Seventh Grade Short Story Essay Packet 2013
You have read many famous stories by acclaimed writers. Knowing how to write about whatever you have read is
the truest indicator of complete literacy. Knowing your audience and purpose is essential in all writing.
When writing an analytical essay about literature, you need to assume your audience includes teachers, professors,
fellow classmates, and individuals who are familiar with your subject, the writer, works, and terms. This means the emphasis
of your work is NOT on completely retelling the story, just briefly summarizing and setting up your paper’s purpose in the
introduction will do the trick.
Your purpose differs in this writing from narrative or creative writing. The purpose is to demonstrate understanding
of the author’s craft and purpose through direct references to his work and citation of phrases, passages, and/or dialogue from
the selected work being examined.
You need to be more formal in tone and remember MLA does not permit abbreviations unless you are quoting a
passage. No personal pronouns should be used (I, me, we, you---) unless in a quoted passage. This is not a story review --“This is why I like the story…” You should focus on the story and the terms addressed to support the thematic idea.
Your topics include the following:
1. Show how Langston Hughes’ short story, “Thank You, Ma’am” uses conflict, symbolism, and irony to
showcase both the dangers of basing actions on outward appearance and the importance of basing actions
on self-reflection.
2. Show how O. Henry uses foreshadow, symbolism, and irony to illustrate the redemptive power of love in
his short story, “A Retrieved Reformation.”
3. Show how Ray Bradbury uses imagery, foreshadow, and irony to showcase the inevitability of change
and adaptation in “Dark They Were And Golden-eyed”.
CC Grade 7
READING STANDARDS FOR LITERATURE
Key Ideas and Details
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
WRITING STANDARDS
Text Types and Purposes
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of
relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Analytical Expository Essays
Step 1 The Introduction
Introductions begin generally! You cannot mention characters or titles at the start. Ease into your topic.
Consider the BIG picture why the story was even written and has been assigned, read, discussed, and
shared. Then consider the purpose of the paper you chose based on one of the approved topics. Mention
author and title of work. Briefly summarize. End your introduction with the thesis statement (usually
provided in the statement task/topic or assignment).
Sample MLA formatted introduction for a short story
Leff 1
Sharon Leff
Seventh Grade ELA
September 14, 2009
Shamefully Proud
Although most people would consider pride to be negative, pride is essential to success. Pride is
one of the strongest forces of motivation. In James Hurst’s story, “The Scarlet Ibis,” a young boy
proudly remembers his small brother named Doodle. Although he felt great shame about his brother and
feared embarrassment, the narrator remembers how amused and proud he was of his infant brother’s
backwards crawling. Over time his devotion to his brother would increase and nearly consume his days
and emotions. The infinite power and extreme danger of pride are shown in great extremes through
foreshadow, symbolism, and irony which occur throughout the story.
Seventh grade reading standards
7-1.4
Analyze an author’s development of the conflict and the individual characters as either static, dynamic, round, or flat in a given
literary text.
7-1.5
Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony)
on the meaning of literary texts.
7-1.6
Analyze a given literary text to determine its theme.
7-1.7
Create responses to literary texts through a variety of methods (for example, written works…)
Turning a thesis into an outline
Shamefully Proud
Although most people would consider pride to be negative, pride is
essential to success. Pride is one of the strongest forces of motivation. In
James Hurst’s story, “The Scarlet Ibis,” a young boy proudly remembers his
small brother named Doodle. Although he felt great shame about his brother
and feared embarrassment, the narrator remembers how amused and proud he
was of his infant brother’s backwards crawling. Over time his devotion to his
brother would increase and nearly consume his days and emotions. The
infinite power and extreme danger of pride are shown in great extremes
through foreshadow, symbolism, and irony which occur throughout the story.
I. Foreshadow
a. Example and explanation
b. Example and explanation
c. Example and explanation
II. Symbolism
a. Example and explanation
b. Example and explanation
c. Example and explanation
III. Irony
a. Example and explanation
b. Example and explanation
c. Example and explanation
Standard 7-4
The student will begin to create written work that has a clear focus, sufficient details, coherent organization, effective use of voice, and
correct use of the conventions of written Standard American English.
4.1 Organize written works using prewriting techniques, discussion, graphic organizers, models, and outlines.
4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).
4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs.
4.4 Use grammatical conventions of written Standard American English including the reinforcement of conventions previously taught.
4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas.
4.6 Edit for the correct use of written Standard American English including the use of ellipses and parentheses.
4.7 Spell correctly using Standard American English.
Seventh Grade Body Paragraphs
Formula for a body paragraph:
1. Topic sentence with a key link word to the thesis.
2. Lead into the story’s events
3. Specifically mention a literary device (foreshadow or imagery are usually a good starting literary
device)
4. Provide example either citing a passage or paraphrasing one
5. Explain the use of effect
6. Using transition, specifically another example of literary device.
7. Provide an example and explanation either citing a passage or paraphrasing one
8. Explain the use of effect
9. Using transition, specifically mention another example of literary device (usually the most
obvious and important example ---like blue suede shoes)
10. Provide an example and explanation either citing a passage or paraphrasing one
11. Explain the use of effect
12. Conclusion sentence
Writing an Effective Body Paragraph
Effective body paragraphs know their function and place. They leave an impression, a lasting
one because they provide the “meat” of the story with all the passages, examples, quotes, and/or proof
that supports the essay. They also know that they are part of a trio, 3 musketeers. All 3 body paragraphs
are a set that link to the thesis. Without the body paragraphs, no essay exists.
II. The Body
The body must include specific evidence such as quotes or paraphrase text, or summaries of
incidents—which support your thesis. It is impossible to use everything from the book or your class
notes, so you must be selective in what you choose to discuss. Use only those details that are
essential and clearly relate to your thesis.
You must organize your body paragraphs coherently. If your thesis implied subtopics, then each
body paragraph could deal with one of those subtopics. You could also organize them
chronologically, grouping the evidence from the early part of the book into one paragraph, the
evidence from the middle into the second, and the evidence from the end into the third. Whatever
principle of organization you use, it should be plain to the reader.
When gathering your evidence, you should remember that quanity matters. You A strong argument
has plenty of evidence. Each body paragraph should contain from three to five quotations from
the literary work, and one of the quotes should be a long one, meaning more than two full lines
of your typed font. These quotations should come from throughout the literary work, not just from
the beginning or end. It is not sufficient, however, to line up one bit of evidence after another. You
must briefly explain why one piece of evidence supports your thesis. If the connection between an
incident and the thesis is not clear, your must clarify the connection by commenting on the incident.
It is easy, when you illustrate your point, to let the detail become an end in itself rather that a means
toward asserting the truth of your central idea. Remember, your central idea must always be
foremost in your reader’s mind. Ask yourself whether the material you are including is relevant
to the thesis.
Sharon Leff
Seventh Grade ELA
September 14, 2009
Shamefully Proud
Although most people would consider pride to be negative, pride is essential to success. Pride is
one of the strongest forces of motivation. In James Hurst’s story, “The Scarlet Ibis,” a young boy
proudly remembers his small brother named Doodle. Although he initially felt great shame about his
brother and feared embarrassment, the narrator remembered how amused and proud he was of his infant
brother’s backwards crawling. Over time his devotion to his brother would increase and nearly consume
his days and emotions. The infinite power and extreme danger of pride are shown in great extremes
through foreshadow, symbolism, and irony which occur throughout the story.
In a flashback of memories of “strange” clarity, the story about these two brothers unfolds. The
younger brother’s doom had been foreshadowed by doctors at his birth so much so that the family
hesitated even naming him. When the family did eventually name him, the name chosen was such a
name “That sounds good only on a tombstone” (1). Brother provided a loving gift of a nickname,
Doodle. However, when his mother also cautioned that the infant “might not even be all there,”
Brother became so repulsed by the thought of having brain damaged sibling that he plotted to smother
this damaged infant brother (2). Fortunately, Doodle was able to respond in grinning recognition to his
proud brother demonstrating mental abilities. Reassured by his brother’s response, Brother and Doodle
became partners, especially during summers. Just as normal brothers do, they argued and challenged
each other. Stunned by the infant coffin Brother revealed to him during an especially cruel moment,
Doodle panicked when his brother threatened to leave him. Doodle’s fear of being left was so extreme
that even when he was safely placed in warming sunshine with his brother, he clung to his brother
pleading, “Don’t leave me. Don’t leave me”(4). As danger loomed that summer of 1918, while
hurricane storms attacked the nation’s coast and wars waged on the European continent, Doodle’s health
declined signaling Doodle’s own inner physical conflict as his weakened, defective heart struggled to
provide his body what it needed. Unfortunately, because Doodle had outlived every prediction
foreshadowing his premature death, Brother tended to ignore any signs of bad health or
weakness.
Six years older than Doodle, Brother had enjoyed six years of living with all its wonders,
including his greatest wonder, Old Woman Swamp, “the only beauty [he] knew” (3). Old Woman
Swamp would symbolize a childhood kingdom for the brothers who would rule in their kingdom
bedecked by the “necklaces and crowns” they had woven. Coached by his older brother in the hidden
seclusion of their own private kingdom, Doodle represented Brother’s secret pride and joy. Doodle
would become a crown prince in this kingdom as he learned to stand and later walk. Ever grateful to his
kingly brother, Doodle sought to please even as he realized his waning health during his fifth summer
(3-5). When a fragile scarlet ibis survived hurricane force winds to travel great distances from the
tropics, Doodle grew concerned and confused by its arrival as its death. Even after the ibis plummeted
from the branches of a tall tree, “even death could not mar its beauty for it lay on the earth like a broken
vase of red flowers” (6). While Aunt Nicey interpreted the bird’s arrival and death as a bad omen,
Doodle’s father provided a sense of amazement and awe about the bird’s impressive journey. Feeling
protective and connected to this fallen ibis, Doodle alone buried the bird with a ceremony of sorts even
singing a hymn. Only after Doodle’s death did his Brother realize the similarity. Just as death would not
detract from the beauty of the bird, death would never diminish the memories of Doodle.
Sadly, the older brother recalled with pride and shame, his memories of his time with Doodle.
Ironically, the family had accepted the nickname of Doodle for the surname William Randolph
hoping “that no one would expect much of a child named Doodle” (1) only to discover that Doodle
would defy every prediction and prognosis made by doctors. Unfortunately, Doodle’s happiest surprise
revealing walk before his family generated tears of joy from the family and tears of regret from Brother.
Unbeknown to the family who were amazed when Doodle demonstrated his walking skills, Doodle had
learned to walk only because Brother had been seduced by pride (4). “Everyone needs someone or
something to be proud of” and Doodle had become Brother’s source of pride. Had Brother not been so
proud of Doodle, Doodle might have been buried in a child’s coffin, nameless. Had Brother not been so
proud of Doodle, Doodle might have died in a crib starving for stimuli and affection. Had Brother not
been proud of Doodle, Doodle would never have discovered Old Woman Swamp, a place where he
would learn to walk. The irony of pride is that it is a “wonderful, terrible thing, a seed that bears two
vines, life and death” (3). Knowing that Doodle’s health was never optimal because of his unusual birth
and weakened heart, the family had no doubt expected Doodle to live an abbreviated life. However,
Brother had in his moment of bruised pride and angry disappointment, fled from him in the rain
knowing that what Doodle feared even more than the rain was abandonment. Ironically, what Brother
discovers when his anger has subsided and he searches for Doodle is the delicate remains of his brother
in the same position as that fragile scarlet ibis. Doodle, the brother, the source of all his pride and love
had been died alone because of pride.
Foreshadow, symbolism, and irony combine to show the duality of pride’s nature. Because of a
Brother’s pride, a younger sibling would thrive. An aged Brother would remember fondly the joys of
childhood, but the memories would be forever stained with the blood of his brother, his fallen scarlet
ibis.
Work Cited
Hurst, James. “The Scarlet Ibis.” Elements of Literature: Third Course. Austin: Holt, Rhinehart, and
Winston, 2003.
Seventh grade reading standards
Standard 8-1, 7-1 & 6-1
The student will begin to read and comprehend a variety of literary text formats.
7-1.4
7-1.5
7-1.6
7-1.7
Analyze an author’s development of the conflict and the individual characters as either static, dynamic, round, or flat in a given
literary text.
Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony)
on the meaning of literary texts.
Analyze a given literary text to determine its theme.
Create responses to literary texts through a variety of methods (for example, written works
Standard 7-4
The student will begin to create written work that has a clear focus, sufficient details, coherent organization, effective use of voice, and
correct use of the conventions of written Standard American English.
4.1 Organize written works using prewriting techniques, discussion, graphic organizers, models, and outlines.
4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).
4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs.
4.4 Use grammatical conventions of written Standard American English including the reinforcement of conventions previously taught.
4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas.
4.6 Edit for the correct use of written Standard American English including the use of ellipses and parentheses.
4.7 Spell correctly using Standard American English.
MLA Formatted Critical Literary Analysis Essay Rubrics
Name __________________
Date ________ Class___________
CATEGORY
Introduction
(Organization)
10%
Sequencing
(Organization)
10%
Support for Topic (Ideas)
50%
Conclusion
(Ideas)
4
3
2
1
The introduction begins
generally, includes author and
title of work, briefly
summarizes work, and
contains a thesis.
The introduction contains most
of the essential introductory
requirements, but may not be
clear or effective.
The introduction states the
main topic, but does not
adequately preview the
structure of the paper nor is it
particularly inviting to the
reader.
There is no clear introduction
of the main topic or structure
of the paper.
Topic sentences connect to
thesis. Details are placed in a
logical order and the way they
are presented effectively keeps
the interest of the reader.
Details are placed in a logical
Some details are not in a
order, but the way in which they logical or expected order, and
are presented/introduced
this distracts the reader.
sometimes makes the writing less
interesting.
Many details are not in a
logical or expected order.
There is little sense that the
writing is organized.
Each paragraph is well
Most paragraphs contain
supported with relevant quoted sufficient examples and have
passages and/or examples
enough relevant quoted passages.
from the literary source.
Supporting details and
information are relevant, but
several key issues or are
unsupported.
Supporting details and
information are typically
unclear or not related to the
topic.
The conclusion is strong and
The conclusion is recognizable
leaves the reader with a
and ties up almost all the loose
feeling that they understand
ends.
what the writer is "getting at."
The conclusion is
recognizable, but does not tie
up several loose ends.
There is no clear conclusion,
the paper just ends.
Header, heading, citations,
page numbers, and Works
Cited are included using
proper format, size, and
spacing.
MLA format omission and/or
page citations missing.
MLA format is improperly
followed and/or improper
citation or Works Cited.
Numerous mistakes and MLA
mishaps, which distract from
the paper’s form and
effectiveness.
Writer makes no errors in
grammar , spelling , that
distract the reader from the
content.
Writer makes 1-2 errors in
grammar or spelling that distract
the reader from the content.
Writer makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Writer makes more than 4
errors in grammar or spelling
that distract the reader from
the content.
10%
MLA Format
(Conventions)
10%
GUMPS
(grammar, usage,
mechanics,
punctuation, &
spelling)
(Conventions)
10%
CC Grade 7
READING STANDARDS FOR LITERATURE
Key Ideas and Details
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
WRITING STANDARDS
Text Types and Purposes
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.