dystopia Essay: due Friday, March 11th



English 9: Ames

Dystopia Essay: due Friday, March 11th

As part of your final grade for our dystopia unit, you must choose one of the following topics and write a 5 paragraph essay. Depending on timing and circumstances, you may need to do the majority of work outside of class.

Requirements

1. Your essay must include an introduction that has an attention getter, a thesis and a summary of your main points.

2. Each body paragraph must have a topic sentence that is linked to your thesis statement and at least three supporting piece of evidence. At least one of these per paragraph must be the Author’s Words Exactly (A.W.E). Each body paragraph must end with a concluding sentence that pulls the ideas of the paragraph together.

3. Your essay must include a conclusion that restates your thesis and your summary of main points and ends with a clincher statement.

Essay Choices

• Character Analysis of a Main Character

o In your first body paragraph you must describe one of the following:

▪ The character’s appearance

▪ The character’s manner (how the character acts)

▪ The character’s ideas (what the character thinks)

▪ The feelings of the character throughout the course of the novel

▪ The reaction of other characters to your chosen character

o In your second body paragraph, you must describe the ways your chosen character changes throughout the novel and explain why s/he changes

o In your third body paragraph you must explain why your chosen character is important to the novel.

• Author’s Message

o In your first body paragraph explain what message you got from this novel.

o In your second body paragraph explain for whom you think the novel was written.

o In your third body paragraph explain whether or not your author’s view of the world he creates in his novel represents a critical and relevant commentary on society and the world.

• Creation of Dystopian Society

o In your first body paragraph explain the formation of the dystopia. Include in your explanation how the society came about (the original motive behind its creation)

o In your second body paragraph, explain the social principles used to create the novel’s society. Include in your explanation what society believes about human beings, life and the world.

o In your third body paragraph explain what is wrong with the society’s expectations. Include in your explanation the ways in which the citizens behave (both to support and go against these expectations)

• Futuristic Issues

o In your first body paragraph argue the novel’s society is better or worse as a result of one of the following issues:

▪ Censorship

▪ Education

▪ Technology

▪ Mass Media

▪ War

o In your second body paragraph use the same issue and argue whether or not today’s society is better or worse as a result. Include in your argument areas where the novel’s solutions have come true and areas where the novel’s solutions have not come true.

o In your third body paragraph use the same issue and describe what could be done today to improve society.

• Dystopian Concept

o In your first body paragraph define the concept of dystopias. Include in your explanation how effective the novel Anthem and your chosen novel are in their use of the dystopian concept and how effectively you think both authors use their visions of a dystopian future to comment on our present

o In your second body paragraph explain how both novels are similar.

o In your third body paragraph explain how both novels are different.

Dystopia Essay Name ___________________

|Excellence |Mastery |Emerging |M |Comments |

|Content |

|Introduction 15- |Introduction |Introduction |0 | |

|14 |13-11 |10-8 | | |

|Writer uses an effective attention |Essay includes 3 of 4 required |Essay includes only 1 or 2 of the 4 | | |

|getter, effectively connects the |introductory elements (attention |required introductory elements | | |

|attention getter to the thesis, |getter, connector, thesis and |OR | | |

|includes an appropriate thesis for the|summary). |Essay includes ineffective | | |

|specific rhetorical thesis, and |Possible problems: |introductory elements, no real | | |

|effectively includes a summary of main|Unclear method of attention getter |attention getter elements or very weak| | |

|points. |used weak connector statement, weak |connector or thesis. | | |

| |thesis OR introduction not developed. | | | |

|Thesis does not “announce” | | | | |

| |Thesis “announces” paper as an essay | | | |

|Main Ideas |Main Ideas |Main Ideas | | |

|15- 14 |13-11 |10-8 |0 | |

|Includes one main topic sentence per |Includes one main topic sentence per |Writer includes no or more than one | | |

|each main body paragraph that clearly |each main body paragraph that relates |main idea sentence per each main body | | |

|relates to thesis and aids in the |to the thesis but does not aid in the |paragraph that poorly or does not | | |

|organization of the main points. |organization of the main points. |relate to the thesis and poorly or | | |

| | |does not aid in the organization of | | |

| | |the main points. | | |

|Evidence |Evidence |Evidence | | |

|25-23 |22-18 |17-13 |0 | |

|Includes specific, appropriate and |Includes some specific, appropriate |Includes none or poor, specific, | | |

|accurate evidence from the original |and accurate evidence from the main |appropriate and accurate evidence from| | |

|article to support main ideas and |article to support main ideas and |the main article to support main ideas| | |

|thesis. |thesis. |and thesis. | | |

|Uses at least one direct quote from |At least one direct quote from the |One direct quote from the novel | | |

|the novel (A.W.E) per body paragraph |novel (A.W.E) per body paragraph; one |(A.W.E) is NOT used at least once per | | |

| |or more quotes are not the best |body paragraph. | | |

| |choice. | | | |

|Links & Analysis 25-23 |Links & Analysis 22-18 |Links & Analysis 17-13 | | |

|Writer logically explains the |Writer basically explains the |Writer poorly or does not explain the | | |

|connection between the evidence and |connection between the evidence and |connection between the evidence and | | |

|the main ideas/thesis. Writer |the main idea/thesis. Writer |the main ideas/thesis. Writer poorly | | |

|effectively utilizes movement from |basically utilizes movement from |or does not utilize movement from | | |

|general to specific arguments. Writer|general to specific arguments. Writer|general to specific arguments. Writer| | |

|effectively establishes connection |establishes connection between novel |establishes connection between novel | | |

|between novel and dystopia elements. |and dystopia elements. |to one or no elements of a dystopia | | |

| | |or writer poorly establishes this | | |

| | |connection. | | |

|Conclusion 15-|Conclusion |Conclusion | | |

|14 |13-14 |10-8 |0 | |

|Effectively summarizes 3 main points, |Essay includes 3 elements of the |Essay includes only 1 or 2 elements of| | |

|restates the thesis, refers to the |conclusion. |the conclusion. | | |

|attention getter and provides a |Possible problems: | | | |

|thoughtful clincher statement. |Exact restatement of thesis or no |Conclusion does not do justice to the | | |

| |reference to attention getter or weak |rest of the essay. | | |

| |clincher | | | |

| | | | | |

| |Conclusion is sufficient but not | | | |

| |effective. | | | |

|Organizing Ideas 20-18 | Organizing Ideas 17-14 | Organizing Idea 13-10 | | |

|Writer uses clear and clear and |Writer uses some decent transitions |Writer uses poor or no transitions |0 | |

|sensible transitions. |between each piece of evidence. |between each piece of evidence. | | |

|Effectively groups evidence to better |Sufficiently groups evidence to better|Does not group or poorly groups | | |

|fulfill the purpose of paragraph. |fulfill the purpose of paragraph. |evidence to better fulfill the purpose| | |

| | |of paragraphs. | | |

|Excellence |Mastery |Emerging |M |Comments |

|Mechanics |

|Run-On Sentences 5 |Run-On Sentences 4 |Run-On Sentences 3 | | |

| | | |0 | |

|Writer includes absolutely NO run-on |Writer includes ONE run-on sentence. |Writer includes TWO OR MORE run-on | | |

|sentences. | |sentences. | | |

|Fragments |Fragments |Fragments |0 | |

|5 |4 |3 | | |

| | | | | |

|Writer includes absolutely NO |Writer includes ONE fragment. |Writer includes TWO OR MORE fragments.| | |

|fragments. | | | | |

|Usage Requirements 15 |Usage Requirements 13 |Usage Requirements 9 |0 | |

| | | | | |

|Writer includes: |Writer is missing one of the required |Writer fails to use the required | | |

|Two (2) sentences or more using FANBOY|rules |skills. | | |

|rule |OR | | | |

|One (1) sentence or more using ADVERB |Writer misuses one rule | | | |

|clause | | | | |

|One (1) sentence or more using a | | | | |

|SEMICOLON rule | | | | |

|One (1) sentence or more using a | | | | |

|NONESSENTIAL clause | | | | |

| | __________ / 140 points | | | |

|TOTAL POINTS EARNED | | | | |

| | |

Additional comments (strengths of essay and areas to improve):

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download