Ms. Hume – Senior Contemporary Literature
Unit One: Into the Wild Final Essay Exam
Total Points Possible: 80
400 – 600 words
(1-1/2 – 2 pages)
Develop a thesis (con/pro) for the following question below that explains your view of Chris
McCandless’ character based on his adventure “into the wild.” Support your thesis using BOTH evidence
from the book and your analysis of this evidence to support your thesis. Make sure to follow the elements
of a strong literary analysis essay covered in the review materials. (see outline below)
Question: Do you see Chris as a courageous adventurer or a reckless idiot? Explain fully.
LITERARY ANALYSIS ESSAY
OUTLINE
Introductory Paragraph
Begin with your hook as a question or statement that introduces the main topic
of this paper. Then state your con/pro thesis that tells the reader what your
paper will try to prove. Get right to your opinion statement. No need for
introductory summary. Eliminate phrases like “this paper will show that…” or
“In this essay, I will discuss…”; rather state directly what the thesis is.
Make sure you have an “arguable” position that does not state the “obvious.”
Make an arguable statement by stating both sides (pro/con). Con=contrast to
your position. Pro=support of your position.
Obvious/No Argument Thesis:
Chris McCandless was a troubled young man with little
understanding of the Alaskan wilderness.
Arguable Thesis with
con/pro statements
(con) While Chris McCandless appeared alienated from others,
unfettered by societal or parent expectations,
(pro) Chris was inquisitive and thoughtful of others while longing to prove his
own ability to survive in the wild solely to fight the internal demons in his past.
Body Paragraphs
Support or develop your thesis through argument AND examples in each body
paragraph. Each paragraph should include:
1) a topic sentence (critical analysis)
2) supporting examples and details that support thesis
(Do not summarize entire passages from any of the readings. Either quote
directly or paraphrase.) Synthesize evidence with critical analysis by stating
why these examples support thesis.
Concluding Paragraph
Draw the discussion to a close by either:
1) leaving the reader with an overall reaction
2) support the thesis with a final reflection; state a final lesson or “What I
learned” writing this essay. Look at the lessons that go outside of the text and
apply to you personally. AVOID RESTATING THESIS!!!!
Ms. Hume – Senior Contemporary Lit
Into the Wild – Final Essay Exam Rubric
Criteria
Thesis
Idea
Development
Conclusion
Word Usage:
Sentence
Variety
Syntax
Grammar
Structures:
Punctuation,
spelling,
spacing,
indentation.
Extraordinary
(10-9)
Inventive hook
plus clear,
arguable con/pro
thesis with
insightful sub
points displaying
deep knowledge of
topic.
Very Good
(8-7)
Clear hook &
con/pro thesis, less
arguable with
original sub points.
Less thought
provoking.
Good
(6-5)
Hook & Thesis
stated, less
arguable; with
weak or unclear
sub points; less
original more
summary.
Weak
(4-3)
Thesis is stated,
but not clearly; sub
points re-state
summary of text
mainly.
Not passing
(2 or below)
Thesis is not
stated; sub points
do not support
question or lack
relevance to the
topic.
(50-49)
Each of the sub
points are fully
developed with
original, opiniondriven topic
sentences with
deep connections
and inference to
the text.
(48-45)
Each of the sub
points are
developed with
original topic
sentences; less
opinion-driven;
ideas are logical,
informational, less
inference.
(44-40)
Most of the sub
points are
developed with
less opinion-driven
arguments. Less
use of logical and
appropriate
examples; less
insight on text.
(34 or below)
Ideas are not clear,
weak reference to
text and may
contain inaccurate
or irrelevant
information. Weak
use of inference.
Relies on text
summary.
(10-9)
Original, thoughtprovoking
reflection; makes
connections to
other concepts or
content areas
outside of text and
relates them to the
topic.
(5)
Sophisticated use
of a variety of
sentence
structures; accurate
grammar & syntax.
Error free.
(8-7)
Original, and
insightful
reflection; less
connections to
concepts outside of
the text;
(6-5)
Less thoughtprovoking
reflection; some
insights but
mainly summary
of thesis.
(39-35)
Lack of
development on
one or more of the
sub points. Ideas
show gaps in
understanding and
knowledge of text.
Little to no use of
inference. Mainly
text summary.
(4-3)
Re-states thesis in
conclusion; little to
no insight or
resolution on the
main topic in the
essay.
(4)
Accurate use of
sentence
structures; less
variety; accurate
grammar and
syntax. Error free.
(3)
Some variety of
sentence
structures;
occasional
grammar/syntax
errors.
(2)
Little to no variety
of sentence
structures; frequent
grammar/syntax
errors.
(1)
Below grade level
sentence structures;
inaccurate use of
grammar and
syntax. Weak
word usage.
(5)
Accurate and error
free use of
punctuation,
spelling and
spacing.
(4)
Accurate with 1 or
2 errors only in
one of the
following:
punctuation,
spelling or
spacing.
(3)
Less accurate with
frequent errors in
more than one of
the following:
punctuation,
spelling and/or
spacing.
(2)
Inaccurate with
frequent errors in
most of the
following:
punctuation,
spelling and/or
spacing.
(1)
Below grade level
proficiency in all
three categories;
punctuation,
spelling and
spacing.
Total Points Earned: ________/80
(2 or below)
Lacks any
conclusion; no
resolution or
reflection at the
end.