Introduction
• Organization / Paragraphing:
introduction or conclusion is missing
• Thesis:
is missing
is confusing or convoluted
does not answer question asked
is too simplistic, demonstrates lack of
insight
is not stated in the introduction
Introduction
• Organization / Paragraphing:
introduction or conclusion is missing
• Thesis:
is missing
is confusing or convoluted
does not answer question asked
is too simplistic, demonstrates lack of
insight
is not stated in the introduction
Introduction
• Organization / Paragraphing:
introduction or conclusion is missing
• Thesis:
is missing
is confusing or convoluted
does not answer question asked
is too simplistic, demonstrates lack of
insight
is not stated in the introduction
Highlight /
Underline
your thesis..
Introduction
• Organization / Paragraphing:
introduction or conclusion is missing
• Thesis:
is missing
is confusing or convoluted
does not answer question asked
is too simplistic, demonstrates lack of
insight
is not stated in the introduction
Highlight /
Underline
your thesis..
Introduction
• Organization / Paragraphing:
introduction or conclusion is missing
• Thesis:
is missing
is confusing or convoluted
does not answer question asked
is too simplistic, demonstrates lack of
insight
is not stated in the introduction
Highlight /
Underline
your thesis..
Introduction
• Organization / Paragraphing:
introduction or conclusion is missing
• Thesis:
is missing
is confusing or convoluted
does not answer question asked
is too simplistic, demonstrates lack of
insight
is not stated in the introduction
Highlight /
Underline
your thesis..
A. Loneliness is a theme in the novel. In fact,
“Soledad” (the story’s setting) means
loneliness in Spanish. Explain how this
theme is developed throughout the novel.
 Steinbeck develops the theme of
loneliness throughout the novel.
A. Loneliness is a theme in the novel. In fact,
“Soledad” (the story’s setting) means
loneliness in Spanish. Explain how this
theme is developed throughout the novel.
 Steinbeck develops the theme of
loneliness throughout the novel.
How does an author
develop a theme?
A. Loneliness is a theme in the novel. In fact,
“Soledad” (the story’s setting) means
loneliness in Spanish. Explain how this
theme is developed throughout the novel.
 Steinbeck develops the theme of
loneliness throughout the novel.
How does an author
develop a theme?
B. Steinbeck uses violence throughout the novel
to relate to George and Lennie. Discuss the
importance of the violence as a necessity in
illustrating the theme of the novel.
 Steinbeck uses violence in relation to George
and Lennie to illustrate his theme.
B. Steinbeck uses violence throughout the novel
to relate to George and Lennie. Discuss the
importance of the violence as a necessity in
illustrating the theme of the novel.
What is the theme?
 Steinbeck uses violence in relation to George
and Lennie to illustrate his theme.
B. Steinbeck uses violence throughout the novel
to relate to George and Lennie. Discuss the
importance of the violence as a necessity in
illustrating the theme of the novel.
How is violence related to George and Lennie?
 Steinbeck uses violence in relation to George
and Lennie to illustrate his theme.
B. Steinbeck uses violence throughout the novel
to relate to George and Lennie. Discuss the
importance of the violence as a necessity in
illustrating the theme of the novel.
 Steinbeck uses violence in relation to George
and Lennie to illustrate his theme.
C.
Steinbeck’s story does not focus solely on the
negative emotions that the Depression suggests.
At certain points in the story, he writes about
events that give the characters hope. Chronicle
both the events and the emotions that the
characters have in trying to achieve their
dreams. What do you think Steinbeck is trying
to convey about the nature of a person’s
dreams?
 In Of Mice and Men, Steinbeck illustrates the
nature of a person’s dreams.
C.
Steinbeck’s story does not focus solely on the
negative emotions that the Depression suggests.
At certain points in the story, he writes about
events that give the characters hope. Chronicle
both the events and the emotions that the
characters have in trying to achieve their
dreams. What do you think Steinbeck is trying
to convey about the nature of a person’s
dreams?
 In Of Mice and Men, Steinbeck illustrates the
nature of a person’s dreams.
C.
Steinbeck’s story does not focus solely on the
negative emotions that the Depression suggests.
At certain points in the story, he writes about
events that give the characters hope. Chronicle
both the events and the emotions that the
characters have in trying to achieve their
dreams. What do you think Steinbeck is trying
to convey about the nature of a person’s
dreams?
 In Of Mice and Men, Steinbeck illustrates the
nature of a person’s dreams.
C.
Steinbeck’s story does not focus solely on the
negative emotions that the Depression suggests.
At certain points in the story, he writes about
events that give the characters hope. Chronicle
both the events and the emotions that the
characters have in trying to achieve their
dreams. What do you think Steinbeck is trying
to convey about the nature of a person’s
dreams?
What theme is this prompt implying?
 In Of Mice and Men, Steinbeck illustrates the
nature of a person’s dreams.
C.
Steinbeck’s story does not focus solely on the
negative emotions that the Depression suggests.
At certain points in the story, he writes about
events that give the characters hope. Chronicle
both the events and the emotions that the
characters have in trying to achieve their
dreams. What do you think Steinbeck is trying
to convey about the nature of a person’s
dreams?
What theme is this prompt implying?
 In Of Mice and Men, Steinbeck illustrates the
nature of a person’s dreams.
D. Explain Steinbeck’s purpose in including women
and African-Americans in the novel. What
functions do these characters serve?
 Steinbeck reveals his theme by including
women and African-Americans.
D. Explain Steinbeck’s purpose in including women
and African-Americans in the novel. What
functions do these characters serve?
 Steinbeck reveals his theme by including
women and African-Americans.
D. Explain Steinbeck’s purpose in including women
and African-Americans in the novel. What
functions do these characters serve?
 Steinbeck reveals his theme by including
women and African-Americans.
D. Explain Steinbeck’s purpose in including women
and African-Americans in the novel. What
functions do these characters serve?
 Steinbeck uses women and African-American
to explore the experiences of outcasts.
common problem – okay, but not very insightful
In your thesis (and your overall essay), you can
achieve better insight by being more specific.
D. Explain Steinbeck’s purpose in including women
and African-Americans in the novel. What
functions do these characters serve?
 Steinbeck uses women and African-American
to explore the experiences of outcasts.
common problem – okay, but not very insightful
In your thesis (and your overall essay), you can
achieve better insight by being more specific.
D. Explain Steinbeck’s purpose in including women
and African-Americans in the novel. What
functions do these characters serve?
 Steinbeck uses women and African-American
to explore the experiences of outcasts.
Be specific about “the experiences of outcasts”.
 What kinds of experiences? Be descriptive.
 causes/effects of being an outcast
 similarities/differences among outcasts
 interactions between outcasts, between outcasts and
those who are more accepted in society
The Body
• Organization / Paragraphing:
Some paragraphs are missing
clear topic sentences.
Each paragraph does not have a
clearly separate idea from all the
other paragraphs.
Paragraphs do not all fit together
neatly to support the thesis.
Chosen order of paragraphs does
not show any purpose and/or
paragraphs do not transition
smoothly from one idea to
another.
Highlight /
Underline
the TS of
each of your
body
paragraphs.
The Body
• Organization / Paragraphing:
Some paragraphs are missing
clear topic sentences.
Each paragraph does not have a
clearly separate idea from all the
other paragraphs.
Paragraphs do not all fit together
neatly to support the thesis.
Chosen order of paragraphs does
not show any purpose and/or
paragraphs do not transition
smoothly from one idea to
another.
Highlight /
Underline
the TS of
each of your
body
paragraphs.
The Body
• Organization / Paragraphing:
Some paragraphs are missing
clear topic sentences.
Each paragraph does not have a
clearly separate idea from all the
other paragraphs.
Paragraphs do not all fit together
neatly to support the thesis.
Chosen order of paragraphs does
not show any purpose and/or
paragraphs do not transition
smoothly from one idea to
another.
Highlight /
Underline
the TS of
each of your
body
paragraphs.
The Body
• Organization / Paragraphing:
Some paragraphs are missing
clear topic sentences.
Each paragraph does not have a
clearly separate idea from all the
other paragraphs.
Paragraphs do not all fit together
neatly to support the thesis.
Chosen order of paragraphs does
not show any purpose and/or
paragraphs do not transition
smoothly from one idea to
another.
Highlight /
Underline
the TS of
each of your
body
paragraphs.
The Body
• Organization / Paragraphing:
Some paragraphs are missing
clear topic sentences.
Each paragraph does not have a
clearly separate idea from all the
other paragraphs.
Paragraphs do not all fit together
neatly to support the thesis.
Chosen order of paragraphs does
not show any purpose and/or
paragraphs do not transition
smoothly from one idea to
another.
Highlight /
Underline
the TS of
each of your
body
paragraphs.
The Body
• Sentences:
lack purpose,
contain
irrelevant
information
are not clearly
connected to
previous ideas
(building on TS)
• Start with your 1st body paragraph.
After the topic sentence, label each
successive sentence as having one
of the following purposes:
A. providing textual evidence to
support TS
B. developing evidence –
answering the “SO WHAT?”, of
why the evidence is relevant
to your TS and/or the
argument you are making in
this paragraph
C. providing context – relevant
plot summary necessary for
understanding the evidence or
your paragraph’s general
argument
Textual Evidence
• Evidence:
 is insufficient
 is too general, lacks specificity
 is not well-chosen, demonstrates lack
of insight
 no use of short, selective quotes
integrated into sentences
• Development of evidence:
 is absent, leaving the reader to do the
work of making connections between
the evidence and the argument
 is limited/confusing/unclear, needs
further explanation
 is obvious, demonstrates lack of insight
Highlight /
Underline
all your
evidence.
Textual Evidence
• Evidence:
 is insufficient
 is too general, lacks specificity
 is not well-chosen, demonstrates lack
of insight
 no use of short, selective quotes
integrated into sentences
• Development of evidence:
 is absent, leaving the reader to do the
work of making connections between
the evidence and the argument
 is limited/confusing/unclear, needs
further explanation
 is obvious, demonstrates lack of insight
Highlight /
Underline
all your
evidence.
Textual Evidence
• Evidence:
 is insufficient
 is too general, lacks specificity
 is not well-chosen, demonstrates lack
of insight
 no use of short, selective quotes
integrated into sentences
• Development of evidence:
 is absent, leaving the reader to do the
work of making connections between
the evidence and the argument
 is limited/confusing/unclear, needs
further explanation
 is obvious, demonstrates lack of insight
Highlight /
Underline
all your
evidence.
Textual Evidence
• Evidence:
 is insufficient
 is too general, lacks specificity
 is not well-chosen, demonstrates lack
of insight
 no use of short, selective quotes
integrated into sentences
• Development of evidence:
 is absent, leaving the reader to do the
work of making connections between
the evidence and the argument
 is limited/confusing/unclear, needs
further explanation
 is obvious, demonstrates lack of insight
Highlight /
Underline
all your
evidence.
Textual Evidence
• Evidence:
 is insufficient
 is too general, lacks specificity
 is not well-chosen, demonstrates lack
of insight
 no use of short, selective quotes
integrated into sentences
• Development of evidence:
 is absent, leaving the reader to do the
work of making connections between
the evidence and the argument
 is limited/confusing/unclear, needs
further explanation
 is obvious, demonstrates lack of insight
Highlight /
Underline
all your
evidence.
Carlson’s words and actions are not as harsh or
abrupt as before, despite the fact that he is minutes
from committing an act that is quite harsh and
abrupt. Rather, now, Carlson demonstrates patience
for the dog’s age and ailments (the two crimes that
led to the dog’s death sentence) as he waits for the
dog to slowly rise and pulls “gently” on the leash
rather than yanking him in his last moments.
Carlson’s words and actions are not as harsh or
abrupt as before, despite the fact that he is minutes
from committing an act that is quite harsh and
abrupt. Rather, now, Carlson demonstrates patience
for the dog’s age and ailments (the two crimes that
led to the dog’s death sentence) as he waits for the
dog to slowly rise and pulls “gently” on the leash
rather than yanking him in his last moments.
Textual Evidence
• Evidence:
 is insufficient
 is too general, lacks specificity
 is not well-chosen, demonstrates lack
of insight
 no use of short, selective quotes
integrated into sentences
• Development of evidence:
 is absent, leaving the reader to do the
work of making connections between
the evidence and the argument
 is limited/confusing/unclear, needs
further explanation
 is obvious, demonstrates lack of insight
Highlight /
Underline
all your
evidence.
Textual Evidence
• Evidence:
 is insufficient
 is too general, lacks specificity
 is not well-chosen, demonstrates lack
of insight
 no use of short, selective quotes
integrated into sentences
• Development of evidence:
 is absent, leaving the reader to do the
work of making connections between
the evidence and the argument
 is limited/confusing/unclear, needs
further explanation
 is obvious, demonstrates lack of insight
Highlight /
Underline
all your
evidence.
The Conclusion
merely summarizes
does not provide a “SO WHAT?”
that leaves the reader feeling the
writer’s analysis was somehow
relevant
attempts a “SO WHAT?” but does
not achieve clear explanation or
lacks insight
Conclusions
can be brief:
2-3 sentences
is sufficient.
http://writingcenter.unc.edu/handouts/conclusions/
Just as your introduction acts as a bridge that
transports your readers from their own lives into
the “place” of your analysis, your conclusion can
provide a bridge to help your readers make the
transition back to their daily lives. Such a
conclusion will help them see why all your
analysis and information should matter to them
after they put the paper down.
Just as your introduction acts as a bridge that
transports your readers from their own lives into
the “place” of your analysis, your conclusion can
provide a bridge to help your readers make the
transition back to their daily lives. Such a
conclusion will help them see why all your
analysis and information should matter to them
after they put the paper down.