Journal Format and Guidelines
FORMAT: TYPED! Double-spaced Times New Roman 12-pt font
• You will write 4 journal entries and a final thesis statement entry.
Journal Entries: Regardless of the length of your book, divide it into approximately fourths. At each
quarter section, stop and write your journal. For example, ¼ of the way through your novel, you will stop
to write a journal entry, then again at the ½ way mark, ¾ mark, and finally, write a journal entry at the
end of your novel. When complete, you will have four separate journal entries to turn in besides your
thesis statement.
Thesis Entry: Your final requirement is to write a thesis statement and give at least three
examples/quotes AND CITATIONS from your book that will support it. Put this as your final entry
after your fourth journal.
You must still have the other four parts in your last journal entry.
•
Each journal entry must have 4 parts (label them A,B,C,D):
A. Begin by writing the page numbers and/or chapters that the entry covers.
B. Next, write a brief summary of this section (approximately 5 to 8 sentences; roughly 150-200
words). Use the basic summary format as follows:
This section of (Author's Name) Title of Work is about theme, main idea, conflict in the work.
It begins key point or the introduction of setting, characters and conflict then elaborate!
It develops into key point or climax then elaborate!
Ending with key point action, author’s/ character's name what is the author/character doing now.
C. Remember that an analysis is not just telling more detail about the summary. In this entry you
should discuss in depth two of the following for each journal entry:
• the author’s writing style and how it affects the understanding and development of the story
E.g.: Does the author use “stream of consciousness”? Figurative or descriptive language?
Dialogue or dialects? (Remember, however, that you need to show how these stylistic traits
affect the reader’s understanding of the story, and speculate on why the author has chosen to
use them.) –see attached document—DO NOT WRITE ABOUT IMAGERY or how it paints a
picture in the reader’s mind…this is NOT enough to explain an author’s writing syle.
• themes that you see developing—see attached document
• the development of the characters—see attached document
This part of your journal entry will require the most thought and is very important to your complete
understanding of the story. It is your thoughtful and intelligent interpretation of important
elements of the novel. Keep in mind that it is more than just a listing of your ideas; rather, you
should try to analyze and extract meaning from the story that is more than just superficial
speculation. You can do this by debating, arguing, reasoning, and explaining your thinking.
Although most of the journal writing should be your own words, it is also required that you justify
your points with well-chosen quotes from the story (minimum of TWO quotes per analysis
paragraph). Write these quotes out; do not just cite a portion of them or just give the page
number…instead you cite the page number after the quote—NOT in the sentence!
Label each section as “Author’s Writing Style,” “Themes,” and/or “Character Development.”
D. Finally, give your personal reaction to the story. You can do this by discussing one or more of the
following:
• how the story relates to your personal life or to real life in general
• how the story or the characters make you feel and/or why you like or dislike them
• why you like or dislike the way the story is written
• what you think will happen next
• questions you have about the story
GUIDELINES:
1. You need to type each journal entry
2. Although your journal will not be graded on conventions, because you are pre-AP/AP students, you
should write using complete sentences and fairly good conventions by paying attention to spelling,
grammar, punctuation, etc. You do not, however, need to edit your journal when it is complete.
3. Each four-part journal entry should follow the guidelines stated above:
Summary: 150-200 words
Analysis: 200+ words for EACH section
Personal Reaction: 100 words
4. Remember, all journals must be complete and turned in on the due date to receive credit. If you are
absent on that day, please have a friend, sibling, or parent bring your journal to school for you; otherwise,
it will be considered late. No credit will be given for late or incomplete journals. For example, if you
turn in your journal one day after the due date because you forgot or are not at school, you will receive no
credit. Likewise, if you complete only three of the four sections of your book, you will receive no credit.
5. No credit will be given for late or incomplete journals. For example, if you turn in your journal one
day after the due date because you forgot or are not at school, you will receive no credit. Likewise, if you
complete only one of the two sections of your book, you will receive no credit—THIS IS ENGLISH
DEPARTMENT POLICY!
Typed single-spaced for the purposes of fitting onto one page for the example
LEAP Journal for The Jungle by Upton Sinclair
Entry # 1:
A. Section Covered: Chapters 1-7 (pages 1-86)
B. Summary: The Jungle starts out in the beginning of the twentieth century at the wedding of Ona and Jurgis, two Lithuanian immigrants whose families
have migrated to Chicago. Money is extremely tight and the jobs that the members of the families have are painful and rigidly laborious, to the point
in which the family is exhausted every day. In the beginning the family found themselves wrapped up in many “swindles”, however they have begun
to become experts on the ways of Packingtown, the place in Chicago where they live, and they pay close attention to their money. In the beginning
optimism was flying high, however soon that was shot down and the realization of what their lives had become overcame the family. They dwell in a
poorly constructed house where the danger of missing any rent results in immediate eviction. Life is dreary to put it lightly and there is absolutely no
room for any luxuries at all. Every one of the adult and even teenage family members have the monotonous daily schedule of waking early, working
all day, eating a small dinner, and heading to bed with hardly any room in between.
C. Analysis:
Author’s Writing Style: Upton Sinclair makes this read captivating in numerous ways. He loads the text with descriptive words allowing the reader to
easily formulate pictures in their head. The events that are taking place in the story and the scenery around the characters is created in the readers
minds through Sinclair’s descriptions. The pens of animals, the houses, and all of Packingtown are vividly described and easy to picture. For
example, when Sinclair is describing the musician at the wedding, “He is only about five feet high, but even so these trousers are about eight inches
short of the ground. You wonder where he can have gotten them-or rather you would wonder, if the excitement of being in his presence left you time
to think of such things” (11). Through this the musician can be mentally illustrated while Sinclair also describes the musician’s reputation and the
excitement of the reception. Along with these details, the author also uses a number of similes and metaphors that serve the purpose of keeping the
story from becoming bland and boring. When Sinclair is describing the slaughtering, “In these chutes the stream of animals was continuous; it was
quite uncanny to watch them, pressing on to their fate, all unsuspicious-a very river of death” (37). Although this piece of writing is fictional, Sinclair
packs it with history. The writing contains immense knowledge about what was going on with immigration in the early 1900’s and what kind of jobs
these immigrants had to do. Sinclair exemplifies the hardships that not only the immigrants, but all the citizens of America were going through.
Coinciding with this, Sinclair presses a dark mood on the reader. This is a very dark and depressing story and the author leaves the reader feeling
somewhat depressed and lucky for what the reader has.
Character Development: YOU SHOULD WRITE TO ONLY ONE CAHARACTER. THERE ARE MANY LISTED HERE FOR
YOU TO LEARN ABOUT DIFFERENT WAYS TO WRITE ABOUT CHARACTERS. Jurgis: Upon reaching America Jurgis was
especially optimistic about the situation at hand. Even upon reaching Packingtown, after losing most of their money and living in a slum, Jurgis was
still optimistic and enjoying the laborious job that he was forced to work. The men are talking to Jurgis, telling him “…stories to make your flesh
creep, but Jurgis would only laugh” (25). However now that he is seeing what kind of politics are involved in every level of command and how
corrupt the business is, he is beginning to lose this optimism. Ona: Ona starts out staying at home and being treated almost in a pampering way,
compared to the circumstances of others. However soon she is forced into the working world and forced to mature a little more. Not to say that she
was immature, she just never had done much work in her life. Upon reaching America she had to jump in and start doing some hard work. Teta
Elzbieta: Teta is the one character who has not changed a whole lot and has remained steadfast. She came into America a hard worker who wasn’t
easily discouraged. She was almost the family glue holding everything together through all the hardships. Teta is a woman of very strong traditions,
to Teta the very suggestion of an untraditional wedding “was an affliction” (67). Stanislovas: Although he is not a main character, it is important to
note his change. Only a boy of thirteen, he was forced to lie about his age and find a job working in the cellar of an unsanitary factory, often walking
to work in the rain and snow, freezing all day long while he worked. He was forced to mature very quickly and he is being deprived of an education.
Themes: The main theme that continues to occur is that of the “swindles” that take place. From the day that the Lithuanian family arrived on U.S. soil,
they have been schemed out of their money in almost every way imaginable. By the time they had finally reached Chicago, they hardly had any
money left to call their own, continuing to find themselves wrapped up in swindle after swindle. In this section the family is threatened by a very
influential man in Packingtown, Ona’s boss Phil Connor, who has been raping Ona. When Ona is explaining to Jurigis what Connor had told her, she
says, “He told me he would—we would all of us lose our places” (151). This exemplifies how the very foundation of Packingtown is based on
schemes and black mail: targeting especially the immigrants. Along with this the other theme that occurs is that of misleading propaganda. The
family was told that there was great prosperity to be found in American and anyone who cared to travel there would surely find themselves rich. Even
after arriving in Chicago, after all of the money they were conned out of, they still believed, due to what the influential people had said, that money
could be quickly made in the factories. This type of propaganda has continued to spread throughout the first two sections. Jurgis found himself
sucked into a union believing that “…belonging to a union meant an end to all of their troubles” (92). This proved to be untrue and Jurgis did not find
any help in the union.
D. Personal Reaction: Although this story is very dark, I do like it a lot. It shows me what kind of situations people were going through in that time era
and it also makes me thankful for what I have. This story relates to real life because there are still immigrating families today that are forced to do the
lowest jobs offered. Although the conditions may not necessarily be quite as bad, there are still plenty of people who are fighting just to break even. I
like the way the story is written because it keeps me interested. I don’t find myself spacing out or becoming bored when I read. I like the characters
because they are a close knit family and they stay together, all of them hard workers that have strong moral values. I have a feeling that things are
going to take a turn for the worse in the next section.
*********Thesis Entry: Your final requirement is to write a thesis statement and give at least three examples from your book that will support
it. Put this as your final entry after your last journal.
Thesis Statement: In The Jungle, Upton Sinclair illustrates the evilness of capitalism and the inevitable destruction that it causes.
•
Lower class members are forced to live in poverty and fight just to make it into a shelter for the night: “…before that station door men fought and
tore at each other like savage beasts” (227).
•
Jurgis was forced to work in the fertilizer plant, which was extremely hazardous to his health, in order to make barely enough money to get by
(213)
•
Men are forced to rise early and work until late at night where they do not have enough energy to undress let alone be creative or have any free
time (123)
How to Analyze a Character(s)
Setting:
Where does the story take place?
Development:
Problem/Conflict: What is the character’s problem at the
beginning of the story?
Goal: What does the character want to happen by the end of
the story?
Outcome: How does the end of the story affect the
character?
Description:
Appearance: what does the character look like?
Personality: How would you describe the character’s
personality?
Protagonist or Antagonist?
Insights:
Thoughts: What are the character’s most important
thoughts?
Feelings: What are the characters’ most important feelings?
Statements and Actions:
Statements: What is the most important or memorable thing
the character says?
Actions: What is the character’s most important action?
Interactions: How does the character get along with other
characters?
My Impressions:
Like: What do you like most about this character?
Dislike: What do you dislike most about this character?
Personal Connection: Who does this character remind you
of and why?
Bigger Questions:
How does the setting affect how the character:
• Speaks
• Acts
What events foreshadow the future?
• How does the setting contribute to this?
In the End:
Is the character
Round?
•
Interacts
•
Flat?
Static?
•
•
•
Feels
How do the character(s) actions contribute to this?
Dynamic?
Four types of characterization:
• Physical description.
• Speech and actions.
Thinks
•
How do you know?
Direct comment from the narrator.
Speech and actions of other characters.
Four types of characters:
• Round: A complex and fully developed character.
• Dynamic: A character that develops throughout the story.
• Flat: A character described by one or two traits.
• Static: A character that does not change from the beginning of the story to its end.
Five ways to analyze characters:
• Motivation: What causes the character to act?
• Behavior: What does the character do?
• Consequences: What results from the character’s behavior?
• Responsibility: Is the character held accountable for his/her actions?
• Expectations: Are the reader’s expectations fulfilled or challenged? Why is this so?
Questions for further analysis:
• If they were a shape?
• If they were a car?
• If they were a weather
system?
• If they were an article of
clothing?
• If they were a book genre?
•
•
•
•
•
If they were music/song?
If they were a sport?
If they were a piece of
furniture?
If they were an element in
nature?
If they were a food?
•
•
•
Most Importantly:
• What is the author’s purpose in creating this particular character in this particular manner?
If they were a number?
If they were a sound?
If they were an instrument?
How to Analyze a Theme
Theme is the underlying meaning of a literary work. A statement of theme is most often a truth about life
or humanity, which the author is communicating to the reader. Themes are not usually found on the
“surface”; instead, readers have to dig to discover them. Even though the actual theme will not be directly
stated, these “seeds” are planted throughout the book. It is implied through characterization, setting,
conflict, and plot. As you read and reflect, the theme grows into a message about humanity and life.
Choose three theme seeds from the following list. Complete a graphic organizer for each of your theme
“seeds.”
• man’s inhumanity to man
• friendship
• jealousy/envy
• competition/rivalry
• microcosm vs. macrocosm
• fear
• moral
courage/responsibility
• reality vs. memory
• conformity vs.
nonconformity
• conscience and guilt
• reminiscence/reflection
• change under crisis
• innocence vs. age
• war and peace
Theme
What exactly is this elusive thing called theme?
• The theme of a fable is its moral.
• The theme of a parable is its teaching.
• The theme of a piece of fiction is its view about life and how people behave.
In fiction, the theme is not intended to teach or preach. In fact, it is not presented directly at all. You
extract it from the characters, action, and setting that make up the story.
In other words, you must figure out the theme yourself.
The writer's task is to communicate on a common ground with the reader. Although the particulars of
your experience may be different from the details of the story, the general underlying truths behind the
story may be just the connection that both you and the writer are seeking. Answer the question:
What is the author saying about ___________________?
Finding the Theme
Here are some ways to uncover the theme in a story:
• Check out the title. Sometimes it tells you a lot about the theme.
• Notice repeating patterns and symbols. Sometimes these lead you to the theme.
• What allusions are made throughout the story?
• What are the details and particulars in the story? What greater meaning may they have?
• Remember that theme, plot, and structure are inseparable, all helping to inform and reflect back
on each other. Also, be aware that a theme we determine from a story never completely explains
the story. It is simply one of the elements that make up the whole.
How to Analyze a Writing Style
Writing Style--the way you put together a sentence or group of sentences
Point of View
An automobile accident occurs. Two drivers are involved. Witnesses include four sidewalk spectators, a
policeman, a man with a video camera who happened to be shooting the scene, and the pilot of a
helicopter that was flying overhead. Here we have nine different points of view and, most likely, nine
different descriptions of the accident.
In short fiction, who tells the story and how it is told are critical issues for an author to decide. The tone
and feel of the story, and even its meaning, can change radically depending on who is telling the story.
Remember, someone is always between the reader and the action of the story. That someone is telling the
story from his or her own point of view. This angle of vision, the point of view from which the people,
events, and details of a story are viewed, is important to consider when reading a story.
•
Is it fixed or does it change?
•
Does it stay the same distance from the events of the story, or does it zoom in and zoom out, like a camera
lens?
•
Who is telling the story?
Types of Point of View
Objective Point of View
With the objective point of view, the writer tells what happens without stating more than can be inferred
from the story's action and dialogue. The narrator never discloses anything about what the characters
think or feel, remaining a detached observer.
Third Person Point of View
Here the narrator does not participate in the action of the story as one of the characters, but lets us know
exactly how the characters feel. We learn about the characters through this outside voice.
First Person Point of View
In the first person point of view, the narrator does participate in the action of the story. When reading
stories in the first person, we need to realize that what the narrator is recounting might not be the
objective truth. We should question the trustworthiness of the accounting.
Omniscient and Limited Omniscient Points of View
• A narrator who knows everything about all the characters is all knowing, or omniscient.
• A narrator whose knowledge is limited to one character, either major or minor, has a limited omniscient
point of view.
As you read a piece of fiction think about these things:
• How does the point of view affect your responses to the characters?
• How is your response influenced by how much the narrator knows and how objective he or she is? First
person narrators are not always trustworthy. It is up to you to determine what is the truth and what is not.
• Think about the ways that point of view is used to help understand the plot
Setting
Eudora Welty said, "Every story would be another story, and unrecognizable if it took up its characters and
plot and happened somewhere else... Fiction depends for its life on place. Place is the crossroads of
circumstance, the proving ground of, What happened? Who's here? Who's coming?..."
Writers describe the world they know. Sights, sounds, colors, and textures are all vividly painted in words as
an artist paints images on canvas. A writer imagines a story to be happening in a place that is rooted in his or
her mind. The location of a story's actions, along with the time in which it occurs, is the setting.
Setting is created by language. How many or how few details we learn is up to the author. Many authors leave
a lot of these details up to the reader's imagination.
What Setting Tells Us
In William Faulkner's "A Rose for Emily," the narrator carefully describes the house that Miss Emily lives in.
This description helps us picture a decaying Mississippi town in the post-Civil War South. We also learn about
Miss Emily's resistance to change.
It was a big, squarish frame house that had once been white, decorated with cupolas and spires and scrolled
balconies in the heavily lightsome style of the seventies, set on what had once been our most select street. But
garages and cotton gins had encroached and obliterated even the august names of that neighborhood; only Miss
Emily's house was left, lifting its stubborn and coquettish decay above the cotton wagons and the gasoline
pumps--an eyesore among eyesores. Later we enter the house itself and, eventually, end up inside one
particular room. The physical details of the setting become linked with the values, ideals, and attitudes of that
place in different times.
***Setting can add an important dimension of meaning, reflecting character and embodying theme.
Notice how the details of the setting provide the clues for solving the conflict. As a result, they illuminate the deeper
meaning of the story.
Characters
Memorable characters come alive for us while we read. They live on the page and in our hearts and minds. We cannot
forget them. Yet, they are fictional; they don't really exist.
Be alert to characters in the same way you are when you meet someone. Observe their actions. Listen closely to what
they say and how they say it. Notice how they relate to other characters and how other characters respond to them.
Look for clues as to their purpose and significance in the story.
Learning About Characters
• Characters are either major or minor and either static (unchanging) or dynamic (changing).
• The character who dominates the story is the major character.
• Don't be fooled however--you might never even see the story's major character.
• Also, major characters do not have to be dynamic. Emily Grierson doesn't change at all in Faulkner's "A Rose for
Emily," yet she is the major character.
Readers can learn about characters in many ways, including:
• Physical traits
• Actions
• Dialogue
• Attire
•
•
Opinions
Point of view
There are no limits on the types of characters who can inhabit a story: male or female, rich or poor, young or old, prince
or pauper. What is important is that the characters in a story all have the same set of emotions as the reader: happiness,
sorrow, disappointment, pain, joy, and love.
As Nathaniel Hawthorne said, "Blessed are all the emotions be they dark or bright." In emotions lie the motivations of
the characters who drive the story.
The Elements of Plot Development
If an author writes, "The king died and then the queen died," there is no plot for a story. But by writing, "The king
died and then the queen died of grief," the writer has provided a plot line for a story.
• A plot is a causal sequence of events, the "why" for the things that happen in the story. The plot draws the
reader into the character's lives and helps the reader understand the choices that the characters make.
• A plot's structure is the way in which the story elements are arranged. Writers vary structure depending on
the needs of the story. For example, in a mystery, the author will withhold plot exposition until later in the
story. In William Faulkner's "A Rose for Emily" it is only at the end of the story that we learn what Miss
Emily has been up to all those years while locked away in her Southern mansion.
What Goes into a Plot?
• Narrative tradition calls for developing stories with particular pieces--plot elements--in place.
• Exposition is the information needed to understand a story.
• Complication is the catalyst that begins the major conflict.
• Climax is the turning point in the story that occurs when characters try to resolve the complication.
• Resolution is the set of events that bring the story to a close.
• It's not always a straight line from the beginning to the end of a short story. In Ernest Hemingway's story
"The Short Happy Life of Francis Macomber," the action shifts from past to present. This shifting of time
is the way we learn what happened and why, and it keeps us interested in the story. But good stories
always have all the plot elements in them.
• Ask yourself the following questions-- "Why did the author arrange the story elements the way s/he did?
How does s/he control our emotional response and prepare us for reversals or surprises?"
Diction
Simply put: word choice—how words are formulated to create something magical, e.g. figurative
language
Figurative Language—look them up if you do not remember what they are!
Imagery
Oxymoron
Metaphors
Paradox
Personification
Pun
Simile
Guidelines for a Socratic Seminar Conference
Begin by asking questions…I usually start with question number one and go from there…wherever it
may take us. This is not a comprehensive list and you may only address 2 or 3 questions in a conference.
Usually what happens is that more questions will automatically generate themselves.
1.
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5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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30.
What did you enjoy about this book?
What are some of the major themes of this book? (These are the larger than life questions)
What is the author saying about life?
What is the author saying about love?
What is the author saying about death?
What is the author saying about integrity?
What is the author saying about our actions?
What is the author saying about change?
What is the author saying about choices?
ETC….
What do you think the author was trying to accomplish with this novel?
Who was your favorite character? What did you appreciate about him/her?
Consider the main character: what does he or she believe in? What is he or she willing to fight for?
Is there one character that is similar to you?
How did you feel about the main character?
At the end of the book, do you feel hope for the characters?
What do you think will happen after the story ends?
If you could just jump into the novel, where would you jump into? Why?
What is stronger in the book: plot or character development? Why? Do you think this was intentional on the part of the
author?
How do the characters change over the course of the book?
How would you resolve the conflict (problem) in the book?
Have you ever experienced anything similar to the action of this novel?
Did you find this book a “good” read? Why or why not?
What are your concerns about this book?
What are the most important relationships in the book?
Did you feel any emotions while you read this?
What makes a minor character memorable?
What are the most revealing scenes?
Are any of the events in the book relevant to your own life?
What did you think of the style of the writer?
Was the story credible? Realistic? The characters credible? Realistic?
Were you sorry the book ended?
Did you find any flaws in the book?
Why did the author write this book?
Why did the author choose this particular title? Is it purposeful? What’s the title’s intent?
What is the lesson of this book?
What did you learn by experiencing this book?
What have you read that is similar to this book?
•
•
•
When you are done discussing the novel, you should discuss thesis statements.
Thesis statements should be approved by the facilitator before the student leaves the conference
time.
Students will then get final approval from their teacher.
NOTE: just because a student shows up to a conference, does not mean credit is earned. Students have
to fully engage in the conversation and demonstrate their knowledge of reading the novel in order to
receive credit.
Guidelines and Rubric for LEAP Conferences
You can earn 100 points if you:
• Arrive to conference on time
• Listen thoughtfully to the discussion
• Are courteous
• Contribute several of your own ideas and/or opinions in a way
that adds depth to the discussion.
• Ask questions
You can earn 89 points if you:
• Arrive to conference on time
• Listen thoughtfully to the discussion
• Are courteous
• Contribute two or three of your own ideas and/or opinion with thoughtfulness.
You can earn 79 points if you:
• Arrive to conference or no more than 15 minutes late
• Listen thoughtfully but relatively passively to the discussion
• Are courteous
• Contribute to the discussion by one to two words or superficial answers when asked
questions.
You will not pass if you:
• Are more than 20 minutes late to your conference and/or
• Do not contribute to the discussion and/or
• Are rude to the other group members or
• Do not go to your conference
You will lose credit as the facilitator deems necessary for the following:
• Leaving for any reason—this includes pre-excused absences and restroom breaks
• Cell Phone use—calls or texting
• MP3/iPod use—any ear bud plugged in to your ear
• Do you really think the conference is the place to work on your PSP skills?
The Literary Paper
DEFINITION:
This is a paper in which the students generate an opinion statement about a piece of literature. After they
state their opinion, they must back it up with specific evidence from the work itself (textual justification)
to establish their point. Although the model below gives instructions for five paragraphs, please keep in
mind that essays should be a minimum of, but not limited to five paragraphs.
FORMAT:
Title:
• Conveys the main point of the essay in 10 words or less.
• Finds a creative way to attract the reader’s attention and interest.
• Capitalize the first word and all the important words that follow.
Introduction:
• Begins with a sentence that captures the reader’s attention.
• Mentions the book’s title and author.
• Gives background information on the topic that clearly relates to and leads to the thesis.
• Enhances the paragraph with an interesting example, surprising statistic or another “hook”.
Thesis Statement:
• The last sentence in your introduction paragraph.
• States the main idea of the essay (what you are going to “prove” in your essay).
• Although it is your opinion, state it as a fact (do not say “I think” or use first person perspective).
• It must be an arguable point, not an obvious statement of fact about the book.
• It is more general than the supporting material that follows.
• The word “not” weakens a thesis statement, so tell your readers what is rather than what is not.
Body Paragraph One:
• Begins with a topic sentence that states the main point of the paragraph and relates to the thesis
statement.
• Clearly develops this point using reasons, examples, facts, quotes and paraphrases from the story
(textual justification).
• May end with a transition, or a statement that tells how this information relates to and supports
the thesis statement.
Body Paragraph Two:
• Same as Body Paragraph One
Body Paragraph Three:
• Same as Body Paragraph One, except:
• This is your strongest supporting argument for your thesis statement.
Conclusion:
• Begins by echoing the thesis statement without simply repeating it.
• May recap the essay’s main points and/or pose a question for further thought or suggest a course
of action.
• Includes a detail or example from the introduction to “tie up” the essay.
• Ends with a strong image or a bit of wit.
The Journals & Literary Paper
Guidelines:
1. Papers must be typed.
2. Use 12 pt. font.
3. Double space.
4. Have one inch margins on top, bottom and sides.
5. Title your essay.
• If a title page is required, center your title 1/3 of the way down on the title page and omit it from the
first page of your text (see title page model).
6. Indicate paragraph breaks by indenting.
Editing: Be sure to keep in mind the six traits of writing as well as layered elaboration that are important to
good writing.
Six Traits:
1. Ideas and Development
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
Grammar
Punctuation
Capitalization
Layered Elaboration:
1. Details
2. Facts
3. Direct Quotes—with Citations!
4. Explanation that extends thinking—
NOT more summary
Sample Title Page
Cheated Out of Love
Of Human Bondage
Student Name
LEAP (Journals or Literary analysis)
Facilitator’s Name
Teacher’s Name—Period #
Some Sample Thesis Statements:
The good,
The bad,
The misguided
Thesis Statement: an arguable statement of the writer’s belief. It is an opinion, of course, but stated as a fact.
BAD: Drug abuse is a big problem
BETTER: Heroin, long regarded as a street drug, is fast becoming the drug of choice among middle class urban
professionals.
BAD: Herman Melville is the author of Moby Dick.
BETTER: An increasing amount of historical evidence suggests that William Shakespeare is not the original
author of many of his most famous works.
BAD: The so-called “right to bear arms” is a bunch of crap.
BETTER: While revered as truth by many Americans for decades, the Constitutional “right to bear arms” has in
fact been misinterpreted.
BAD: Many people write personal letters on the typewriter or word processor.
BETTER: While many regard type-written personal letters as the end of common courtesy as we know it, they
actually preserve the ancient art of letter writing.
BAD: There is a lot a symbolism in The Scarlet Letter.
BETTER: Hawthorne’s use of symbolism in The Scarlet Letter falters and ultimately breaks down with the
introduction of the character Pearl.
BAD: The Simpson’s represents the greatest animated show in the history of television.
BETTER: The Simpson’s treats the issues of ethnicity, family dynamics, and social issues effectively.
BAD
E-coli contamination should not happen.
The causes of the Civil War were economic, social, and political.
Henry James wrote a great book when he wrote Turn of the Screw.
BETTER
Often dismissed because it is animated, The Simpson’s treats the issue of ethnicity more powerfully than did the
critically praised All in the Family.
Although many parents of teens struggling with body image may blame television models and other such stars,
these body issues and their disorders stem back to their daughters' younger days of pigtails and Barbies.
Despite their high-tech special effects, today's graphically violent horror movies do not convey the creative use
of cinematography or the emotional impact that we saw in the classic horror films of the 1940s and 50s.
As you can see, a thesis statement does not have to be popular to be workable. It is not a good idea to try to
prove something with which you fundamentally disagree, but it can be done. The thing to remember is that a
thesis statement should TAKE A POSITION.
THESIS: an arguable statement of the writer’s belief—stated as a fact
One sentence
NOT a question
Contains essential parts
PART 1:
☻
Topic: who/what (subject) of the essay…
PART 2:
☻
Controlling Idea: what/how subject is/are…
PART 3:
☻
Author’s Name & Book Title: you should know this
PART 4:
☻
Argument: In spite of……
EXAMPLE:
Topic: Odysseus
Controlling Idea: is a hero
Author’s Name & Book Title: Homer/ The Odyssey
Argument: he experienced many difficult challenges
Plan of Development: faces struggle: brave, intuitive, loyal—how I will develop the thesis
THESIS:
Although he experienced many difficult challenges, Odysseus, of Homer’s The Odyssey, is a hero.
YOUR TURN:
Topic:
☺
Controlling Idea:
☺
Author & Title:
☺
Argument:
☺
Plan of Development:
☺
☺
☺
THESIS STATEMENT: ___________________________________________________________________
______________________________________________________________________________________
THESIS STATEMENT:
Example: Although faced with complex tests, Odysseus’ actions in Homer’s The Odyssey are
the epitome of true heroism.
YOUR THESIS STATEMENT:
_________________________________________________________________________
_________________________________________________________________________
Quote Example:
“I know then, I could have never survived without the god to guide me,” (125).
1. quote mark
2. comma
3. quote mark
1st QUOTE:
2ND QUOTE:
3RD QUOTE:
4TH QUOTE:
5TH QUOTE:
6TH QUOTE:
4. space
5. parenthesis
6. page #
7. parenthesis
8. period
•
•
•
•
FUNNEL INTRODUCTION
Most frequently used for the short essay
Begins with a broad, general statement about the topic
Follows with narrower, more specific statements about the topic
Final sentence is thesis statement
Example
All of us have friends, some of whom we’re closer to than others. These people give our lives meaning and joy. I have many
friends, but most of these might be more accurately described as acquaintances. A small number of them are my good friends, and a
few of them are very close to me. Of these, three in particular share most of the thoughts and feelings that are truly central to my life.
In fact, in many way, Mary, Emily, and Ashley, my three best friends, really make my life worth living.
•
•
•
•
•
CONTRAST INTRODUCTION
Used when you want to surprise or startle your reader
Engages reader’s interest at the same time that it presents background information about the topic
Begins by presenting a commonly held belief or opinion about the topic (generally on that readers will recognize as being
true)
Contrast position (argument) is prefaced by a contrast word or phrase such as: however, on the contrary, in contrast: this
informs the reader that a new an different position toward the topic is about to be presented
This new position is stated as the thesis statement
Example
Most young teenagers are convinced that driving is little more than sitting in the driver’s seat, turning the ignition, and going
easily and simply wherever one chooses. After all, they think, if Mom and Dad can do it, it can’t be that complicated. However, most
teenagers are surprised and overwhelmed by the complexity of guiding a big box at fast speeds along narrow strips cluttered by other
big boxes moving unpredictably at fast speeds along the same narrow strips. Most teenagers, in fact, find that driving is a rather
complex, tiring, and anxiety-producing activity that requires training and skill in order to do it smoothly and safely.
ANECDOTAL INTRODUCTION
Begins by relating a short, simple anecdote, or “little story”
Must be true, brief, and clearly relate to the topic
Anecdote
o introduces the subject of the essay
o provides limited background information about the topic
o concludes with a thesis statement
Example
Joe looked down the aisle at the nearly empty cosmetics shelves. His heart sank as he realized that the Windsong cologne that
he had planned to buy Jenny for Christmas was and longer there. He had passed by the aisle just last Monday, but he didn’t want to
take the time to stop and buy it then. Now it’s Christmas Eve, the store has sold out of Windsong, and Jenny won’t have the gift of his
choice for her. As many of us do, Joe had simply put off doing his Christmas shopping until the last minute. As he walked out of the
store wit a bottle of bubble bath, he promised himself that he would do better next year. This predicament, of course, is avoidable. In
face, anyone can take much of the tension out of Christmas shopping by simply planning ahead, making a fit list, and shopping early.
•
•
•
•
•
•
•
•
ANALYSIS INTRODUCTION
Most frequently used for literary (expository) essay
Uses a “power opener” technique to grab the reader’s attention
Begins introductory information about the topic
Follows with narrower, more specific statements, about the topic
Ends with Thesis
EXAMPLE:
Bravery…Intuitiveness…Loyalty. These qualities help create heroes. Heroes conquer obstacles. They use intelligence to
outwit their nemeses. Further, they stay true to their men, their families, and their life-mate. Although he experienced many difficult
challenges, Odysseus, from Homer’s The Odyssey, is the epitome of an epic hero.
Thesis Statement
This should be one of the thematic statements you
wrote about in your journal.
Example: In George Orwell’s Animal Farm, individuals
are not treated equally in society.
Detail/Example
Event in the story that supports your
thesis
Quote
The specific words from the text
Detail/Example #1
Quote
Explanation
Explains how the details/ example
support your thesis statement
Detail/Example #4
Explanation
Quote
Detail/Example #2
Explanation
Quote
Detail/Example #5
Explanation
Quote
Detail/Example #3
Explanation
Quote
Detail/Example #6
Explanation
Quote
Explanation
Analysis Rough Draft Form
INTRODUCTION ¶
Lead Sentence (power opener)_____________________________________________________
____________________________________________________________________________________
Thesis: an
arguable
statement of
the writer’s
belief
Introductory Statements (2-3 sentences)____________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Thesis Statement (opinion stated as a fact and add your ATT&T: author’s name, title of work, type of work,
time period of work!) ___________________________________________________________________
_____________________________________________________________________________________
BODY ¶ 1—paragraph 2
Topic Sentence (“Answer” the thesis) ______________________________________________
____________________________________________________________________________________
Example: the
event in the story
Textual
Justification: the
words in the story
that tell about the
event OR support
your “answer”
Example #1 (When did the “answer” happen in the story?) _____________________________________
____________________________________________________________________________________
Textual Justification #1 (supports the “answer” i.e. quotes, details, facts from the text)
____________________________________________________________________________________
____________________________________________________________________________________
Example #2 __________________________________________________________________________
____________________________________________________________________________________
Textual Justification #2 _________________________________________________________________
____________________________________________________________________________________
Explication:
explanation
through
elaboration—that
explains HOW the
EXAMPLES &
TEXTUAL
JUSTIFICATION
support the TOPIC
idea and reflects on
the author’s
purpose in using
this particular
example to
implicitly reveal a
theme.
Explication (3-4 sentences) _____________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Concluding Analysis (wraps it up OR shows the connection between ¶ 1 and ¶ 2)
____________________________________________________________________________________
____________________________________________________________________________________
Concluding
Sentence:
Explains HOW the
TOPIC idea supports
the THESIS
BODY ¶ 2—paragraph 3
Topic Sentence (“Answer” the thesis) ______________________________________________
____________________________________________________________________________________
Example: the
event in the story
Textual
Justification: the
words in the story
that tell about the
event OR support
your “answer”
Example #1 (When did the “answer” happen in the story?) _____________________________________
____________________________________________________________________________________
Textual Justification #1 (supports the “answer” i.e. quotes, details, facts from the text)
____________________________________________________________________________________
____________________________________________________________________________________
Example #2 __________________________________________________________________________
____________________________________________________________________________________
Textual Justification #2 ________________________________________________________________
Explication:
explanation
through
elaboration—that
explains HOW the
EXAMPLES &
TEXTUAL
JUSTIFICATION
support the TOPIC
idea and reflects on
the author’s
purpose in using
this particular
example to
implicitly reveal a
theme.
____________________________________________________________________________________
Explication (3-4 sentences)______________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Concluding Analysis (wraps it up OR shows the connection between ¶ 2 and ¶ 3)
Concluding
Sentence:
Explains HOW the
TOPIC idea supports
the THESIS
____________________________________________________________________________________
____________________________________________________________________________________
BODY ¶ 3—paragraph 4
Topic Sentence (“Answer” the thesis)_______________________________________________
____________________________________________________________________________________
Example #1 (When did the “answer” happen in the story?) _____________________________________
_____________________________________________________________________________________
Textual Justification #1 (supports the “answer” i.e. quotes, details, facts from the text)
____________________________________________________________________________________
____________________________________________________________________________________
Example: the
event in the story
Textual
Justification: the
words in the story
that tell about the
event OR support
your “answer”
Example #2 __________________________________________________________________________
_____________________________________________________________________________________
Textual Justification #2 _________________________________________________________________
____________________________________________________________________________________
Explication (3-4 sentences) _____________________________________________________________
____________________________________________________________________________________
Explication:
explanation
through
elaboration—that
explains HOW the
EXAMPLES &
TEXTUAL
JUSTIFICATION
support the TOPIC
idea and reflects on
the author’s
purpose in using
this particular
example to
implicitly reveal a
theme.
____________________________________________________________________________________
Concluding Analysis (wraps it up OR shows the connection)
____________________________________________________________________________________
____________________________________________________________________________________
CONCLUSION ¶ 5
Restate the thesis (this is the simplified form)_________________________________________
____________________________________________________________________________________
Concluding Statements (2-3 sentences—REMEMBER: NEVER write anything you have not already
stated!)______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Closing Sentence (power closing: restate in other words your LEAD) ____________________________
____________________________________________________________________________________
Concluding
Sentence:
Explains HOW the
TOPIC idea supports
the THESIS
Sample L.E.A.P Literary Analysis Paper
A man cannot be a mere machine; he must have feelings, however, rarely he shows them.
George Eliot proves this point when she says, “To have in general but little feeling, seems to be the only
security against feeling too much on any particular occasion.” Mr. Jarvis Lorry seems to strive to
eradicate all emotion from his very being when, in fact, his true emotions surface quite frequently. Mr.
Lorry, though an experienced banker, does fear for people, such as Lucie, Dr. Manette, Miss Pross,
Charles Darney and even himself, Mr. Lorry. He also has a large capacity for generosity, which he
illustrates on numerous occasions through good deeds. Despite popular belief, Mr. Lorry does love and
wish to be loved.
Mr. Lorry is a great asset at Tellson’s Bank and his profession requires him to have to refrain
from becoming emotionally involved in any situation; it is strictly business. While in the hotel with Lucie
he says, “’Feelings! I have no time for them, no chance of them. I pass my whole life, miss, in turning a
pecuniary mangle’” (29). Although he feels that he does not have time for feelings, they recurrently creep
up on him. While decapitating Dr. Manette’s shoemaking bench, Dickens describes Mr. Lorry as
performing it in a “…guilty manner” (212). He also shows a great deal of fear when he is at Tellson’s
Bank in France; Dickens writes, “[That} nervousness and dread were upon him…” (269). He also thanks
God for not allowing any of his loved ones to be in town at that time and prays for mercy on all who are in
danger that night. When Charles is sentenced, Carton and Mr. Lorry speak of what to do. Dickens
illustrates the picture of Mr. Lorry drying his eyes as he speaks of how he does not believe Charles has
any hope of survival. Although he does have fears, which are obviously human, he also has a very
generous soul.
In his line of work, he is not wealthy, but he is comfortable. With a part of his earnings, he is
able to assist Lucie in life. In fact, he paid for all of her upbringing and cost of living. He also takes her
from France to England when Dr. Manette was imprisoned in the Bastille and her mother died. Only a
true friend, much more than a business associate as he tries to call himself, would carry a ‘client’s’ child
to a new country and arrange and pay for the child’s upbringing. When he receives notice of Dr.
Manette’s release, Mr. Lorry meets Lucie and pays for their journey to France to get Dr. Manette from the
Defarges. He then comforts Lucie before entering the cell by saying, “’Courage, dear miss! Courage!
Business! The worst will be over in a moment; it is but passing the room-door, and the worst is
over…Come, now. Business, business’” (41)! This passage gives the mistaken idea that Mr. Lorry has
no feelings and handles all his dealings in a businesslike manner; but it also shows that he cares for
Lucie’s emotional state, because he comforts her. He is also very giving of himself to Dr. Manette. He
takes nine days off of work at is Tellson’s Bank so that he can simply observe Dr. Manette make shoes;
these observations, along with some of Dr Manette’s own medical advice, help him to develop the ‘cure’
to the good doctor’s problem. Mr. Lorry has never called in for a sick day during his entire career, which
is probably why Tellson’s Bank let him have such a holiday. His generosity shows in his care of his
‘clients’; it clear that he loves them.
Mr. Lorry loves and cares about the well-being of his family in the chapter, Corner of the
Echoes. When Lucie and Charles are married and preparing for their honeymoon, Mr. Lorry comforts
and reassures Lucie that her father will not be alone. Furthermore, he calls her his dear girl and gives her
an old-fashioned bachelor blessing. Mr. Lorry realizes she is feeling a bit anxious about leaving Dr.
Manette. Mr. Lorry has a special quality—he not only feels emotion, but he is also very emotionally
aware; he is perceptive about how others are feeling. Charles and Dr. Manette exit a room after Charles
reveals his true identity, and Dr. Manette is looking very pale. “[While in this state] the composure of his
manner was unaltered, except that to a shrewd glance of Mr. Lorry it disclosed some shadowy indication
that the old air of avoidance and dread had lately passed over him, like a cold wind” (200). Seeing Mr.
Lorry obviously triggers Dr. Manette’s friendship with him and causes Dr. Manette to want to consult with
him, which shows that Dr. Manette and Mr. Lorry clearly have a strong bond of friendship and a great
deal of respect for one another.
Countless reasons prove that Mr. Jarvis Lorry is much more than just “a man of business.” For
one, he has fears—he fears for his family of friends. He is also very generous; he gives large sums of
money towards the well-being of the Manette family whether it is in renting carriages or the upbringing of
Lucie. He also has the great ability to love for those people he has taken responsibility and in return is
treasured. It is clear that Mr. Lorry is not a mere “machine” or “man of business,” but he means so much
more to the world than he ever seems to realize. If Mr. Lorry could have heard Lena Horne’s words,
“Don’t be afraid to feel as angry or as loving as you can, because when you feel nothing, it’s just death,”
hopefully, he would have chosen to express his emotions a bit differently.
Uses literary themes to
interpret events, draw
conclusions, and relates
to self and/or others in a
variety of situations
Write to present
analytical responses
to literature.
Communicates ideas clearly
and effectively; every topic
sentence directly relates back
to the thesis statement
Writing clearly and
effectively/ Knows
and applies correct
spelling, grammar,
sentence structure,
punctuation, and
capitalization.
Literary Analysis Writing Rubric
SIX-TRAIT WRITING
Ideas and
Content/Thesis
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Additional Elements:
Are these present?
1—UNDEVELOPED
2—EMERGING
3—PROFICIENT
• unclear and unfocused • somewhat clear and
• mostly clear and focused
focused
• lacks supporting details
• developed by some
appropriate, credible
• few supporting details
• lacks thesis
• does not utilize a clear or supporting details
arguable thesis
• arguable thesis
• lacks recognizable
• has a poorly developed
clear introduction and
introduction and
conclusion
introduction and
conclusion
conclusion
• adequate transitions
• weak or ineffective
• fails to provide
• recognizable sequencing
transitions
transitions
and structure
• lacks sequencing and • inconsistent sequencing
organizational structure and structure
• not appropriate for
• somewhat appropriate for • appropriate for topic,
topic, purpose and
purpose and audience
topic, purpose and
audience
audience
• communicates message
• does not communicate • communicates message • lively or engaging at times
inconsistently
message clearly
• does not engage reader
• is flat and lifeless
• inaccurate and/or
• inconsistently accurate, • functional, accurate, and
inappropriate
and appropriate
appropriate
• extremely limited, flat • ineffective selection,
• some purposeful and
colorless or imprecise
effective selection,
occasionally vivid or fresh
• incomplete or run-on • mechanical structure
• functional structure
• no variety in length and • limited variety in length • somewhat varied in length
structure
and structure
and structure
• limited control in
• reasonable control in
• little or no control in
grammar, capitalization, grammar, capitalization, grammar, capitalization,
punctuation
punctuation
punctuation
• extensive editing is
• significant editing is
• some editing is needed
needed
needed
4—DISTINGUISHED
•clear and focused
•developed by appropriate,
credible supporting details
•clearly arguable thesis
•compelling introduction and
sophisticated conclusion
•effective transitions
•strong sequencing and
structure
•strong commitment to, and is
appropriate for topic, purpose
and audience
•communicates message
effectively
•lively and fully engaging
•precise, natural, accurate, and
appropriate
•purposeful and effective
selection; vivid and fresh
•well built structure
•strong and varied in length
and structure
•strong control in grammar,
capitalization, punctuation
•limited editing is needed
•
•
•
•
Textual justification supports •
the thesis
•
•
•
Uses specific details from the •
novel to support the thesis
•
•
•
•
•
•
•
Uses reflective and analytical •
statements
•
•
•
Heading is correct, pages are •
computer-generated
numbers
•
Essay has a title
•
•
•
•
•
•
Cites page numbers in essay
What is missing or could
be better?
What was done really
well in the writing?
COMMENTS
SCORE