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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 Do not quote more than 3 lines.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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