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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