Z for Zachariah
Z for Zachariah is a literary studies book for middle school students. The novel is written in
first person diary format. The genre of the book includes action, drama, and a bit of romance.
The novel has a variety of many different themes for the readers to choose from. Reading the
novel, the readers get the feeling of the atmosphere, and setting of a dark, and gloomy place
where nearly everything has burned down. Z for Zachariah was written by Robert C.
O’brien.
Throughout the first person diary written format, the readers can see that the theme of
survival is shown through the everyday written diary of the main character Ann. As time
goes by, it gets harder and tougher for Ann to survive. Evidence is shown when “On the
other side of the ridge, even on the other side of Burden Hill, there are no leaves; everything
is dead” and “I have climbed the hills on all sides of this valley, and at the top I have climbed
a tree. When I look beyond, I see that all the trees are dead, and there is never a sign of
anything moving”. In my opinion, survival for Ann now is hard for Ann. The technique of
writing a diary format of first person relates to the theme of survival because reading the
main character’s diary, the readers see that it is hard for Ann to survive in an atmosphere
where everything is dead and it’s up to here for survival.
Z for Zachariah brings back a lot of memories, the times I have suffered reading this book.
Feeling annoyed, and confused, well that was the purpose of the author’s writing technique.
Getting the readers confused in the beginning of the novel was the author’s purpose. The
author has got the readers confused on purpose because he wanted the readers to read more
of the novel and figure out more about the theme as they read the novel. Confusion also
relates to Ann’s life. Ann is confused in her life. She doesn’t know what to do next. She
doesn’t know who the man is. She doesn’t know if she can trust him. This also relates to the
theme of the story. She is confused and she must cooperate with the stranger and survive.
Here you the readers can figure how the author’s technique of confusion relates to the theme
of Teamwork, Survival, and Trust.
The novel starts out where Ann is left alone after her family members has vanished.
Throughout the novel, the complicated relationship between a stranger, Mr. Loomis and Ann
builds up where the theme Survival and Teamwork is introduced. “I am afraid. Someone is
coming” is a quote from Chapter 1, page 1 from the novel talks introduces a new character
who is then Ann’s companion. Ann is now going to have to go competitive against him and
act smart to be able to survive. This man is a stranger she doesn’t know him at all. She can’t
trust him if she doesn’t know who he is. He has survived after the nuclear explosion. Later on
in the novel, he gets very badly sick and she is taking care of him every day and this is where
the theme of “teamwork” comes in.
Later on in Z for Zachariah, the final theme of Faith and Trust is present again. “Don’t go,”
he said, “don’t leave me. Don’t leave me here alone.”… “You have the valley. There was
bitterness in my voice. And suddenly, feeling near tears myself, I added, you didn’t even
thank me for taking care of you when you were sick. So my last words were childish”. After
all the complicated relationship, and conflict between Ann and Mr. Loomis, it comes to the
part where Ann can’t trust Mr. Loomis anymore after he has abused her and she has to look
for her own survival. The quote “Then suddenly his voice came clearly to me, and I realized
he was calling my name. There was something in his tone that made me stop and look back
up the hill. He was standing at the edge of the deadness. He was pointing to the West, and he
seemed to shout the same thing over and over. “Birds”, he said. “I saw birds… west of
here… circling. Then I forced myself to turn and walk away”. In my opinion, the theme of
“trust” and “Faith” was shown in the second quote in the paragraph after Mr. Loomis
directed Ann to the western region where he says there is source of life in the West and Ann
turns and walks west where she has faith in him.
Is Z for Zachariah a book that is deserved to be read by many people? Is it too inappropriate
for some due to the level, the theme, and the plot? Does it give us bad thoughts on the book
such as the world is ending, or an apocalypse? Well the Robert C O’Brien has kept the
readers of Z for Zachariah thinking for over the past many years on the theme and plot of the
story and giving the readers many thoughts and different type of themes.
I state that the final draft and all the wording in this essay is my own _______________.
Citation:
O'Brien, Robert C. Z for Zachariah. New York: Atheneum, 1975. Print.
"Z for Zachariah." Goodreads. N.p., n.d. Web. 03 Apr. 2014.
<http://www.goodreads.com/book/show/69477.Z_for_Zachariah>.
Hall, Sarah. "Survivor's Tale." The Guardian. Guardian News and Media, 01 Dec. 2007. Web.
03 Apr. 2014.
http://www.theguardian.com/books/2007/dec/01/featuresreviews.guardianreview16
"Z for Zachariah Summary." BookRags. BookRags, n.d. Web. 03 Apr. 2014.
<http://www.bookrags.com/Z_for_Zachariah/>.
"Z for Zachariah." Wikipedia. Wikimedia Foundation, 31 Mar. 2014. Web. 03 Apr. 2014.
<http://en.wikipedia.org/wiki/Z_for_Zachariah>.
"Z for Zachariah Quotes." BookRags. BookRags, n.d. Web. 03 Apr. 2014.
<http://www.bookrags.com/studyguide-z-for-zachariah/quotes.html>.
Quotations Cited:
“On the other side of the ridge, even on the other side of Burden Hill, there are no leaves;
everything is dead” (O’Brien 4)
“I have climbed the hills on all sides of this valley, and at the top I have climbed a tree. When I
look beyond, I see that all the trees are dead, and there is never a sign of anything moving”
(O’Brien 9)
“Then suddenly his voice came clearly to me, and I realized he was calling my name. There was
something in his tone that made me stop and look back up the hill. He was standing at the edge
of the deadness. He was pointing to the West, and he seemed to shout the same thing over and
over. “Birds”, he said. “I saw birds… west of here… circling. Then I forced myself to turn and
walk away”. (O’Brien 248)
“Don’t go,” he said, “don’t leave me. Don’t leave me here alone.”… “You have the valley. There
was bitterness in my voice. And suddenly, feeling near tears myself, I added, you didn’t even
thank me for taking care of you when you were sick. So my last words were childish” (O’Brien
247-248)
“I am afraid. Someone is coming” (O’Brien 1)
Grade 8 Language A – Literary Essay Task
Task: Write a literary essay in response to the novel you read. The focus for your essay should be what
you consider to be the most important theme of the novel.
Use the task specific clarifications and criteria below to guide your choices as you plan and write your
essay.
LEVEL
9/10
A: CONTENT
The student demonstrates a perceptive understanding
of the text, topic and the author’s choices, consistently
using illustrative detail, development and support.
Perceptive understandings will include a coherent
analysis of the theme, technique and characterization
in the novel.
In creative work, pieces reflect a lot of imagination and
sensitivity; the student employs literary and/or nonliterary features effectively that serve the context and
intention.
7/8
The student shows a sophisticated command of
relevant terminology, and uses it appropriately.
Terminology for this task might include theme,
characterization, point of view, narrative style, setting,
mood, tone, genre
The student demonstrates a good understanding of the
text, topic and the author’s choices, using substantial
detail, development and support.
Good understandings will include an analysis of the
theme, technique and characterization in the novel
with some connections and links made between them.
In creative work, pieces reflect imagination and
sensitivity; the student employs literary and/or nonliterary features that serve the context and intention.
Relevant terminology is used accurately and
appropriately.
5/6
The student demonstrates a sufficient understanding of
the text and topic, and an awareness of the author’s
choices, using adequate detail, development and
support.
In creative work, pieces reflect some imagination and
sensitivity; the student generally employs literary
and/or non-literary features that serve the context and
intention.
3/4
Terminology for this task might include theme,
characterization, point of view, narrative style, setting,
mood, tone, genre
Sufficient understandings will include an analysis of the
theme, technique and characterization in the novel but
will struggle to show how they are linked.
Terminology is usually accurate and appropriate.
Terminology for this task might include theme,
characterization, point of view, narrative style, setting,
mood, tone, genre
The student demonstrates limited understanding of the
text and topic, and sometimes shows an awareness of
the author’s choices, although detail, development
and/or support are insufficient.
The essay includes a limited analysis of the theme,
technique and characterization in the novel. There
might be too much description of the story/ plot
without interpretation.
In creative work, pieces show limited imagination or
sensitivity; the student attempts to employ literary
and/or non-literary features; these sometimes serve
the context and intention.
The use of terminology is sometimes accurate and
appropriate.
1/2
Terminology for this task might include theme,
characterization, point of view, narrative style, setting,
mood, tone, genre
The student demonstrates very limited understanding of the text and topic, and little or no awareness of the
author’s choices. There is little or no detail, development or support.
In creative work, pieces show very limited imagination or sensitivity; the student rarely employs literary features,
or employs literary and/or non- literary features that do not serve the context or intention.
The use of terminology is missing, inconsistent and/or incorrect.
LEVEL
9/10
B: ORGANISATION
The student consistently employs organisational
structures and language specific conventions that serve
the context and intention.
The student’s skillful use of topic sentences and
paragraphs help create an essay that builds towards a
clear conclusion.
The work is usually well-organized, clear and coherent
and the ideas being expressed build on each other.
Quotations and bibliography are used effectively.
The student employs critical apparatus correctly and
effectively.
7/8
The student frequently employs organisational
structures and language specific conventions that serve
the context and intention.
The student’s use of topic sentences and paragraphs
help create an essay that builds towards a conclusion.
Quotations and bibliography are used correctly.
The work is generally organized, clear and coherent
and the ideas being expressed sometimes build on
each other.
The student generally employs critical apparatus
correctly.
5/6
The student generally employs organisational
structures and/or language specific conventions that
serve the context and intention.
The student’s use of topic sentences and paragraphs
are generally well organized.
Quotations and bibliography are used.
The work shows basic organisation but lacks some
coherence.
The student employs critical apparatus with some
success.
3/4
The student attempts to employ organisational
structures and/or language specific conventions that
serve the context and intention.
The work shows some attempt at organisation, but is
generally disorganized, unclear and/or incoherent.
The student’s use of topic sentences and paragraphs
are not always clear.
An attempt has been made to use quotations and
bibliography.
The student attempts to employ critical apparatus.
1/2
The student rarely employs organisational structures and/or language specific conventions, or uses those that do
not serve the context and intention.
The work is generally disorganized, unclear and/or incoherent.
The student employs critical apparatus inappropriately or not at all.
LEVEL
9/10
C: STYLE & LANGUAGE
The student employs an appropriate and effective
range of vocabulary, idiom and sentence structure.
Grammar and syntax are accurate; very infrequent
errors do not hinder communication.
7/8
5/6
3/4
The student demonstrates excellent use of a register
and style that serve the context and intention.
Clear, coherent and appropriately varied relevant
vocabulary for an academic essay.
Punctuation and spelling/writing are accurate; very
infrequent errors do not hinder communication. In
oral/presentation work there is a high level of
competence in oratory technique.
The essay confidently uses a wide range of language
that supports the analysis of the novel.
The student employs a range of generally appropriate
vocabulary, idiom and sentence structure. Grammar
and syntax are mostly accurate; occasional errors
rarely hinder communication.
The student uses an appropriate register and style that
serve the context and intention.
Clear, coherent and relevant vocabulary for an
academic essay.
Punctuation and spelling/writing are largely correct;
occasional errors rarely hinder communication. In
oral/presentation work there is a good level of
competence in oratory technique.
The essay uses a range of language that supports the
analysis of the novel.
The student usually employs an appropriate and
somewhat varied range of vocabulary, idiom and
sentence structure. Grammar and syntax are usually
varied and correct; some errors may sometimes hinder
communication.
The student usually uses a register and style that serve
the context and intention.
Clear and appropriate vocabulary used for an academic
essay.
Punctuation and spelling/writing are largely correct,
but may contain some errors, which sometimes hinder
communication. In oral/presentation work there is
adequate competence in oratory technique.
The essay generally uses language that supports the
analysis of the novel.
The student employs a limited range of occasionally
appropriate vocabulary, idiom and sentence structure.
There are frequent errors and/or a lack of variety in
grammar and syntax, which hinder communication.
There is limited evidence of a register and style that
serve the context and intention.
The essay contains a limited range of vocabulary
Frequent technical errors hinder communication of the
ideas and analysis of the novel.
There are regular errors in punctuation and
spelling/writing, which hinder communication. In
oral/presentation work there is limited competence in
oratory technique..
1/2
The student employs a very limited range of appropriate vocabulary, idiom and sentence structure.
There are very frequent errors in grammar and syntax, which persistently hinder communication.
There is little or no evidence of a register and style that serve the context and intention.
There are very frequent errors in punctuation and spelling/writing, which persistently hinder communication. In
oral/presentation work there is little or no competence in oratory technique.
Teacher’s grade:
My Grade:
7, 6, 6
How did your group analysis work?
I thought one part my group did really well together was on the quotation part. Our group
worked really hard and helped each other do well because we all found a lot of quotes and parts
in the book which are crucial and really important in the analyzing part. It helped us in evidence.
How effectively did you plan and develop your essay?
Actually I thought that I did fine in my essay, because I made my organizer really neat and
organized so when I wrote my essay I knew exactly what to write. I started out with a graphic
organizer with what I was going to talk about in the paragraph, and then I had the topic sentence.
Next, I had the ending/conclusion.
What do you need to improve?
I thought I needed a lot of improvement on my writing skills. The main focus is on my topic
sentences. In other writings of mine, and also this essay, I thought I did really badly/poor on the
topic sentence and so I will need to work more on topic sentences.