Transcript A TALE OF TWO CITIES IN-CLASS ANALYTICAL ESSAY

A TALE OF TWO CITIES
IN-CLASS ANALYTICAL ESSAY
Self-Check Guidelines for Shaping Sheets
OBJECTIVES FOR TODAY
I can select the best evidence to support my
assertions and organize it effectively within my
essay in order to provide my audience with a clear,
logical progression of ideas. (TEKS 13B, 23A, 23B)
•I can evaluate and revise my writing to improve
style, word choice, figurative language, persuasive
structure, and sentence variety and edit writing to
correct errors in grammar, spelling, and mechanics.
(TEKS 13C, 13D)
•
THESIS STATEMENT
CHECK YOUR THESIS!
 Does it establish both...
1.
2.

Dickens’s purpose for Book I, Chapter 5?
How he achieves that purpose using literary elements?
Check for the following thesis errors.
1.
2.
3.
Does it contain any “be” verbs? FIX THEM!
Is it written in the active voice? If not, change it!
Does it make sense? Is it well-written? Does it sound
appropriately intelligent for an honors 9th grade
English student?
BODY PARAGRAPH #1: Topic Sentence
CHECK YOUR TOPIC SENTENCE!
 Does it…
1.
2.

Establish what literary element you will analyze
during that paragraph?
Explain how that literary element contributes to
Dickens’s purpose?
Check for the following thesis errors.
1.
2.
3.
Does it contain any “be” verbs? FIX THEM!
Is it written in the active voice? If not, change it!
Does it make sense? Is it well-written? Does it sound
appropriately intelligent for an honors 9th grade
English student?
BODY PARAGRAPH #1:
Concrete Detail #1
CHECK YOUR FIRST CONCRETE DETAIL!
 Is it an example of a literary element that you are analyzing
in your body paragraph? It SHOULD NOT be a plot point or
something you are going to use for summary.
 Have you ONLY used the necessary parts of the quote that
reflect what you are going to analyze, or have you written
an entire sentence or paragraph when you didn’t really need
to?
 Is it accompanied by appropriate internal documentation?
(Dickens ___)
 Do you know how you are going to blend it into a sentence,
OR is it already blended into a sentence?

Check the blending. Does it flow naturally as a sentence should?
BODY PARAGRAPH #1:
Commentary/Analysis for C.D. #1


ARE THERE AT LEAST TWO SENTENCES OF
SUBSTANTIVE COMMENTARY/ ANALYSIS? IF NOT,
YOU JUST FAILED. FIX IT!!
Does your commentary/analysis explain the HOW and
the WHY?
1.
2.

HOW is this particular example an example of the literary
element that you say it is?
HOW does this particular example work to achieve
Dickens’s purpose for Chapter 5? (In other words, WHY is
it used?
Does your commentary/analysis give appropriate
context to fully explain your concrete detail for your
audience?
BODY PARAGRAPH #1:
Concrete Detail #2
CHECK YOUR FIRST CONCRETE DETAIL!
 Is it an example of a literary element that you are analyzing
in your body paragraph? It SHOULD NOT be a plot point or
something you are going to use for summary.
 Have you ONLY used the necessary parts of the quote that
reflect what you are going to analyze, or have you written
an entire sentence or paragraph when you didn’t really need
to?
 Is it accompanied by appropriate internal documentation?
(Dickens ___)
 Do you know how you are going to blend it into a sentence,
OR is it already blended into a sentence?

Check the blending. Does it flow naturally as a sentence should?
BODY PARAGRAPH #1:
Commentary/Analysis for C.D. #2


ARE THERE AT LEAST TWO SENTENCES OF
SUBSTANTIVE COMMENTARY/ ANALYSIS? IF NOT,
YOU JUST FAILED. FIX IT!!
Does your commentary/analysis explain the HOW and
the WHY?
1.
2.

HOW is this particular example an example of the literary
element that you say it is?
HOW does this particular example work to achieve
Dickens’s purpose for Chapter 5? (In other words, WHY is
it used?
Does your commentary/analysis give appropriate
context to fully explain your concrete detail for your
audience?
BODY PARAGRAPH #1: Concluding
Sentence
THIS IS NOT ON YOUR SHAPING SHEET!
 Ensure that your body paragraph includes an
appropriate concluding sentence that ties your
paragraph together and makes it into a neat
package.
BODY PARAGRAPH #2: Topic Sentence
CHECK YOUR TOPIC SENTENCE!
 Does it…
1.
2.

Establish what literary element you will analyze
during that paragraph?
Explain how that literary element contributes to
Dickens’s purpose?
Check for the following thesis errors.
1.
2.
3.
Does it contain any “be” verbs? FIX THEM!
Is it written in the active voice? If not, change it!
Does it make sense? Is it well-written? Does it sound
appropriately intelligent for an honors 9th grade
English student?
BODY PARAGRAPH #2:
Concrete Detail #1
CHECK YOUR FIRST CONCRETE DETAIL!
 Is it an example of a literary element that you are analyzing
in your body paragraph? It SHOULD NOT be a plot point or
something you are going to use for summary.
 Have you ONLY used the necessary parts of the quote that
reflect what you are going to analyze, or have you written
an entire sentence or paragraph when you didn’t really need
to?
 Is it accompanied by appropriate internal documentation?
(Dickens ___)
 Do you know how you are going to blend it into a sentence,
OR is it already blended into a sentence?

Check the blending. Does it flow naturally as a sentence should?
BODY PARAGRAPH #2:
Commentary/Analysis for C.D. #1


ARE THERE AT LEAST TWO SENTENCES OF
SUBSTANTIVE COMMENTARY/ ANALYSIS? IF NOT,
YOU JUST FAILED. FIX IT!!
Does your commentary/analysis explain the HOW and
the WHY?
1.
2.

HOW is this particular example an example of the literary
element that you say it is?
HOW does this particular example work to achieve
Dickens’s purpose for Chapter 5? (In other words, WHY is
it used?
Does your commentary/analysis give appropriate
context to fully explain your concrete detail for your
audience?
BODY PARAGRAPH #2:
Concrete Detail #2
CHECK YOUR FIRST CONCRETE DETAIL!
 Is it an example of a literary element that you are analyzing
in your body paragraph? It SHOULD NOT be a plot point or
something you are going to use for summary.
 Have you ONLY used the necessary parts of the quote that
reflect what you are going to analyze, or have you written
an entire sentence or paragraph when you didn’t really need
to?
 Is it accompanied by appropriate internal documentation?
(Dickens ___)
 Do you know how you are going to blend it into a sentence,
OR is it already blended into a sentence?

Check the blending. Does it flow naturally as a sentence should?
BODY PARAGRAPH #2:
Commentary/Analysis for C.D. #2


ARE THERE AT LEAST TWO SENTENCES OF
SUBSTANTIVE COMMENTARY/ ANALYSIS? IF NOT,
YOU JUST FAILED. FIX IT!!
Does your commentary/analysis explain the HOW and
the WHY?
1.
2.

HOW is this particular example an example of the literary
element that you say it is?
HOW does this particular example work to achieve
Dickens’s purpose for Chapter 5? (In other words, WHY is
it used?
Does your commentary/analysis give appropriate
context to fully explain your concrete detail for your
audience?
BODY PARAGRAPH #2: Concluding
Sentence
THIS IS NOT ON YOUR SHAPING SHEET!
 Ensure that your body paragraph includes an
appropriate concluding sentence that ties your
paragraph together and makes it into a neat
package.
CONCLUDING SENTENCE FOR ESSAY
Ensure that your essay ends with a concluding sentence
or two that reinforces that idea/argument set forth
by your thesis and, like the concluding sentences in
your body paragraphs, ties your essay together
nicely into a neat package.
FINAL NOTES & REMINDERS




You will write the essay in class on BLOCK DAY,
JANUARY 19 & 20.
You will have 45 MINUTES to write the entire essay –
no more; no less!
There will be no re-write this time. What you write on
the paper is what will be graded as your essay grade.
What is on your shaping sheet will not be taken into
account in grading the essay – ONLY what is written on
the essay itself.
Be sure you come to class prepared with paper and a
blue or black ink pen!