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Name:_______________________________________________________________________BLOCK:____

Unit 1 Short Stories Evidence Assessment: Literary Analysis Essay

FINAL DRAFT DUE DATE:

A Day: ____________________

B Day: ____________________

What is literary analysis?

• Analysis is the practice of looking closely at small parts to see how they affect the whole.

• Literary analysis focuses on how authors use literary devices to create meaning.

• This literary analysis essay encourages you to think about how and why a short story was written. To successfully analyze literature, you’ll need to remember that authors make specific choices for particular reasons. You should point out the author’s choices and explain their significance.

• *Remember, you are NOT simply providing a definition of the literary device; you are identifying how the author uses the device and the effect it creates. Ask yourself: Why did the author make this choice? What does it do in the story? (i.e. does it reveal the theme, shape the character, highlight the conflict?)

Assignment:

As your summative evidence for the short stories unit, you will be writing a literary analysis essay. In this essay, you will choose one story we went over in class and write an essay analyzing a literary device from that story. Each body paragraph should provide a different example to support your analysis. Use this packet and your notes to help you earn an advanced on your unit evidence! Below is a list of the steps you should take to complete this assignment:

Step-by-Step Directions:

1. Review your detail and analysis chart, choose your strongest literary analysis, and develop your ideas. How does that particular literary device affect the story? Some literary devices you may choose to analyze can include, but are not limited to:

• How and why the author uses imagery

• How and why the author uses a specific kind of conflict

• How and why the author uses setting

• How and why the author uses a specific climax

• How and why the author develops the character in a certain way

• How and why the author uses a certain resolution or conclusion in the story

• How and why the author uses a certain point of view

• How and why the author creates a certain mood

2. Write a thesis statement which states your main point about how and why an author made a certain choice in the short story.

Thesis Statement:

In [“Title of Short Story”], [Author’s Last Name] uses [literary device or element of literature you are analyzing] to [analytical verb: show/illustrate/convey/portray/emphasize/demonstrate/reveal] [insert central idea/theme].

3. Complete the essay outline.

• START WITH INTRODUCTION LETTER D & BODY PARAGRAPHS LETTER C & D

4. Revise and edit your essay.

• Use complete sentences.

• Express your ideas and opinions, and do not simply summarize what happens in the story.

• Use transition sentences and signal words to show how ideas build on each other.

• Include a citation (author’s last name and page number) for each quotation.

• Name and explain the literary device being analyzed.

• Use correct spelling/grammar/mechanics.

• Place the title of the story within quotation marks, and do not underline it.

• 12 point, Times New Roman font, double-spaced

• DO NOT PLAGIARIZE! Plagiarism is using another person’s words or ideas as if they were your own work. Plagiarism can be avoided by including a citation whenever you detail or paraphrase another person’s work.

5. Submit your final draft to on the due date.

Advanced Assessment Criteria:

|Assessment |Advanced |

|Criteria | |

|Criterion A: |The student: |

|Analyzing |i. provides perceptive analysis of the content, context, language, structure, technique, style of text(s) and the relationship among texts |

| |ii. perceptively analyses the effects of the creator’s choices on an audience |

| |iii. gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology |

| |iv. perceptively compares and contrasts by making extensive connections in features across and within genres and texts |

|Criterion B: |The student: |

|Organizing |i. makes sophisticated use of organizational structures that serve the context and intention effectively |

| |ii. effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way|

| |iii. makes excellent use of referencing and formatting tools to create an effective presentation style. |

|Criterion C: |The student: |

|Producing Text |i. produces texts that demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of insight, |

| |imagination or sensitivity and perceptive exploration of and critical reflection on new perspectives and ideas |

| |ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience|

| |iii. selects extensive relevant details and examples to develop ideas with precision. |

|Criterion D: |The student: |

|Using Language |i. effectively uses a range of appropriate vocabulary, sentence structures and forms of expression |

| |ii. writes and speaks in a consistently appropriate register and style that serve |

| |the context and intention |

| |iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective |

| |iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective |

| |v. makes effective use of appropriate non-verbal communication techniques. |

--Essay Outline for Literary Analysis Essay—

I. Introduction Paragraph:

a. HOOK: Grab your readers’ attention.

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b. Introduce AUTHOR and TITLE of story. Relate it to your hook so it’s not an abrupt announcement.

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c. Preview MAIN IDEAS you will cover.

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d. State your THESIS. One sentence that states your interpretation of the text. Your idea must be debatable. Avoid facts or obvious statements.

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II. Body Paragraph 1:

a. State TOPIC SENTENCE that says how you will prove your thesis.

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b. CONTEXT for the TEXTUAL EVIDENCE that will prove your thesis. What’s happening in the text when this detail is mentioned?

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c. State the TEXTUAL EVIDENCE with a LEAD-IN (Author writes, Character states, etc) and include an IN-TEXT CITATION (author’s last name and page number only).

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d. ANALYSIS of the TEXTUAL EVIDENCE. How does it prove your thesis?

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e. Draw a conclusion that FINISHES ANALYSIS and TRANSITIONS into next body paragraph.

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III. Body Paragraph 2:

a. State TOPIC SENTENCE that says how you will prove your thesis.

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b. CONTEXT for the TEXTUAL EVIDENCE that will prove your thesis. What’s happening in the text when this detail is mentioned?

________________________________________________________________________________________________________________________________________________________________________________________

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c. State the TEXTUAL EVIDENCE with a LEAD-IN (Author writes, Character states, etc) and include an IN-TEXT CITATION (author’s last name and page number only).

________________________________________________________________________________________________________________________________________________________________________________________

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d. ANALYSIS of the TEXTUAL EVIDENCE. How does it prove your thesis?

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e. Draw a conclusion that FINISHES ANALYSIS and TRANSITIONS into next body paragraph.

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IV. Conclusion Paragraph:

a. Restate your THESIS.

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b. Summarize the SIGNIFICANCE of the MAIN IDEAS you covered.

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c. End with a BANG. A sophisticated conclusion does not simply restate the thesis of the introduction or summarize the information you presented in the body of the essay. Your conclusion, most often, will try to suggest the broader significance of your discussion – why is it important?

________________________________________________________________________________________________________________________________________________________________________________________

First and Last Name

Teacher’s Name

English 9 – Class Section

September 20, 2016

The Title of Your Essay Goes Here: No Special Size or Font, Just Centered

Your introduction paragraph starts here with a unique hook. You should be sure to set the font to Times New Roman 12 point. Select “Insert” on the toolbar. Click on “page number,” and number each page. While your cursor is blinking next to the page number, type your last name and press the space bar. Please keep in mind that coming up with a title for your essay can be fun, but it shouldn’t be your focus until you have finished your essay. Click back on the word document and indent the first line to begin your introduction paragraph.

How to insert page # & header:

1. On the toolbar, select “insert”

2. Select “page number”

3. Select the first choice

4. When your cursor is blinking next to the page number, type your last name to the left of the page # Example: Smith 1

How to create a “Work Cited” page:

• Leave your cursor at the end of the very last sentence of your essay (that means after your “end with a bang/profound thought” statement). Go to “insert” and select “page break”

• Your cursor should now be on a separate page following the end of your essay

• Center the page

• Type “Work Cited” (Note: It is NOT a plural Works Cited because we only are citing ONE short story)

• Realign your cursor to the left side

• Input the correct MLA information for your short story. (See below)

▪ If your MLA information goes onto a second line, make sure to indent by pressing “tab”

Use the example below. Simply replace the author and short story.

Type the works cited information on a separate page all by itself, and format it exactly like the example below.

Work Cited

Author’s Last Name, Author’s First Name. “Title of Story.” Title of Literature Book. City of Publication: Publishing Company, Year of Publication. Medium of Publication.

De Maupassant, Guy. “The Necklace.” Prentice Hall Literature. Upper Saddle River, NJ: Pearson Prentice Hall, 2005. Print.

IB Assessment Rubric

|Criteria |ADVANCED (7-8) |PROFICIENT (5-6) |BASIC (3-4) |MINIMAL (1-2) |

|Criterion A: |The student: |The student: |The student: |i. provides limited analysis of the content, |

|Analyzing |i. provides perceptive analysis of the content, context, |i. competently analyses the content, context, |i. Provides adequate analysis of the content, |context, language, structure, technique |

|Maximum: 8 |language, structure, technique, style of text(s) and the |language, structure, technique, style |context, language, structure, technique and style|and style of text(s) and the relationship among|

| |relationship among texts |of text(s) and the relationship among texts |of text(s) and the relationship among texts |texts |

| |ii. perceptively analyses the effects of the creator’s |ii. competently analyses the effects of the |ii. provides adequate analysis of the effects of |ii. provides limited analysis of the effects of|

| |choices on an audience |creator’s choices on an audience |the creator’s choices on an |the creator’s choices on an audience |

| |iii. gives detailed justification of opinions and ideas |iii. sufficiently justifies opinions and ideas |audience |iii. rarely justifies opinions and ideas with |

| |with a range of examples, and thorough explanations; uses |with examples and explanations; uses |iii. justifies opinions and ideas with some |examples or explanations; uses little or |

| |accurate terminology |accurate terminology |examples and explanations, though |no terminology |

| | | |this may not be consistent; uses some terminology| |

|Criterion B: |The student: |The student: |The student: |The student: |

|Organizing |i. makes sophisticated use of organizational structures |i. makes competent use of organizational |i. makes adequate use of organizational |i. makes minimal use of organizational |

|Maximum: 8 |that serve the context and intention effectively |structures that serve the context and intention|structures that serve the context and intention |structures though these may not always serve |

| |ii. effectively organizes opinions and ideas in a |ii. organizes opinions and ideas in a coherent |ii. organizes opinions and ideas with some degree|the context and intention |

| |sustained, coherent and logical manner with ideas building |and logical manner with ideas building on each |of coherence and logic |ii. organizes opinions and ideas with a minimal|

| |on each other in a sophisticated way |other |iii. makes adequate use of referencing and |degree of coherence and logic |

| |iii. makes excellent use of referencing and formatting |iii. makes competent use of referencing and |formatting tools to create a presentation style |iii. makes minimal use of referencing and |

| |tools to create an effective presentation style. |formatting tools to create a presentation style|suitable to the context and intention. |formatting tools to create a presentation style|

| | |suitable to the context and intention. | |that may not always be suitable to the context |

| | | | |and intention. |

|Criterion C: |The student: |The student: |The student: |The student: |

|Producing Text |i. produces texts that demonstrate a high degree of |i. produces texts that demonstrate considerable|i. produces texts that demonstrate adequate |i. produces texts that demonstrate limited |

|Maximum: 8 |personal engagement with the creative process; demonstrates|personal engagement with the |personal engagement with the |personal engagement with the creative |

| |a high degree of insight, imagination or sensitivity and |creative process; demonstrates considerable |creative process; demonstrates some insight, |process; demonstrates a limited degree of |

| |perceptive exploration of and critical reflection on new |insight, imagination or sensitivity |imagination or sensitivity and some exploration |insight, imagination or sensitivity and minimal|

| |perspectives and ideas |and substantial exploration of and critical |of and critical reflection on new perspectives |exploration of and critical reflection on new |

| |ii. makes perceptive stylistic choices in terms of |reflection on new perspectives and ideas |and ideas |perspectives and ideas |

| |linguistic, literary and visual devices, demonstrating good|ii. makes thoughtful stylistic choices in terms|ii. makes some stylistic choices in terms of |ii. makes minimal stylistic choices in terms of|

| |awareness of impact on an audience |of linguistic, literary and visual devices, |linguistic, literary and visual devices, |linguistic, literary and visual devices, |

| |iii. selects extensive relevant details and examples to |demonstrating good awareness of impact on an |demonstrating adequate awareness of impact on an |demonstrating limited awareness of impact on an|

| |develop ideas with precision. |audience |audience |audience |

| | |iii. selects sufficient relevant details and |iii. selects some relevant details and examples |iii. selects few relevant details and examples |

| | |examples to develop ideas. |to develop ideas. |to develop ideas. |

|Criterion D: Using |The student: |The student: |The student: |The student: |

|language |i. effectively uses a range of appropriate vocabulary, |i. uses a varied range of appropriate |i. uses an adequate range of appropriate |i. uses a limited range of appropriate |

|Maximum: 8 |sentence structures and |vocabulary, sentence structures and forms of |vocabulary, sentence structures and |vocabulary and forms of expression |

| |forms of expression |expression competently |forms of expression |ii. writes and speaks in an inappropriate |

| |ii. writes and speaks in a consistently appropriate |ii. writes and speaks competently in a register|ii. sometimes writes and speaks in a register and|register and style that do not serve the |

| |register and style that serve |and style that serve the context |style that serve the context |context and intention |

| |the context and intention |and intention |and intention |iii. uses grammar, syntax and punctuation with |

| |iii. uses grammar, syntax and punctuation with a high |iii. uses grammar, syntax and punctuation with |iii. uses grammar, syntax and punctuation with |limited accuracy; errors often hinder |

| |degree of accuracy; errors are minor and communication is |a considerable degree of accuracy; errors do |some degree of accuracy; errors sometimes hinder |communication |

| |effective |not hinder effective communication |communication |iv. spells/writes and pronounces with limited |

| |iv. spells/writes and pronounces with a high degree of |iv. spells/writes and pronounces with a |iv. spells/writes and pronounces with some degree|accuracy; errors often hinder communication |

| |accuracy; errors are |considerable degree of accuracy; errors do not |of accuracy; errors sometimes hinder | |

| |minor and communication is effective |hinder ecommunication |communication | |

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