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 | |
| | |
| | |
| | |
| | |
| | |
| |Topic 1 |Topic 2 |Topic 3 |
| |(Most effective support) |(Least effective support) |(2nd most effective support) |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|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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