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Culture Documents
analysis
Introduction
Introduction
Introduce the quotation and who said it
Explain the meaning of the quotation in your
own words
Is this quote true? (Do NOT use I!)
List 2 texts (high school level) that prove whether
the quotation is true or untrue (include titles and
authors)
Body Paragraphs
Claim
How does your chosen text prove the quotation true or untrue?
Text Evidence
Evidence from the text that supports the topic sentence of this paragraph.
Prove it!
Explain the evidence in your own words and how the evidence proves your claim.
Text Evidence
Evidence from the text that supports the topic sentence of this paragraph.
Prove it!
Explain the evidence in your own words and how the evidence proves your claim.
Transition sentence
A sentence that connects the topic of the paragraph to the next. Include a topic
sentence to introduce the first text and author
Conclusion
Summary of your argument
Statement on the broader
-Characterization
-Narrator
-Foil
-Theme
-Allusion
-Foreshadowing
-Setting
-Parallelism
-Flashback
-Point of View
-Dialogue
-Irony
-Conflict
-Motif
-Plot Structure
-Symbolism
-Antagonist
-Tone
-Protagonist
-Mood
Rubric: Meaning
Quality
6
Responses at
this
level:
5
Responses at this
level:
4
Responses at
this
level:
3
Responses at
this
level:
-provide an
-provide an
interpretation of interpretation
the "critical lens" of the "critical
that clearly
lens" that
establishes the establishes the
criteria for
criteria for
analysis
analysis
-provide an
interpretation
of the "critical
lens" that
suggests the
criteria for
analysis
-make few or
superficial
connections
between the
criteria and the
chosen text*
-make inplicit
connections
between the
criteria and the
chosen texts
2
Responses at this
level:
1
Responses at
this
level:
Rubric: Development
Quality
6
Responses at
this
level:
5
Responses at this
level:
-develop ideas
clearly and
consistently,
using relevant
and specific
references to
appropriate
literary
elements and
techniques in
both texts
4
Responses at
this
level:
3
Responses at
this
level:
-develop ideas
inconsistently,
using relevant
details from
both text
-develop ideas
simply, using
some details
from the texts
1
2
Responses at
Responses at this
this
level:
level:
-are incomplete
or largely
undeveloped,
hinting at ideas
that are
sketchy, vague,
irrelevant, or
unjustified
-are minimal,
with no
evidence of
development
Rubric: Organization
Quality
Organization
: the extent
to which the
response
exhibits
direction,
shape, and
coherence
6
Responses at
this
level:
5
Responses at this
level:
-maintain
-maintain the
focus
focus
established by established by
the critical
the critical lens
lens
-exhibit a logical
-exhibit a
sequence of
logical and
ideas through
coherent
the use of
structure
appropriate
through
devices and
effective use transitions
of appropriate
devices and
transitions
4
Responses at
this
level:
-maintain a
clear and
appropriate
focus
-exhibit a
rudimentary
structure but
may include
some
inconsistencies
or irrelevancies
3
Responses at
this
level:
1
2
Responses at
Responses at this
this
level:
level:
-show no
focus or
organization
Quality
6
Responses at
this
level:
Language
-are
Use: the
stylistically
extent to
sophisticated,
which the
using original
response
and precise
reveals an
language with
awareness of a notable
audience and sense of voice
purpose
and awareness
through
of audience
effective use and
of words,
sentence
-vary structure
structure,
and length of
and sentence sentences for
variety
effect
5
Responses at this
level:
4
Responses at
this
level:
3
Responses at
this
level:
use language
-use
-use basic
that is fluent and appropriate
vocabulary
engaging, with language, with
some awareness some
-rely on
sentences that
of audience and awareness of
purpose
audience and are unvaried in
purpose
length and
-show consistent
structure
use of sentences -occasionally
that are varied vary length and
in length and
structure of
structure
sentences
1
2
Responses at
Responses at this
this
level:
level:
Rubric: Conventions
Quality
6
Responses at
this
level:
Conventions: -demonstrate
the extent to control of the
which the
conventions
response
exhibits
conventional
spelling,
punctuation,
paragraphing
,
capitalization
, grammar,
and usage
5
Responses at this
level:
4
Responses at
this
level:
3
Responses at
this
level:
-demonstrate
-demonstrate -demonstrate
control of the
partial control, partial control,
conventions,
exhibiting some exhibiting
with very few
sentence-level errors that
minor errors that errors that do occasionally
have no effect
not hinder
hinder
on
comprehension comprehension
comprehension
2
Responses at this
level:
1
Responses at
this
level:
Sample Essay #1
Quality
Commentary
The response:
Meaning
Sample Essay #1
Quality
Commentary
The response:
Development
Sample Essay #1
Quality
Commentary
The response:
Organization Maintains the focus established by the critical lens on how noble
men and women of an ignoble world can shine when necessity
calls on them. The response exhibits a logical and coherent
structure, first interpreting the lens and defining good people,
then discussing the overwhelming obstacles faced by Atticus
Finch and the incessant hostility of their society encountered by
the Joads, and ending with a summary conclusion that emphasizes
the difficulty faced by such noble men and women. The response
makes skillful use of appropriate devices and transitions (Thus,
highlighting; Despite this suffering; Therefore).
Sample Essay #1
Quality
Commentary
The response:
Language Use
Sample Essay #1
Quality
Commentary
The response:
Conventions
Sample #1
Conclusion: Overall, the response best fits the
Sample Essay #2
Quality
Commentary
The response:
Meaning
Sample Essay #2
Quality
Commentary
The response:
Development
Develops some ideas more fully than others. The response uses
specific and relevant evidence from The Scarlet Letter to discuss
Hesters many hardships (Hester had committed adultery; her
baby, Pearl; A on her chest) and from The Crucible to explain
Johns point of view (Proctor lives in a time of witches,
Abigail accused his wife of being a witch, girls
accusations/lies). The discussion of literary elements is less
developed, generally referencing point of view and theme for
The Scarlet Letter and generally referencing characterization
and providing plot details that border on plot summary for The
Crucible.
Sample Essay #2
Quality
Commentary
The response:
Organization Maintains a clear and appropriate focus on the idea that it really
does take darkness for a star to shine. The response exhibits a
logical sequence of ideas, first interpreting the quote in the
introduction, then presenting information about the
circumstances each character faces and the heroic actions each
takes, ending with a reiteration of the lens in the conclusion.
Internal consistency is weakened through the use of abrupt shifts
in focus from point of view to theme to character traits
(courogeousness).
Sample Essay #2
Quality
Commentary
The response:
Language Use
Sample Essay #2
Quality
Commentary
The response:
Conventions
Sample #2
Conclusion: Overall, the response best fits the
Analyzing a Quotation
The Context (Who? Where? When?):
If you know what who said it and when they said it, you can
add a deeper meaning to the quotation.
The Purpose(Why?):
Analyzing a Quotation
"Power corrupts, and absolute power corrupts absolutely."
George Orwell
The Context (Who? Where? When?):
The Gist (What?):
The Purpose(Why?):
The Application (Give the quotation a greater context):
Analyzing a Quotation
The purpose of the writer is to keep civilization from
Analyzing a Quotation
The real hero is always a hero by mistake ~Umberto Eco
The Context (Who? Where? When?):
The Gist (What?):
The Purpose(Why?):
The Application (Give the quotation a greater context):
Analyzing a Quotation
To gain that which is worth having, it may be necessary to
Analyzing a Quotation
The ultimate measure of a man is not where he stands in moments of