AP English
Mr. Sabo
Name: ____________________________
Analytical Essay on Puritan Literature
Choose ONE topic and write an organized essay (1,300-1,800 wds or 31/2-5 typed, double spaced pages—no
paper over 51/2) that is driven by an original, specific and detailed interpretive argument about the topic chosen
(thesis). Students should choose a topic that they care about to begin with and come up with a question or
questions about the topic that their papers will answer. Students want to argue ideas that NEED to be proven,
not already known or accepted ideas about Puritanism (i.e., from the lectures) or clichéd ideas about topic that were
already familiar before reading the literature.
Each essay must use Arthur Miller’s The Crucible OR Nathaniel Hawthorne’s The Scarlet Letter and AT
LEAST TWO other Puritan writers/works of your choice (TOTAL OF 3 WORKS MINIMUM; 4-5 WORKS
SUGGESTED). Students should gather together passages from the various works of literature related to their topic
and use these to generate their argument and/or to generate questions about the topic that their papers can answer
based on the literature. The more evidence students have in support of their thesis, the more interesting and
convincing their papers will be (as long as the evidence is effectively analyzed).
Rhetorical and Literary Devices & Terminology. This paper is a literary analysis as opposed to a rhetorical
analysis; however, in discussing Hawthorne, students will very likely address his use of symbolism, and in the
discussion of Bradstreet or Taylor, students should naturally, in the discussion of examples, confront these authors’
use of various literary devices. Note: the point in any analysis is to make interpretive arguments and
support/enrich/deepen these arguments through the discussion of quotations; as literary or rhetorical terminology is
relevant to these examples, it should be addressed.
Evidence. Use quotations (cited in MLA format) and specific examples from the texts as evidence to support your
arguments. Please include a correctly formatted Works Cited page or five points will be deducted. Avoid
summary or review of the literature and discuss your evidence in terms of what you are proving. You are writing
for an audience that is familiar with the literature, but that does not mean your audience will recognize the context
for every quote you bring up, so give context as needed and don’t take quotations out of context, twisting the
original meaning(s) of the texts.
For the conclusion, only the absolute minimum amount of words should be spent restating or reviewing what the
paper has already said. Instead, the various threads of ideas should be put together and the implications to life, to
what it means to be a human being, should be fully explored. The closing of the paper should powerfully and
definitively answer the question, “So what?”
Suggested topics (subtopics of these broad concepts will in most cases be the subjects of student papers):
God, the Devil, faith, nature (any aspect), the portrayal of women, the role of the minister, scripture, guilt
and/or sin, love/marriage/sexuality, children and/or parenting, material wealth, authority, punishment,
conformity, individuality, the rights of the individual versus the demands of society, knowledge, the body,
OR A TOPIC OF YOUR CHOICE!
Evaluation: Essays will be evaluated holistically on the 9 point AP scale, but the analytical rubric on the back of
this page is a valuable reference and will be used in peer editing.
Wed 11/2 - Mon 11/7 – Work on outlines/drafts in class (computers available); writing conferences
Mon 11/7 - Outlines in given format due, typed, writing conferences with outlines
Wed 11/9 - Volunteer paper edited in class on the projector and discussed (Thu. 11/10 for 6th Hour)
Thu 11/10 - Rough drafts credited; scored peer editing session (Fri. 11/11 for 6th Hour; 1st/2nd PE out of class.)
Tue 11/15 - Final papers due (Wed. 11/16 for 1st/2nd)
NOTE: For peer editing, students must have a typed, complete draft in order to participate. If absent,
students must find a partner who was also absent or not ready and edit outside of class. A volunteer paper
from each class is needed for me to edit and discuss on the projector. I must have this paper in Word or
PDF format BEFORE CLASS. The volunteer--first come first serve unless paper is too rough to use in class.
Analytical Editing Rubric for Essay on Puritan Literature
Organization and Structure
20
18
Ø Introduction
o grabs reader’s attention
o narrows to complex, specific, supportable,
controversial thesis
o previews organization of body
Ø Body paragraphs
o are broken up logically
o include clear, specific, argumentative topic sentences
o are fully developed with supporting details & “clincher”
Ø Conclusion
o Does not merely repeat ideas, but puts ideas together
o finishes with memorable, thoughtful, original ideas
17
15
Arguments/Analysis
30
27
25
23
Ø Arguments
o are original, clearly stated, logical, specific, complex and controversial
o demonstrate thoughtful consideration of the topic and the literature
o arguments are focused on the topic while literature is used for support
o employ literary and/or rhetorical terminology wherever appropriate
Ø Summary or review is avoided
13
11
20
17
Evidence/Quotations & Examples
25
23
21
19
16
14
Ø Selection of quotations
o original, significant and supports the specific arguments made
o shows an original, thoughtful consideration of the topic and the literature
Ø Quotations
o are restricted to relevant portions; nothing needed left out
or not needed left in
o are blended wherever possible with the writer’s own words
o are fully discussed and connected to arguments through commentary not left to “stand
alone”
o are cited in correct format (MLA)
Mechanics
25
23
21
Ø Essay is reasonably free of errors in spelling, grammar, and punctuation
19
16
14
Writer’s Voice/Style
25
23
21
Ø Language
o makes use of diverse and sophisticated vocabulary
o avoids slang, generalities, use of 1st or 2nd person
o includes variation in sentence length and structure
o avoids repetitive, non-standard, awkward phrasings
Ø Writing style
o is original, engaging, thoughtful and mature
o avoids clichés, mere listing of facts, irrelevant commentary
19
16
14
TOTAL (125 points possible):
Holistic Rubric for Advanced Placement
English Language and Composition
9-8 (120-125 – A/A+): These scores are for essays in which excellent content and impressive writing reveal the
writer’s ability to reason with perception and to express ideas clearly and skillfully with stylistic maturity. 9 papers
meet all the criteria for 8 papers and, in addition, are especially full or apt in their analysis or demonstrate
particularly impressive control of language. The criteria are:
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§
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A sophisticated understanding of the assignment or question with a thesis that effectively characterizes a
position;
A depth of analysis convincingly supported by appropriate, specific references to the text and the student’s
ability to apply knowledge of literary techniques to their interpretation of content;
A sense of the complexity (e.g., nuance, irony, ambiguity, or shift in perspective) of the passage to be
analyzed; and
Consistent control over the elements of effective writing, particularly diction, syntax, and structure.
7-6 (112-119 – A-/A): These scores are for essays that are somewhat similar to but not as strong as the 9-8 essay.
These essays demonstrate the writer’s ability to express ideas clearly but with less maturity and control than the top
papers and sometimes with minor flaws in interpretation or writing. Thesis adequately characterizes a position
supported by appropriate textual evidence. The 7 essays provide a more complete analysis or demonstrate a more
mature prose style.
5 (104-111 – B/B+): This score is for those essays that demonstrate any or all of the following:
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An understanding of the question but not a full analysis, often with vague, superficial, limited answers
which reflect a simplistic approach and flaws in interpretation;
Little or inconsistent specific support from the text;
Writing that adequately conveys the writer’s thoughts but which is not as well conceived, organized, or
developed as the upper level papers;
Writing that lacks a stylistic maturity and may be mechanical or formulaic
4-3 (96-103 – C+/B-): This score is for essays that compound the weaknesses of the 5 essays, with the 3 essays
being less perceptive or less consistent in controlling the elements of writing, in any or all of the following areas:
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Weak control over the elements of good writing including diction, syntax, or structure;
Failure to demonstrate a complete understanding of the question or assignment;
Mostly plot summary with little analysis;
Incomplete response to the prompt;
Recurrent stylistic flaws; and
Lack of specific, persuasive evidence from the text for support.
2-1 (95 and below – C/D): These scores are for essays that fail to respond adequately to the question, wit the 1
essays being especially simplistic in their discussion or weak in their control of language. They may exhibit any or
all of the following:
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Distortion or misapplication of the work or assignment;
Serious problems in diction, syntax, or structure;
Mere summary of the plot;
Lack of clarity, organization, or supporting evidence; and
Such a brief answer that the student’s writing ability cannot be identified.