Name ______________________________
Mrs. Edwards
Honors English, Period 2
21st October 2014
A Separate Peace by John Knowles and “The Scarlet Ibis” by James Hurst
Critical Lens Essay
Your Task: Write a critical lens essay using John Knowles’ novel, A Separate Peace and James Hurst’s
short story, “The Scarlet Ibis.”
“We weep for the end of innocence, the darkness of man’s heart, and the fall of the
honest man.”-William Golding (Abridged)
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Students will provide a valid interpretation of the critical lens that clearly establishes the criteria
for analysis
Students must indicate whether they agree or disagree with the critical lens statement as they have
interpreted it
Students must prove their opinion of the critical lens using specific and relevant information from
the literature
Students must incorporate appropriate literary devices and techniques (reference the Critical Lens
Handout)
Writing Outcomes:
• Organize ideas into well-developed RTL body paragraphs
• Formulate and maintain a controlling idea that establishes a critical stance and/or offers an
interpretation of the text based on the principle features of the genre
• Employ transitions within and among paragraphs that are suited to the writer’s topic, audience
and purpose
• Analyze, interpret, and synthesize carefully chosen textual evidence beyond a literal level and in
support of the controlling idea.
• Incorporate explications of the literary elements and techniques employed by the author and
explain their effect on the work as a whole
Critical Lens General Directions
Critical lens Essays provide a quote, which the student must connect to literature read.
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It consists of 6 paragraphs = Introduction, 4 body paragraphs, conclusion.
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Must discuss 2 pieces of literature and two literary terms.
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Students must know the correct titles of the literature and punctuate it correctly. All titles are
capitalized. Book titles are italicized and short stories are put in quotes
Introduction:
 Must be a minimum of 5 sentences
 Begins with the actual quote (This will be your Attention Grabber)
 Next sentence is the interpretation of the quote - what does it mean?
 CANNOT use I, you, we, me, my. Instead use they, readers, people
 Example: This quote means that people ...
 Is the quote true or not/mention the book titles you will use. This quote is true in the literary
pieces ________ and __________ because/since … / Readers think this quote is true in the
literary pieces ______ and ____ because/since
 Mention the literary terms that support the quote in the chosen books.
 Example: Conflict and setting support the quote. The author uses conflict and
setting to show how this quote is true.
Body Paragraphs [Four: one lit term per two paragraphs]:
 Must be a minimum of 8 sentences
 Must follow the RTL Body Paragraph format
 Topic Sentence, Evidence, Analysis, Analysis, Evidence, Analysis, Analysis, and
Concluding Sentence (that links to the next paragraph)
 Restate the interpretation of the quote
 Name the pieces of literature
 Define the literary term used
 Use specific examples from the literature to back up the quote, applying the lit term to both
literary pieces
 Connect the book back to the interpretation
Conclusion
 Maximum of 6 sentences
 Is the opposite order from the introduction; Do NOT use exact wording
 End with the quote
Formatting and Mechanics
• Your paper should follow the MLA format, use the Times New Roman font (no larger than 12pt) and
include a Works Cited page.
• Use the present tense to describe the events in the literary pieces.
• Do not use any form of the verb “to get,” contractions, or words from the Thou Shall Never Use in My
Essay Writing List (which will be explained in class and available on the website).
• Excluding quotes, you may include no more than three dead verbs per paragraph.
• One point will be subtracted from the final draft for each forbidden word, misspelled
• Double space the entire paper without exception from your name all the way to the end of your Works
Cited.
• Neither your thesis nor your topic sentences may contain any dead verbs: to have (have has, had), to be
(am, are, is, was, were, been, being, be), to get (get, gets, got, gotten, getting), to do (do, doing, does,
did)
• Excluding quotes, you may include no more than three dead verbs per paragraph.
• One point will be subtracted from the final draft for each forbidden word, misspelled word, or other
grammar errors.
Grading
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Please see the attached rubric and commentary sheet for the grading of this project.
• Rough Draft and Peer Review - 25 points
• Final Draft with rough draft stapled to it – 100 points total (50 points for content; 50 points for
grammar)
Due Dates
• Remember, all essays must be submitted to turnitin.com as well as a hard copy must be brought to
class the day a draft (both rough and final) are due.
• Turnitin.com Rough Draft - due 6 November 2014 by 10:00 p.m.
• Hardcopy Rough Draft and Peer Review – due 7 November 2014
• Turnitin.com Final Draft - due 13 November 2014 by 10:00 p.m.
• Hardcopy Final Draft – due 14 November 2014
* If you would like Mrs. Edwards to review your rough draft, please make an appointment to see her at
break, lunch or after school before Wednesday, 13 November 2014.
Response-to-Literature Essay – Rubric
“A” Paper – Brilliant/Excellent (90-100)
Title is unexpectedly delightful and fully grabs reader’s attention
Thesis fully answers essay prompt with unique, bold, and arguable insight
Each body paragraph’s topic sentence sets a clear, powerful path in developing the thesis
Concrete details are insightful, unexpected choices and smoothly embedded into the body paragraph
Commentary shows depth of thought and presents unique, interesting insight
Powerful vocabulary with no repetition of key words or phrases; always fresh and interesting
Excellent sentence flow and variety of sentence structures
Skillful use of transitions to help create a unified, cohesive piece of writing
M.L.A. citations are correctly formatted and skillfully embedded so the resource information is seamless
A lively, interesting writer’s voice comes through to the audience
“B” Paper – Good/Above Average (80-89)
Title is appropriate to the topic, but lacks great inspiration
Thesis fully answers essay prompt, but lacks the power of the “A” level thesis
Each body paragraph’s topic sentence logically supports the thesis, but doesn’t add more power
Concrete details are appropriate, but rather obvious choices; they are appropriately placed in the body paragraph
Commentary is generally good analysis, but a bit obvious at times; sometimes, you don’t dig deep enough
Good vocabulary that clearly, but not always powerfully, expresses your ideas; you don’t repeat words or phrases
Smooth sentence flow and occasionally effective sentence variety
Correct use of transitions for unity and cohesiveness
M.L.A. citations are correctly formatted and embedded
The writer’s voice comes through to the audience, but the passion falls flat at times
“C” Paper – Okay/Average (70-79)
Title is flat or predictable
Thesis answers essay prompt, but is tired, clichéd, or too safe/bland
Each body paragraph’s topic sentence supports the thesis, but construction is mechanical
Concrete details are present, but blatantly obvious choices; you need to more smoothly embed the material
Commentary is too obvious, superficial, simplistic, or repetitive; you don’t take your ideas very far
Average, simple vocabulary or overly flowery language that blocks meaning at times
Sentence flow is choppy at times; limited sentence variety
Limited use of transitions; at times, an inappropriate transition is used or is missing altogether
M.L.A. citations are correctly formatted for the most part, but embedding is clunky/not always handled well
The writer’s voice is flat, too formal, or rigid. Where’s the passion in your voice?
“D” Paper – Demonstrates Problems/Below Average (60-69)
Title is just a restatement of the title of the work being discussed or just a label
Thesis does not fully answer the essay prompt; you seem to be struggling with your thoughts
Each body paragraph’s topic sentence doesn’t clearly connect to the thesis and/or includes too much plot summary
Concrete details are inaccurate or not connected to the topic sentence; embedding of material is clunky
Commentary is weak, veers off-topic, or relies too heavily on plot summary
Flat, below grade-level vocabulary and/or inappropriate diction
Flow is mostly choppy and erratic; little or no sentence variety
Little or no use of transitions
M.L.A. citations are not correctly formatted or embedded
No writer’s voice is present. The words are lifeless or robotic.
“F” Paper – Far Below Average (0-59)
Is incomplete, incoherent, undeveloped, or does not meet the requirements of the assignment
Content:
out of 50 possible pts.
Grammar:
out of 50 possible pts.