Of Mice and Men essay template - Waterloo Region District ...



English Essay Template

|Name: | |

|Date: | |

|Topic |Dream fulfillment is an important theme in the novel Of Mice and Men by John Steinbeck. Discuss how this theme is developed in the lives of at least |

|Choices |three different characters. |

| |Loneliness is an important theme in the novel Of Mice and Men by John Steinbeck. Discuss how this theme is developed in the lives of at least three |

| |different characters. |

| |Friendship and loyalty is an important theme in the novel Of Mice and Men by John Steinbeck. Discuss how this theme is developed in the lives of at |

| |least three different characters. |

|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) |Thesis Statement Starters: |

| |In the novel Of Mice and Men, John Steinbeck demonstrates ___________________________. |

|Date: |In the novel Of Mice and Men, Lennie and George have a dream _______________________. |

| |In the novel Of Mice and Men, Steinbeck explores the theme ___________________________. |

| | |

|Peer Assessment |The thesis statement does: |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 | |

| |/10 | |

|Self Assessment | | |

|Date: | | |

|Teacher Assessment | | |

|Date: | | |

|Peer Assessment |The thesis statement does: |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 |sound like “In this essay it will be proven...” |

| |use elevated language | |

| |use formal language | |

| |use grammar and punctuation correctly | |

| |use the formal tone effectively | |

| |appear in the introduction | |

| |take one sentence to say | |

| |/10 | |

|Self Assessment | | |

|Date: | | |

|Teacher Assessment | | |

|Date: | | |

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

|(Second Draft) | |

| | |

|Date: | |

The Essay Outline

|Essay Outline |The essay outline is the scaffolding to construct your essay. Use your thesis statement as a starting point and |

| |develop three main topic sentences to support your argument. Record your ideas in bulleted point form to outline |

| |your essay. |

|Paragraph 1 |Thesis: |

| | |

|Introduction | |

|Thesis Statement | |

|Briefly summarize your three topic sentences | |

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| | |

| | |

| | |

| | |

| |Topic 1 |Topic 2 |Topic 3 |

| |(Most effective support) |(Least effective support) |(2nd most effective support) |

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| | | | |

| | | | |

| | | | |

| | | | |

|Paragraph 2 |Topic 1 | |

|Topic Sentence | | |

|Elaborate on your topic sentence | | |

| | | |

|Each point will make a claim or argument supporting| | |

|your topic sentence. Each proof will develop and | | |

|demonstrate that the claim is correct | | |

|Point 1 / Proof 1 (quotation) | | |

|Point 2 / Proof 2 (quotation) | | |

|Point 3 / Proof 3 (quotation) | | |

|Transition into your next topic | | |

| | | |

| |Elaborate | |

| |Point 1 | |

| |Proof 1 | |

| |Explain 1 | |

| |Point 2 | |

| |Proof 2 | |

| |Explain 2 | |

| |Point 3 | |

| |Proof 3 | |

| |Explain 3 | |

| |Transition | |

| | |/12 sentences |

|Paragraph 3 |Topic 2 | |

|Topic Sentence | | |

|Elaborate on your topic sentence | | |

| | | |

|Each point will make a claim or argument supporting| | |

|your topic sentence. Each proof will develop and | | |

|demonstrate that the claim is correct | | |

|Point 1 / Proof 1 (quotation) | | |

|Point 2 / Proof 2 (quotation) | | |

|Point 3 / Proof 3 (quotation) | | |

|Transition into your next topic | | |

| |Elaborate | |

| |Point 1 | |

| |Proof 1 | |

| |Explain 1 | |

| |Point 2 | |

| |Proof 2 | |

| |Explain 2 | |

| |Point 3 | |

| |Proof 3 | |

| |Explain 3 | |

| |Transition | |

| |/12 sentences | |

| | | |

|Paragraph 3 |Topic 3 | |

|Topic Sentence | | |

|Elaborate on your topic sentence | | |

| | | |

|Each point will make a claim or argument supporting| | |

|your topic sentence. Each proof will develop and | | |

|demonstrate that the claim is correct | | |

|Point 1 / Proof 1 (quotation) | | |

|Point 2 / Proof 2 (quotation) | | |

|Point 3 / Proof 3 (quotation) | | |

|Transition into your next topic | | |

| |Elaborate | |

| |Point 1 | |

| |Proof 1 | |

| |Explain 1 | |

| |Point 2 | |

| |Proof 2 | |

| |Explain 2 | |

| |Point 3 | |

| |Proof 3 | |

| |Explain 3 | |

| |Transition | |

| |/12 sentences | |

|Paragraph 5 |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. Write your conclusion after you develop your essay outline. |

|Peer Assessment |The essay outline includes: |

|Date: |a thesis statement |

| |three supporting main ideas written in full sentences |

| |each main idea that are supported by |

| |point |

| |proof |

| |explanation |

| |properly cited quotations (location) |

| |a concluding sentence for each main idea |

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

| |order of supporting main points is appropriate for argument |

| |/10 |

|Self Assessment | |

|Date: | |

|Teacher Assessment | |

|Date: | |

|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 |the thesis statement word-for-word |

| |the title of the work and author’s name |additional arguments besides the thesis statement |

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

| |that is relevant to the thesis statement | |

| |the thesis statement | |

| |/5 | |

|Self Assessment | | |

|Date: | | |

|Teacher Assessment | | |

|Date: | | |

Body Paragraphs and Quote Integration

|Body Paragraphs |In the body paragraphs, you will expand upon and provide support for the thesis you introduced in the first paragraph. |

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

| |Development of ideas that support your essay's theme |

| |An ending 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. |

|(First Draft) | |

|Peer Assessment |Body paragraphs include the following: |Body paragraphs do not include the following: |

|Date: | |1st or 2nd person pronouns |

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

| |transitions between paragraphs |etc.) |

| |formal tone | repetition of words |

| |approximately 12 sentences (topic, PPEx3, concluding) | |

| |coherent argument | |

| |good flow of language and clear communication | |

| |varied language | |

| |present tense | |

| | | |

| |/10 | |

|Self Assessment | | |

|Date: | | |

|Teacher Assessment | | |

|Date: | | |

|Peer Assessment |Body paragraphs include the following: |Body paragraphs do not include the following: |

|Date: | |1st or 2nd person pronouns |

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

| |transitions between paragraphs |etc.) |

| |formal tone | repetition of words |

| |approximately 12 sentences (topic, PPEx3, concluding) | |

| |coherent argument | |

| |good flow of language and clear communication | |

| |varied language | |

| |present tense | |

| | | |

| |/10 | |

|Self Assessment | | |

|Date: | | |

|Teacher Assessment | | |

|Date: | | |

Quotation Integration

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

|Date: | | |

| |proper punctuation MLA format |floating the quotation |

| |concluding idea (one sentence) |the phrase “In the quote” |

| |proper introductory phrases |changing the meaning of the text |

| |the inclusion of context/background | |

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

| |and nothing more | |

| | | |

| |/5 | |

|Self Assessment | | |

|Date: | | |

|Teacher Assessment | | |

|Date: | | |

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