How to write a paragraph analysing theme
Short Story PPE Paragraph of Analysis
Analyze = to separate into component parts; to resolve (a whole) into elements
Topic of Analysis: discuss how a short story displays a dystopian setting
Topic sentence includes the following:
• Title of story in italics
• Author of story
• Overall argument (dystopia)
• Three points
Body of paragraph includes the following:
• Use Point, Proof, Explanation
o Point: take part of your topic sentence and state it as an observation
o Proof with Context: provide a quotation from the text with a contextual introduction
o Explanation: explain what the reader needs to understand about the quotation
o Link: how is this proof important to my point AND overall argument
*a paragraph of analysis is not a plot summary; do not retell the story!
Concluding sentence includes the following:
• The same information as the topic sentence, but stated in a fresh, new way
YOUR ASSIGNMENT:
Learning Goals:
1. I understand how to identify a dystopian setting and its elements in a short story
2. I understand how to properly structure a point, proof, explanation paragraph
3. I understand how to create an overall argument and link to this argument throughout my paragraph
Instructions:
• Choose a story: “No Renewal” or “The Lottery”
• Write a paragraph that states and explains the dystopian setting of the short story. Your paragraph should be structured using the point, proof, explanation method, using 3 quotations as proof (you must use at least TWO direct quotations; one may be paraphrased).
English 1DI: Short Stories
Paragraph Outline
|Topic Sentence (include title, author, overall argument about dystopia and three points): |
| |
| |
|Point 1 (with transition): |
|Proof 1 |
| |
|Context: |
|Page number: |
|Explanation 1: |
| |
| |
|Link: |
| |
|Point 2 (with transition): |
|Proof 2 |
| |
|Context: |
|Page number: |
|Explanation 2: |
| |
| |
|Link: |
| |
|Point 3 (with transition): |
| |
|Proof 3 |
| |
|Context: |
|Page Number: |
|Explanation 3: |
| |
| |
|Link: |
| |
|Concluding Sentence (fresh new take on topic sentence): |
| |
| |
Short Story Paragraph Self-Checklist
[pic] A creative title is present
[pic] A topic sentence is present
[pic] The topic sentence includes the title, author, overall argument and three points
[pic] Three separate points are present
[pic] There is a transition word used in each point statement
[pic] Three separate proofs are present
[pic] At least two direct quotations are used as proof (one may be paraphrased)
[pic] All quotations have a proper introduction
[pic] Proper punctuation links introductions to quotations
[pic] Each proof is followed by a citation
[pic] Three separate explanations are present
[pic] Three links are present
[pic] A concluding sentence is present
[pic] The concluding sentence restates the topic sentence in a fresh, new way
[pic] Spelling and grammar is correct
[pic] Formal writing rules are followed
[pic] Proper assignment format
[pic] Process materials included
Evaluation:
← Outline complete
← Checklist complete
← Assignment format complete
|Criteria: |R |1 |2 |3 |4 |Level |
|Title |- title incorrect or |-title weak, uninteresting|-title present but |-title effective |-title very engaging (use of | |
| |not present | |conventional | |original literary devices) | |
|Topic and Concluding |-c.s. and t.s. |-t.s. inaccurate or |-t.s. only generally |-t.s. clearly and |-t.s. outlines topic and | |
|Sentences |unclear, inaccurate or|unclear |outlines topic and |accurately outlines topic|theme succinctly and with | |
|-title |not present at all |-c.s. not original/ does |theme |and theme |insight | |
|-author | |not summarize |-c.s. not original |-c.s. stated in a fresh |-c.s. skilfully restated | |
|-overall argument | | | |manner | | |
|-three points | | | | | | |
|Content |-no logical |-points are very vague/ |-points, proofs and |-points, proofs and |-points, proofs and | |
|(point, proof, |organization of points|off topic or inaccurate |explanations show a |explanations effectively |explanations vividly and | |
|explanation) |-no specific proofs |-proofs and explanations |general development of |show development of |insightfully show development| |
| |(quotations) or |weak |argument; quotations |argument; quotations |of argument; quotations | |
| |explanations |- quotations not always |lack introductions, |interpolated effectively &|interpolated skilfully | |
| |-understanding of |present, poorly |used only |accurately | | |
| |topic and theme not |implemented |satisfactorily | | | |
| |evident | | | | | |
|Incorporating Quotations |-quotations not used |- quotations incorporated |-quotations |-quotations incorporated |-quotations incorporated | |
|-introductions |properly |with many errors |incorporated with some |properly |properly and effectively | |
|-proper punctuation | | |errors | |- used a variety of methods | |
|-citations | | | | | | |
|Grammar |-remediation needed |-many major errors |-some minor errors |-few errors |-very few if any errors | |
|& |-errors prevent |restrict understanding |-errors occasionally |-writing is generally |-mastery of language | |
|Mechanics |comprehension | |restrictive |accurate |conventions | |
|Style and Evidence |-no transitions |-transitions/ sentences |-transitions |-transitions used well |-transitions exemplary | |
| |- no sentence variety;|very weak (lack variety/ |conventional |- good vocabulary |- engaging vocabulary | |
| |simple sentences, |many awkward or simple) |- conventional |- effective variety of |- excellent variety of | |
| |often unclear |- simple vocabulary |vocabulary |sentences |sentences | |
| |- weak vocabulary |- informal writing style |- some sentence variety|- formal writing rules |- formal writing rules | |
| |- informal writing | |- some informal writing|mostly followed |followed | |
| |style | |elements | | | |
| | | | | |Overall Level | |
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