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Persuasive Essay
The Tragedy of Romeo and Juliet
Typed outline due: ___________________
Rough draft due: ____________________
Final draft due: _____________________
4-paragraph essay
WRITING PROMPT:
1. Identify the character from the play who has the most responsibility for the problems that have occurred. Then, identify three faults of the character that caused the deaths.
2. Include at least two concession statements. Identify two characters who share the blame, but who do not bear the primary responsibility for the problems that occur.
3. The best paragraphs have three reasons why one character is to blame, including quotations and specific examples from the play as supporting details for each point.
4. Be sure to explain how each example reveals a fault in the character.
PROPER QUOTING
To properly quote a line from the play, follow this format:
1. Parenthetical citations: (Act.Scene.Line #).
2. Set up the quote by saying who said it and in what context/situation it was said:
When Juliet tells Lord Capulet she will not marry Paris, he tells her she can “hang, beg, starve, die in the streets” (3.5.220).
3. Choose only the necessary words to quote. Do not quote more than 3 lines.
4. Don’t leave a quote NAKED! Make the quote “flow” into your sentence.
5. Cite the line number(s) from which the quote is taken in the following format. Remember, periods FOLLOW the citation:
In the famous balcony scene, Romeo tells Juliet, “By love, that first did prompt me to enquire./He lent me counsel, and I lent him eyes” (2.2.89-90).
6. If a line ends, use a backslash to signal the end of a line / .
7. Use the same capitalization, punctuation, and exact words as they appear in the play. If you need to change a word so that it flows into your own sentence, use brackets [ ].
Benvolio tells Romeo’s parents “[he] will know [Romeo’s] grievance or be much denied” (1.1.164-165).
Name: _________________________
GRADING RUBRIC
Romeo and Juliet Persuasive Essay
____/5 Format
Typed, double spaced, 12 point font, Times New Roman
Titled (not Romeo and Juliet Essay)
Four indented paragraphs aligned at left margin
_____/10 Labels
___/9 Three separate sentences begin with each of the following:
▪ Prepositional phrase, gerund phrase, subordinate clause
___/1 Each phrase/clause is underlined and labeled in parentheses
_____/15 Introduction Paragraph
Interesting hook reflects ideas of essay
Includes character’s name and title of play
Includes 3-4 sentence description of character and his/her role in the play
Transition sentence connects plot summary to thesis
Thesis blames character for deaths and identifies 3 faults (1 sentence)
_____/30 Supporting Details & Body Paragraph (Length: 250-300 words)
Topic sentence includes character’s name and 3 different faults of character.
Three relevant quotes are chosen to demonstrate faults of the character
Each quote has a set up sentence providing context (who said it, to whom, situation)
Each character flaw is supported by a specific quote (Act. Scene. Line #).
1-2 commentary (explanatory) sentences follow each quote and stress character faults
Quotes flow seamlessly in sentences and do not appear as their own sentences.
At least three quality transitions are used; ideas are connected.
No “empty,” meaningless sentences.
Clincher summarizes paragraph/relates to thesis.
_____/10 Concession Paragraph
Identifies two other characters and their role in the tragedy
Provides specific reasons for each character’s blame in tragedy
Explains why they are not mostly to blame
Clincher summarizes paragraph
____/15 Conclusion Paragraph
Relates back to and reflects upon the hook
Restates thesis in different wording
Summarizes each reason for character’s blame/character’s faults in separate sentences
Explains how the play would be different if not for character’s actions
_____/10 Conventions & Sentence Fluency
Present tense verbs are used when discussing events from the play
Characters’ names are spelled and capitalized correctly
Punctuation, spelling, and usage rules are followed
Well-written, varied, complete sentences
No 1st or 2nd person (No I or you)
No references to assignment are included
No: things, kind of, sort of, actually, really, totally, great, very, so, just
Limited use of linking verbs (is, am, are, was, were, been, being). Use action verbs.
______/ 100 points (papers will not be accepted unless also submitted to )
ROMEO AND JULIET PERSUASIVE ESSAY OUTLINE
Directions: Make a typed outline following the format below. Any information underlined below must be filled in. Any information not underlined may simply be retyped into your outline.
I. Introduction
A. Attention-getting hook statement
B. Transition sentence connecting hook to summary
C. Description of character and his/her role (3-4 sentences)
D. Transition sentence connecting summary to thesis
E. Thesis blames character and reveals three faults
II. Body Paragraph
A. Topic sentence emphasizes character’s blame
B. Transition, Character Fault #1
1. lead-in sentence
2. supporting sentence with quote showing fault #1 (Act. Scene. Line)
3. 1-2 explanatory sentences emphasizing character’s fault/role in deaths
4. Relate to the thesis
C. Transition, Character Fault #2
1. lead-in sentence
2. supporting sentence with quote showing fault #2 (Act. Scene. Line)
3. 1-2 explanatory sentences emphasizing character’s fault/role in deaths
4. Relate to the thesis
D. Transition, Character Fault #3
1. lead-in sentence
2. supporting sentence with quote showing fault #3 (Act. Scene. Line)
3. 1-2 explanatory sentences emphasizing character’s fault/role in deaths
4. Relate to the thesis
E. Transition, Clincher sentence emphasize character’s role/fault/blame in the tragedy
III. Concessions Paragraph
A. Topic sentence identifies two other characters for blame
B. Character #1
1. discuss reasons character is to blame and his/her role in the tragedy
2. contrast with character who is most to blame/show who is more to blame
C. Character #2
1. discuss reasons character is to blame and his/her role in the tragedy
2. contrast with character who is most to blame/show who is more to blame
D. Clincher emphasizes how 2 characters, although involved, are not as much to blame
IV. Conclusion
A. Refer back to hook and introduction (in different wording)
B. Restate thesis (in different wording)
C. Summarize each reason for character’s blame (be specific). (3-4 sentences)
D. Final clincher emphasizes how tragedy would have differed if not for character’s actions
How to Write a Thesis Statement:
________________________ is most to blame for the (tragedy/deaths) in Romeo and Juliet.
(Character’s Name)
BRAINSTORM WORKSHEET
Rank the following characters according to their level of blame:
Lord Montague, Lady Montague, Romeo, Lord Capulet, Lady Capulet,
Juliet, Nurse, Benvolio, Mercutio, Tybalt, Friar Laurence, Prince
Most to Blame 3 Reasons to Blame
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
6. ___________________________
7. ___________________________
8. ___________________________
9. ___________________________
10. ___________________________
11. ___________________________
12. ___________________________
Least to Blame – Why?
CHARACTER ANALYSIS BRAINSTORM
In the spaces provided below, list three different faults of the character you chose to blame for the deaths in the tragedy. Then, provide a supporting quote that shows that character fault. In the last column, explain how the actions of the character caused the deaths.
|Name of character most to blame: |
|Character Fault |Supporting Quote(s) |How this fault affected the outcome |
|(1-2 words) | | |
| | | |
|1. | | |
| | | |
| | | |
|2. | | |
| | | |
| | | |
|3. | | |
| | | |
Now, list the two other characters you believe are also most to blame for the deaths in the play. Then, provide at least two reasons for each character that show why that character is to blame.
|Other Characters To Blame |
|Character Name |Supporting Reasons |
|1. |1. |
| |2. |
|2. |1. |
| |2. |
SENTENCE VARIETY
Romeo & Juliet Essay
Within the body of the essay, start three separate sentences with one of each of the following sentence beginnings. Then, underline and label (in parentheses) the type of sentence beginning you used.
Prepositional Phrase
Begin a sentence with one of the following prepositions. Be sure to make a prepositional phrase that has an object of a preposition (noun) ending the phrase.
about
above
across
after
against
along
among
around
at
before
behind
below
beneath
beside
between
by
down
during
except
for
from
in
in front of
inside
instead of
into
like
near
of
off
on
onto
on top of
out of
outside
over
past
since
through
to
toward
under
underneath
until
up
upon
with
within
without
Gerund Phrase
Begin a sentence with a verb ending in –ing that can NOT be removed from the sentence.
Example: Skiing is my favorite winter activity (gerund).
Subordinate Clause
Begin a sentence with one of the following subordinating conjunctions. Be sure to include a subject and verb in the subordinate clause and check that the clause you make can be removed from the sentence and an independent clause will remain.
after
although
as
as soon as
because
before
by the time
even if
even though
every time
if
in case
once
only if
since
since
though
unless
until
when
whenever
whereas
whether or not
while
while
Example: Until I learned sentence diagramming, grammar made little sense to me.
Name: _____________________________
EDITING CHECKLIST
Romeo & Juliet Persuasive Essay
Sentence Variety
___ Three separate sentences begin with each of the following:
▪ Prepositional phrase
▪ Gerund phrase
▪ Subordinate clause
___ Each phrase/clause is underlined and labeled in parentheses
Mechanics
___ Verbs used to discuss events of the play are in present tense
___ Circle each linking verb (is, am, are, was, were, be, been, being). Limit each paragraph to no more than 2 linking verbs.
___ Characters’ names are spelled and capitalized correctly
___ Punctuation, spelling, and usage rules are followed
___ Sentence fragments and run-ons are avoided
___ No 1st or 2nd person (No I or you)
___ No references to assignment are included
___ No: things, kind of sort, actually, really, totally, great, very
Introduction
___ Hook includes the title and author of play; title is in italics or underlined
___ Includes description of character and his/her role in the play (3-4 sentences)
___ Thesis explains why/how character is to blame (1 sentence)
Body Paragraph
___ Length: 250-300 words minimum
___ Includes three different reasons for one character’s blame, stated as flaws
___ Each quote is inserted into a sentence and the context or speaker is identified
___ Each reason is followed by a specific quote/cited example (Act. Scene. Line #)
___ Each reason is followed by a sentence that explains the quote and reveals faults in the
character
___ Each reason is followed by a sentence that relates back to and supports the thesis
___ Quotes are properly set up and cited in MLA format: “Quoted material” (Act. Scene. Lines).
Concessions Paragraph
___ Length: 250-300 words minimum
___ Discusses two separate characters who are to blame for the deaths
___ Emphasizes and provides specific examples why these two characters are not most
responsible
Conclusion
___ Refers back to hook and introduction
___ Restate thesis in different wording
___ Summarize reasons for character’s blame (be specific), including the flaws
___ Final clincher emphasizes how tragedy would have differed if not for character’s actions
-----------------------
WHAT TO HAND IN (5%)
___ Grading rubric
___ Completed editing checklist
___ Outline
___ Edited rough draft
___ Final draft
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