Macbeth essay template



English Essay Template

|Name: | |

|Date: | |

|Topic: | |

| | |

|Brainstorming | |

|(brainstorm answers to one of the | |

|essay prompts) | |

|Thesis Statement |A strong thesis statement will be specific, justify discussion, and demonstrate a conclusion about the topic. The thesis states what you |

| |want your reader to know, believe, or understand in a single declarative statement. |

|Thesis Statement |Type and print the first draft of your thesis statement. |

|(First Draft) | |

| | |

|Date: | |

|Peer Assessment |The thesis statement does (1 Mark Each): |The thesis statement does not: |

|Date: | | |

| |state a realistic, provable, opinion |include a plot summary |

| |state an opposable argument |involve a personal opinion |

| |make a specific, focused and clear point |ask a question |

| |outlines three supporting main ideas |use general or vague terminology |

| |use elevated language |sound like “In this essay it will be proven...” |

| |use formal language | |

| |use grammar and punctuation correctly | |

| |use the formal tone effectively | |

| |appear in the introduction | |

| |take one sentence to say | |

|Self Assessment | | |

|Date: | | |

|Teacher Assessment | | |

|Date: | | |

|/10 | | |

|To Improve Upon | |

| | |

| | |

| | |

| | |

| | |

|Thesis Statement |Type and print the second draft of your thesis statement. |

|(Second Draft) | |

| | |

|Date: | |

The Essay Outline

Title of Your Essay (BE CREATIVE!)

Introduction:

• Use point-form notes to record what you will say to introduce the text (BRIEFLY).

• Catch the reader’s attention without saying something like, “Since the beginning of time…”

• Include your thesis statement here (once you actually write out your introduction, this may change to allow for good flow).

Body Paragraph #1: (Most Effective Support)

• Topic sentence/Main point

o Supporting Point

▪ Proof: quotation from the text

▪ Explanation: a connection between the Point and the Proof

o Supporting Point

▪ Proof: quotation from the text

▪ Explanation: a connection between the Point and the Proof

o Supporting Point

▪ Proof: quotation from the text

▪ Explanation: a connection between the Point and the Proof

o Concluding idea

Body Paragraph #2: (Least Effective Support)

• Topic sentence/Main point (with transition from previous paragraph)

o Supporting Points, Proof and Explanation (times 3)

o Concluding idea

Body Paragraph #3: (Second Most Effective Support)

• Topic sentence/Main point (with transition from previous paragraph)

o Supporting Points, Proof and Explanation (times 3)

o Concluding idea

Conclusion:

• Use point-form notes to record what you will say to conclude your essay.

• Give a lasting impression, summarizing your argument by NOT restating your thesis.

• Avoid introducing any new ideas here.

|Peer Assessment |The essay outline includes (1 Mark Each): |

|Date: |a thesis statement |

| |three supporting main ideas written in full sentences (topic sentences for body paragraphs) |

| |each main idea that is supported by THREE points, each with a proof and explanation (3 Marks) |

| |properly cited quotations (location) |

| |a concluding sentence for each main idea |

| | |

| |The essay outline presents a good argument with (1 Mark Each): |

| |thesis and supporting main points forming connected, cohesive argument |

| |the order of supporting main points being appropriate for the argument |

|Self Assessment | |

|Date: | |

|Teacher Assessment | |

|Date: | |

|/10 | |

|Quotation Integration |A strong essay draws specific examples from the text to support its argument. These quotations are integrated seamlessly into the essay so |

| |that even when it is read aloud, one can tell which words are the essayist’s and which are from an external source. Two resources have been |

| |included in this package for you: Citing Shakespeare (page 5) and MLA Format (page 7). |

|Peer Assessment |Proper Integration of quotations involves the following |Proper Integration does not involve the following: |

|Date: |(1 Mark Each): | |

| | |floating the quotation (see “Don’t Float the Quote” page)|

| |proper punctuation MLA format |the phrase “In the quote” |

| |concluding idea (one sentence) |changing the meaning of the text |

| |proper introductory phrases | |

| |the inclusion of context/background | |

| |the exact part of the quotation that supports your point | |

| |and nothing more | |

|Self Assessment | | |

|Date: | | |

|Teacher Assessment | | |

|Date: | | |

|/5 | | |

|Body Paragraphs |In the body paragraphs of an essay, you will expand upon and provide support for the thesis you introduced in the introduction of the essay.|

| |Each body paragraph needs to include the following: |

| |A topic sentence that expands your theme and makes a transition from the previous paragraph |

| |Development of ideas that support your essay's theme and the paragraph’s topic sentence (each point needs a point made, proof to support it,|

| |and an explanation linking the point and proof) |

| |A concluding sentence that wraps up the paragraph and helps to transition into the next paragraph |

|Thesis Statement |Type and print the first draft of your body paragraphs for assessment. Be sure to include proper quotation integration. Refer to the Citing |

|(First Draft) |Shakespeare page and MLA guidelines to ensure your quotations are in the correct format. |

|Peer Assessment |Body paragraphs include the following (1 Mark Each): |Body paragraphs do not include the following: |

|Date: |transitions between ideas within paragraphs |1st or 2nd person pronouns |

| |transitions between paragraphs |informal/casual language (e.g., slang, informal titles, |

| |formal tone |etc.) |

| |approximately 12 sentences (topic, PPEx3, concluding) |repetition of words |

| |coherent argument | |

| |good flow of language and clear communication | |

| |varied language | |

| |present tense | |

| |proof of explanation for each point | |

|Self Assessment | | |

|Date: | | |

|Teacher Assessment | | |

|Date: | | |

|/10 | | |

|Transi|To Add |and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly, what's more, moreover, in |

|tions*| |addition, first (second, etc.) |

| |To Emphasize |definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, forever, |

| | |perennially, eternally, never, emphatically, unquestionably, without a doubt, certainly, undeniably, without reservation |

| |To Show Time |immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first (second, etc.), next, and then |

| |To Show Sequence |first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this time, now, at this point, after, |

| | |afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, |

| | |and then, soon |

| |To Show Exception |yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes |

| |To Prove |because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in fact, in addition, in any |

| | |case, that is |

| |To Compare |whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by comparison, where, compared to, up against, balanced|

| | |against, but, although, conversely, meanwhile, after all, in contrast, although this may be true |

| |To Summarize or Conclude |in brief, on the whole, summing up, to conclude, in conclusion, hence, therefore, accordingly, thus, as a result, consequently |

| |To Give an Example |for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to |

| | |illustrate, as an illustration, to illustrate |

| |To Repeat |in brief, as has been noted |

*adapted from Owl Purdue Writing Lab:

|Conclusion |The conclusion will summarize your three topic sentences and discuss how the ideas in paragraphs 2, 3, and 4 fully develop and support your|

| |thesis statement. Type and print your conclusion to your essay for assessment. |

|Peer Assessment |The conclusion should include the following (1 Mark Each): |

|Date: |a restatement of your realistic, provable, opinion (your thesis) |

| |a summary outlining the three supporting main ideas |

| |use elevated, formal language |

| |use grammar and punctuation correctly |

| |use the formal tone effectively |

|Self Assessment | |

|Date: | |

|Teacher Assessment | |

|Date: | |

|/5 | |

|Introduction |Your introduction should include your thesis statement but should not be introduced until the middle/end of your introductory paragraph. |

| |Your opening sentences should include the following criteria: |

| | |

| |sentences should be more than just a rewording/reshuffling of the topic question |

| |sentences should be original and attention grabbing |

| |sentences should avoid sweeping generalizations |

|Paragraph | |

|(First Draft) |Type and print the first draft of your introduction for assessment. |

|Peer Assessment |The introduction should include the following: |The introduction should not include the following: |

|Date: |a hook to grab the reader’s attention |a complete plot summary |

| |the title of the work and author’s name integrated into… |sweeping generalizations |

| |1-2 sentences describing the general plot of the story | |

| |that is relevant to the thesis statement (2 Marks) | |

| |the thesis statement | |

|Self Assessment | | |

|Date: | | |

|Teacher Assessment | | |

|Date: | | |

|/5 | | |

|Editing / Proofreading |Editing your essay if of the utmost importance. If you receive the KISS OF DEATH (see below), you will automatically receive a 5% deduction|

| |on your essay. Your essay will not be graded until the mistake is corrected. |

| | |

| |It is important that you spend time reading and rereading your essay to look for minor grammatical errors, for major errors in thought |

| |processes, and other aspects that make your argument incoherent to a reader. |

|Peer Assessment |Editing/proofreading eliminates all of the following (1 Mark Each): |

|Date: | |

| |comma splices (commas between two complete sentences) |

| |subject-verb disagreement (e.g., he disagree with …) |

| |contractions (e.g., don’t, can’t, wouldn’t) |

| |misplaced punctuation |

| |past tense / informal tone |

|Self Assessment | |

|Date: | |

|Teacher Assessment | |

|Date: | |

|/5 | |

|The Kiss of Death |If any of the following errors appear in your essay, you will receive the Kiss of Death. These are all major errors |

| |that are unacceptable in senior university level writing. Check your typed papers carefully before turning them in |

| |for grading because the “kiss” has consequences….If your paper comes back to you with a “kiss” on it, you must use |

| |this list to figure our what error you have made, correct your error and resubmit the following day. |

| | |

| |Receiving the Kiss of Death on your essay results in an automatic loss of 5%. |

| |Errors worthy of the |confusing any of the following pairs |use of first person |

| |KISS OF DEATH |you’re/your |use of second person |

| | |whose/who’s |run-ons (RO) |

| | |there/their |comma splices (CS) |

| | |too/to |sentence fragments (SF) |

| | |its/it’s |contractions (CT) |

| | |then/than |floating quotes (FQ) |

Citing Shakespeare

The Modern Language Association (MLA) citation style is used for writing in the arts and humanities.

The purpose of this handout is to show additional examples of the MLA citation style used when quoting and citing William Shakespeare’s plays and poems. Many of these were created based on similar, but not exact, examples in the manual (sections included for reference).

|In-Text Citation (Parenthetical |Since there are many different editions of Shakespeare’s plays, it is not helpful to use the normal citation style of author and page|

|Form) |number inside a paper. Instead cite by divisions – in the case of the plays, list act, scene, and line numbers. Use regular, not |

| |Roman, numerals. |

| | |

| |NOTE: You only need to use the title of the play in the parenthetical citation ONCE and even then only if you do not use the title in|

| |your sentence. If quoting from more than one play in an essay, then the title of the play must be used each time a different play is |

| |discussed. |

|Quoting Fewer than Four Lines | When quoting more than one line of poetry, including Shakespeare, use the forward slash (/) to indicate line breaks and double |

| |forward slashes (//) to indicate stanza breaks. |

| |Macbeth first admits this worry to himself when he says, “Our fears in Banquo / Stick deep” |

| |(Macbeth 3.1.48-49); as a result of this concern, he begins to plot Banquo’s murder. |

|Quoting Four or More Lines |When quoting four or more lines from Shakespeare, normally you should use a block quotation where the quotation is written exactly as|

| |it is in the text and indented (one tab space). No quotation marks are used for block quotations, and the parenthetical citation is |

| |given AFTER the period. |

| |Richard III addresses his troops, |The words used in Ariel’s entrance show this quality: |

| | | |

| |A sort of vagabonds, rascals, and runaways, |All haile, great Mafter, graue Sir, haile: I come |

| |A scum of Britains and base lackey peasants, |To anfwer thy beft pleasure; be’t to fly, |

| |Whom their o'ercloyed country vomits forth |To fwim, to diue into the fire: to ride |

| |To desperate adventures and assur'd destruction. |On the curld clowds: to thy ftrong bidding, taske |

| |(5.3.315-319) |Ariel, and all his Qualitie. (Tempest 1.2.221-25) |

|Using the play’s title in the |In Hamlet, Polonius gives his son this advice: “This above all: to thine own self be true, /And it must follow, as the night the |

|lead-in to the quote |day,/thou canst not then be false to any man”(1.3.84-86). |

|Using the play’s title as part of|Polonius tells Laertes, “This above all: to thine own self be true, /And it must follow, as the night the day,/thou canst not then be|

|in-text citation |false to any man”(Hamlet 1.3.84-86). |

|Works Cited |One volume: |

| |Shakespeare, William. Macbeth. The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin, 1974. 1306-42. Print. |

| | |

| |Multivolume: |

| |Shakespeare, William. As You Like It. The Annotated Shakespeare. Ed. A. L. Rowse. Vol. 1. New York: Clarkson N. Potter, 1978. 334-89.|

| |Print. |

“Don’t Float the Quote!”

Integrating Quotes into a Research Paper

How do you deal with quotations when writing an essay or research paper? More specifically, how do you signal the use of a quote, and how do you integrate the quote effectively into a sentence? Never just drop a quotation into a paragraph. It always requires an introduction, and it is important that you make a smooth progression from your own words to those of another source.

WRONG: T.S. Eliot, in his "Talent and the Individual," uses gender-specific language. "No poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists" (Eliot 29).

In the above example, the reader is not prepared for the quote and will most certainly be confused as a result. Instead, use signal phrases when incorporating a quote. These are phrases that introduce the quote and give your readers a context for the quote that explains why it is included in the paper. Signal phrases also make the quote fit in more naturally.

There are three main ways to set up a signaling phrase:

a) With a complete sentence followed by a colon.

|T.S. Eliot, in his "Talent and the Individual," uses gender-specific language: "No poet, no artist of any art, has his complete meaning alone. His significance, |

|his appreciation is the appreciation of his relation to the dead poets and artists" (Eliot 29). |

b) With a statement that introduces the quotation.

Douglass argues that Auld’s prohibition against literacy was a profound experience for him, saying, "It

was a new and special revelation" (29).

c) With a statement that ends in that.

T.S. Eliot, in his "Talent and the Individual," uses gender-specific language. He argues, for instance, that "no poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists" (Eliot 29).

It may not always be necessary to use an entire passage to prove your point. To use only a phrase, you need to weave the quote into your own sentence.

|I find it striking that though "women novelists have probably dominated American literature since the middle of the nineteenth century," our literary tradition is|

|still incredibly gender specific (Schweickart 201). |

Signal phrases may contain the author’s name, and they do include an active verb, indicating the author’s tone and stance. Is the source arguing a point, making an observation, reporting a fact, drawing a conclusion, refuting an argument, or stating a belief? You can build signal phrases by mixing the basic styles shown above, with verbs that make the author’s stance clear. Below is a list of possible verbs you might use.

|acknowledges |comments |emphasizes |reasons |

|adds |concedes |endorses |refutes |

|admits |confirms |illustrates |rejects |

|agrees |contends |implies |reports |

|argues |declares |insists |responds |

|asserts |demonstrates |maintains |shows |

|believes |denies |notes |states |

|claims |describes |points out |suggests |

|compares |disputes |observes |summarizes |

“Integration of Quotes.” 15 April 2008 .

“Integrating Quotes into a Paper.” The Center For Writing, Math and Study Skills. Lehigh University. 16 April 2008 Web.

MLA Format

Source:

This site is an excellent resource for understanding MLA format. Please use this guide to ensure your essay is written in the correct format.

ASSESSMENT CRITERIA: FINAL DRAFT of ESSAY

|Knowledge and Understanding |Absent |Insufficient |Level One |Level Two |Level Three |Level Four |K & U |

| |0 |1.5 2 |2.5 2.7 2.9 |3.0 3.2 3.4 |3.5 3.7 3.9 |4.2 4.4 4.7 5.0 | |

|Demonstrates knowledge of | |Demonstrates insufficient |Demonstrates limited knowledge |Demonstrates adequate knowledge |Demonstrates considerable |Demonstrates thorough |/5 |

|literary text with an | |knowledge of the text and ideas,|of the text and ideas, themes, |of the text and ideas, themes, |understanding of the text and |understanding of the text and | |

|understanding of ideas, themes | |themes, concepts |concepts |concepts |ideas, themes, concepts |ideas, themes, concepts | |

|and concepts. | | | | | | | |

|Thinking |Absent |Insufficient |Level One |Level Two |Level Three |Level Four |T |

| |0 |6 7 8 |10.5 11 11.5 |12.5 13 13.5 |14.5 15 15.5 |16 17 18 19 20 | |

|Formulates and refines a thesis | |Thesis is inadequate and/or does|Formulates a limited thesis that|Formulates a developing thesis |Formulates a reasonable thesis |Refines a thesis that addresses |/20 |

|that addresses the prompt | |not address the prompt |refers to the prompt |that addresses the prompt |that meaningfully addresses the |the prompt with insight | |

| | | | | |prompt | | |

|Integrates specific and | |Provides inadequate, inaccurate,| |Provides some supporting | |Integrates substantial and | |

|compelling evidence from the | |and/or irrelevant supporting |Provides limited supporting |evidence, but is occasionally |Integrates considerable and |compelling supporting evidence | |

|text to support critical | |evidence |evidence which is frequently |vague or inappropriate |convincing supporting evidence | | |

|analysis | | |vague or inappropriate | | |Shows thorough analysis and | |

| | |Insufficient explanations of | |Provides explanation and shows |Shows considerable analysis and |skillful synthesis of ideas | |

|Explains, analyses, and | |ideas and/or mere plot summary |Provides limited explanation or |some analysis of ideas |synthesis of ideas | | |

|synthesizes ideas, themes and | | |ideas | | | | |

|ideas | | | | | | | |

|Communication |Absent |Insufficient |Level One |Level Two |Level Three |Level Four |C |

| |0 |6 7 8 |10.5 11 11.5 |12.5 13 13.5 |14.5 15 15.5 |16 17 18 19 20 | |

|Organizes information and ideas | |Lacks clear sense of direction |Frequent loss of focus and |Occasional lapse(s) in focus |Organization is clear, focused |Organizes information and ideas |/20 |

|with clarity and focus | |and/or has fewer than 500 words |logical sequencing of ideas |and/or logical sequencing of |and logical |with a high degree of coherence | |

| | | | |ideas | |and unity | |

| | |Lacks topic/concluding sentences| | | | | |

|Uses topic, concluding sentences| |and does not use transitions |Few topic/concluding sentences |Some topic/concluding sentences |Topic/concluding sentences are |Topic/concluding sentences and | |

|and transitions between ideas | | |and minimal use of transitions |and some use of transitions |effective and transitions are |transitions effectively present | |

|and paragraphs | | | | |present and considerably |complex argument | |

| | |Demonstrates a lack of | | |effective | | |

|Uses language and style | |competence in the use of |Language and style are |Language and style are | | | |

|appropriate to purpose and | |language and style and/or has |frequently ineffective and |occasionally ineffective, but |Language and style are effective|Language and style are | |

|audience (diction, voice, | |fewer than 500 words |demonstrate limited sense of |demonstrate some sense of |and demonstrate a considerable |sophisticated, well-crafted, | |

|sentence structure, devices) | | |audience and purpose |audience and purpose |sense of audience and purpose |engaging with strong sense of | |

| | |Numerous major and minor errors | | | |audience and purpose | |

|Uses correct language structures| |interfere seriously with |Errors frequently interfere with|Errors occasionally interfere |Errors do not significantly | | |

|of Standard Canadian English and| |expression of ideas and/or has |expression of ideas and/or |with expression of ideas and/or |interfere with expression of |Few errors do not interfere with| |

|its conventions of grammar, | |fewer than 500 words |frequently weaken impact of the |weaken impact of the essay |ideas or weaken impact of the |expression of ideas or weaken | |

|usage, spelling, punctuation | | |essay | |essay |impact of the essay | |

| | |Quotations are missing but | | | | | |

|Quotations are | |paraphrased examples are present| |Quotations are integrated with | | | |

|integrated/embedded in student | | |Quotations are integrated poorly|some success and/or with some |Quotations are integrated with | | |

|writing with correct citation | | |and/or are “floating” and/or are|sentence/ punctuation errors |considerable success and/or with|Quotations are integrated | |

|and punctuation | | |cited incorrectly | |few punctuation errors |thoroughly and flawlessly with | |

| | | | | | |no sentence/ punctuation errors | |

|Application |Absent |Insufficient |Level One |Level Two |Level Three |Level Four |A |

| |0 |1.5 2 |2.5 2.7 2.9 |3.0 3.2 3.4 |3.5 3.7 3.9 |4.2 4.4 4.7 5.0 | |

|Transfers and applies knowledge | |Insufficient application of |Limited application of the essay|Occasional lapse(s) in essay |Consistent application of essay |A thorough command of the essay |/5 |

|of literary essay form and text | |essay form and/or text to the |form and/or text to the prompt |form and/or application of the |form and text to the prompt |form, text, and prompt results | |

|to the prompt | |prompt, or misunderstanding of |results in an essay that is |text to the prompt results in an|results in an effective essay |in a masterful essay | |

| | |the prompt, results in an |frequently ineffective |essay that is at times | | | |

| | |ineffective essay | |ineffective | | | |

|Comments |Total | |

| | |/50 |

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Three supporting points, each with proof and explanation, for each paragraph.

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