Ms. Gerbig—Freshman English
Composition #4
Compose a 5-pagragraph essay supporting William Shakespeare’s use of foreshadowing
to illustrate the tragic end in Romeo and Juliet.
Follow these steps:
 Choose a character or motif that develops foreshadowing. Choose one that interests you
(see below for details).
 Collect evidence (quotes—at least nine) about that character or motif developing
foreshadowing.
 Devise a thesis (see below).
 Organize your quotes into subtopics. These will be your paragraphs. You can organize
based on development (warnings—to becoming reality), on kinds (earth stars, sky starts,
etc.), or based on a syllogism (if, and, therefore).
 Create topic sentences about these subtopics.
 Create an expanded formal outline (follow the same format as the Antigone paper).
 Write a draft and workshop it.
 Hand in the final draft with all prewriting, including class notes, outlines, and drafts, and
the grading rubric.
Use the following general thesis statement: Shakespeare’s Romeo and Juliet uses the literary
device of foreshadowing to advance to the tragic story of two teenage lovers.
Then, devise an original roadmap about how Shakespeare does so. You have some choices here,
but your thesis must focus on one idea and include its connection to foreshadowing the tragic end.
 You can trace how one motif of your choice, such as graves, stars, dreams, chaos, fire, or
miscommunication, etc., is used to foreshadow the tragic end.
or
 You can trace how one character, such as Romeo, Juliet, the Nurse, or the Friar,
acknowledges signs, which foreshadow the impending doom.
NOTE: You need a work cited page for this paper as well.
If you are using the literature book, your work cited will be:
Shakespeare, William. “The Tragedy of Romeo and Juliet.” Literature: Timeless Voices, Timeless
Themes. Gold Level. Upper Saddle River: Pearson Prentice Hall, 2005. 770-874.
If you are using the Folger’s edition, your work cited will be:
Shakespeare, William. The Tragedy of Romeo and Juliet. Eds. Barbara A. Mowat and Paul
Werstine. New York: Washington Square Press, 1992.
Make sure to cite quotes correctly. Do this by showing line breaks and citing act, scene,
lines, such as the following:
Romeo says, “Can I go forward when my heart is here?/Turn back, dull earth” (Shakespeare
II.i.1-2).
Please proofread before you submit your essay. Include this rubric with your final draft.
Coherence/Organization
Content/Argument/Support
Style and Grammar
A
The essay is organized
logically, with the thesis
as the last sent of the
intro, three body
paragraphs in a logical
order, and conclusion last.
The paragraphs do not
veer from the topic
argument. The writing is
organized so that ideas
connect fluidly and
sensibly. All quotes are
integrated and cited.
The thesis is clear,
definitive, and
communicates a
sophisticated, layered
argument about
foreshadowing. Writer has
described, analyzed, and
interpreted foreshadowing
in a sophisticated manner.
The support develops the
ideas, using appropriate
quotes from the play. All
evidence is sandwiched by
claims and explanations.
The writer has used a
good hook and developed
“so what” conclusion.
There are little to no
grammatical mistakes and
informal or slang
language, such as the use
of 1st or 2nd person or
contractions. The writer
has used academic
language and tone. The
assignment is in the
correct MLA format.
There are few to no
spelling and punctuation
errors. The play is
appropriately cited.
B
Essay is well focused and
arranged with minor
deviations. Some minor
gaps in logic or
disordering. Transitions
and sentence variation are
used but could be more
sophisticated. Quotes
could be integrated more
fluidly.
C
The essay has a basic
structure; however, there
may be some illogical
ordering or some details
may not fit claims clearly.
Paragraphs are focused on
proving an analysis or
description is fitting,
Writing is choppy. Quotes
are “dropped”. Claims,
quotes, and explanations
do not always match.
D
Organization is difficult
to discern. The ideas
and descriptions do not
work together as a
unified whole or parts
are missing. Paragraphs
lack focuses and are
underdeveloped.
Transitions are
awkward/missing.
F
The writer
has failed to
establish a
logical
structure, and
there is no
discernible
organization.
The thesis is clear and
addresses the prompt,
though the stance could
be more defined. Thesis
avoids vague language,
and it is appropriate to the
entire essay. The quotes
adequately develop this
stance, though could be
stronger. Analysis could
be more thoughtful or
specific. Claims are
strong but could be more
defined. Conclusion may
just summarize.
The thesis does not clearly
define the essay’s focus or
adequately address the
stance. Writer has given
factual or missing claims
and vague details or
analysis is not thought
provoking. Details are
somewhat irrelevant to the
overall idea or might be
underdeveloped or require
some more explanation.
Intro or conclusion is
underdeveloped.
The thesis lacks a
stance on the issue or is
too vague/broad. It
might occur at the end
or middle of the essay.
The support merely
summarizes, listing
factual details without
analysis, or support is
missing. Claims or
analysis are missing or
an entire paragraph is
missing.
There is no
discernible
stance or
thesis. Writer
has failed to
address the
topic issue.
There are few
grammatical mistakes and
informal or slang
language, such as the use
of 1st or 2nd person or
contractions. Some RIP.
The writer has used
academic language and
tone with some minor
lapses. The assignment is
in the correct MLA
format with some errors.
Few spelling and
punctuation errors.
There are some
grammatical mistakes and
informal or slang language,
such as the use of 1st or 2nd
person or contractions.
The writer has used some
informal language, clichés,
or slang. The writing is
vague. MLA format has
lapses, for example or
citing or spacing is
incorrect. There are several
spelling and punctuation
errors.
There are frequent
grammatical mistakes
and informal or slang
language, such as the
use of 1st or 2nd person
or contractions.
Informal language, RIP,
or slang are frequent.
The writing is vague.
MLA format is
incorrect or some
citations missing. There
are frequent spelling
and punctuation errors.
The writer
has failed to
communicate
the topic
clearly. The
assignment is
not formatted.
No citation
information
available.