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Bless Me, Ultima
Theme Analysis Essay-Major Unit Assessment
ESSAY PROMPT:
After reading Rudolfo Anaya’s Bless Me, Ultima, what does the novel’s reader learn about
_______? (forgiveness, manhood, identity, family, religion, definitions of good, definitions of evil,
revenge, conformity, self-sacrifice, nature, God, questioning, etc.)
Determine what the theme of the novel is and how you know it is a theme.
Pick one of the following to demonstrate how you know the theme exists:
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Foil characters (characters that compare or contrast)
The juxtaposition of contrasting events, settings, beliefs, lifestyles
The role of a violent scene or violent scenes
Moments of magical realism
The use of dreams
Literary devices such as symbolism, imagery, and/or allusion
The use of a single pivotal moment that leads to the psychological or moral development of
Antonio, the protagonist of a bildungsroman.
Write a multi-paragraph theme analysis essay, crafting an original, perceptive theme statement about
the novel using a topic/motif you have identified. Support your theme statement with a minimum of
three body paragraphs. Each body paragraph will include a topic sentence (POINT), carefully chosen,
complex text from throughout the whole novel. (EVIDENCE), thorough explanations about how the text
evidence relates to your topic sentence or point (EXPLAIN), and a thorough explanation about how your
evidence relates back to the essay’s theme statement (LINK).
YOUR ESSAY PROCESS POINTS
 All note-taking done during the novel’s reading (post-it notes and presentation listening notes)
 Brainstorming
 Outlining Graphic Organizer
 Peer Evaluations
 Evidence of self-evaluations and revising/editing
 Sharing google documents and submitting to turnitin.com by deadline
YOUR ESSAY WILL BE GRADED USING THE SCORING GUIDE IN THIS HANDOUT.
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Five Paragraph Essay Literary Analysis Essay Graphic Organizer Outline Template
I.
Introduction:
A. Catchy Hook:
B. Background information (Author, title, brief summary of plot, setting, character conflict info needed for your essay)
C. Thesis that contains theme statement and how you know:
II.
Body Paragraph #1: Topic sentence or point of paragraph
Supporting Evidence:
Evidence
Explanation
Link to theme
Evidence
Explanation
Link to theme
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III.
Body Paragraph #2: Topic sentence or point of paragraph
Supporting Evidence:
Evidence
Explanation
Link to theme
Evidence
Explanation
Link to theme
IV. Body Paragraph #3: Topic sentence or point of paragraph
Supporting Evidence:
Evidence
Explanation
Link to theme
Evidence
Explanation
Link to theme
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V.
Conclusion
Thesis with theme statement restated differently than in introduction
Summary and/ or significance of theme to life
Memorable last line
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Literary Analysis Pre-AP Scoring Guide
1)
Ideas:
9-8
Significant and
insightful
understanding of the
text, its style, and
the essay question
I can perceptively
and insightfully
determine an ironic
meaning or theme
based on its
development over
the course of the
text.
2)
I can determine a
meaning or theme
with some insight
based on details
pulled from the
entire text.
5
Completes the task and
shows an
understanding of the
question but does so
on a superficial level;
states the obvious.
I can accurately
determine an obvious
meaning or theme
based on the majority
of the text.
4-3
Misses important ideas in the
text and/or summarizes or
paraphrases the text’s ideas
2-1
Minimal understanding of the
topic or the text, resulting in
frequent misinterpretations
I can determine a general or
obvious meaning or theme of
a text based on part of the
text.
I do not determine a clear
meaning or theme of a text
OR
OR
I may accurately summarize
the passage’s meaning or
theme instead of interpreting
a meaning or theme.
I provide a meaning or theme
that shows that I did not
understand or read the text.
Development A:
9-8
Evidence is strong,
persuasive, and
abundant.
Quotes and details
demonstrate
attention to more
difficult or less
obvious parts of text
3)
7-6
Completes the task
of the essay; some
insights; less clarity
and precision than a
9-8
7-6
Evidence is mostly
persuasive and
abundant.
Quotes and details
occasionally
demonstrate
attention to more
difficult or less
obvious parts of text
5
Evidence lacks depth.
Quotes and details
demonstrate attention
to easier or more
obvious parts of text.
4-3
Evidence used lacks clarity
and/or accuracy or is not used
well to develop assertions.
Quotes and details
demonstrate attention to
easier or more obvious parts
of text and a superficial
reading, perhaps reading out
of context.
2-1
Little evidence is provided.
Quotes and details are minimal
and demonstrate little reading
of the text.
Development B:
9-8
All evidence from the
text is followed by the
writer’s clear
explanations relating
quotes/details to the
thesis and showing the
relationship of chosen
details/quotes to one
another.
7-6
Most evidence from
the text is followed
by the writer’s clear
explanations relating
quotes/details to the
thesis.
5
Some evidence from the
text is followed by the
writer’s explanations
sometimes relating
quotes/details to the thesis.
4-3
Some evidence from the text
is followed by the writer’s
explanations, but the
explanations are unclear or
do not relate back to the
thesis.
2-1
Evidence has little writer
explanation following it.
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4)
Organization:
9-8
Sound, organic
organization growing
from the writer’s
purpose with thematic
and topical transitional
phrases.
5)
7-6
Sound organization
with thematic and
topical transitional
phrases.
5
Adequate and clear
organization with
predictable transition
words and phrases.
4-3
Somewhat clear organization
with predictable transition
words and phrases; reader
may be lost in some parts.
2-1
Unclear organization; little
to no transitional phrases or
words
5
Adequate diction and
syntax. Grammatical and
formatting errors impede
understanding in a few
parts.
4-3
Inconsistent control of
diction and syntax.
Grammatical and formatting
errors may impede
understanding.
2-1
Diction is inaccurate, and
syntax is simplistic.
Grammatical and formatting
errors impede
understanding.
Style and Correctness:
9-8
Articulate diction and
syntactic variety for
effect. Free of
formatting and
grammatical error.
7-6
Accurately used
diction and syntax;
lacks sophistication of
9-8. Few grammatical
and formatting errors
but do not impede
understanding.
AP Literary Analysis Scoring Scale
8-9=Significant understanding; well-developed; organized; stylistically mature 9=100-97%
8=96-90%
6-7=some insights; not as precise or developed as 8-9; generally well-written with some lapses in structure, sentence structure, or word choice
7=89-86%
6=85-80%
5= adequate understanding of question but obvious or literal; writing may be formulaic or underdeveloped in parts; acceptable writing style but
fairly simple
5=79-75%
3-4=relies on paraphrase or summary rather than complex interpretation; may demonstrate misunderstandings; underdeveloped in most parts of
the essay; may miss parts of the text; grammar mistakes may impede understanding
4=74-70%
3=69-60%
1-2=incomplete response and interpretation; little understanding of the topic; does not address question or assignment accurately
2=59-50%
Comments and writing goal:
1=49% and below
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TIPS FOR WRITING ABOUT LITERATURE
In most forms of literary response, you should:
-Make sure the novel’s title and author’s full name appear in the introduction or thesis statement.
-Identify the author by last name (e.g. Alexie) after first using his/her full name (e.g., Sherman Alexie)
-Cite page numbers within the sentences, “On page 170, Junior realizes…” OR cite pages numbers
at the end of the sentence “Junior realizes his own strengths…” (170).
-Use the present tense – not past tense- verbs. (Alexie illustrates NOT Alexie illustrated. Mariam is
NOT Mariam was.)
-Use active not passive verbs. (Alexie illustrates the theme. NOT The theme was illustrated by
Alexie.)
-Refer to “the narrator,” “the author,” “the character,” or “the speaker,” instead of using pronouns (e.g.,
he, she, I).
-Never use “you” in this essay.
-Avoid beginning sentences with “I think,” “I believe,” or “I feel.” Such verbs undermine the effect of
your argument; after all, we know already this is what you think, how you feel—otherwise, you
wouldn’t be writing it.
-Avoid speculation about scenarios or motivations; anchor your analysis in what the text says, what
really happens, or what you know.
-Focus on the text you are trying to understand and preparing to discuss; do not write about the
author’s life unless asked to do so.
-Avoid praise and the other forms of compliment. Tell your reader what the text means and why
certain details are important, not how great you think the author is. Consider the difference between
these two brief examples:
-Sherman Alexie is a wonderful author who uses language in so many great ways to describe
his family.
-Alexie uses informal language familiar to any teenager to describe the diverse relationships
he has with numerous people on the reservation.
-Use appropriate verbs when writing a critical analysis of an author or a work of literature. Examples
of these terms include:
Emphasizes
Provides
Reinforces
Illustrates
Expresses
Mirrors
Observes
Compares
Focuses
Clarifies
Parallels
Demonstrates
Develops
Organizes
Creates
Relates
Argues
Implies
Elucidates
Connotes
Defines
Exemplifies
Insinuates
Shows
Identifies
Suggests
Balances
Contrasts
Juxtaposes
Alludes to
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