Critical Analytical Essay #1
Strategies for Developing the Topic, the Text, and Your Ideas
1. Work the topic:
 Circle key words; then, make a list of synonyms or related ideas
 Turn the statement into a question (include text and author)
2. Brainstorm & Generate Ideas:

Make some questions that probe the key aspects of the topic in general and in relation to the text; use openended questions and create possible answers, eg. Discuss the ideas developed by the text creator about the
ways in which individuals attempt to reconcile the desire to act independently with the need for security.
Ask questions about the topic:

What experiences sway individuals into having a desire for independence?

Is it an inherent desire that all people experience?

What role do parents and parental expectation play in feeding the desire for independence or the need for
security?

Does security mean financial security? Emotional security? Belonging to a group?

Is it true that independence is a desire and security is a need (as the topic suggests)?
Next, use questions to develop your interpretation of the topic in relation to the text.

How is independence portrayed in the text?

How is security portrayed in the text?

How might one address the conflict between the two, “the attempt to reconcile”?

What is required of the character to feel independent?

What is required of the character to feel secure?

Does the character’s desire for independence change throughout the short story? How does it change?

Does the need for security change throughout the short story? How does it change?
When making jot notes in relation to the topic and your questions, consider the following:
a. Context: What is the context of the text?
b. Character: Which character best relates to the topic? Why? What are the character’s thoughts,
actions? Fears? Beliefs? Do the character’s beliefs change? How? Is there a catalyst that causes the
character to act in a certain way? How do minor characters affect the protagonist?
c. Conflicts: What are the internal and external forces: moral, ethical, emotional, physical and contextual?
What is the outcome/resolution to these conflicts or forces?
d. Literary Device: are there any dominant literary devices that help us to understand the character, i.e.,
what is the function of the device? eg. Symbolism (an outward sign of an interior condition), motif
(purposeful recurrent pattern of some element).
e. Specific Details/Significant Scenes: Which specific details/significant scenes from the text BEST support
an answer to the topic? What can be paraphrased and what MUST be in the form of quotations?
f.
Big Picture: What are you saying about the topic? What is the author saying about the topic? Your essay
must weave the two together.

Patterns, Connections & Ideas:

Look for patterns in the answers to the open-ended questions and jot notes

See if there are patterns/connections/ideas that can lead to a debatable claim.

Is there a possible motif or hook that you can establish that can be a part of a unifying affect based on the
patterns/connections/Ideas?

Potential Outline:

Decide upon which details you are going to use and in what order they would be most effective (a loose outline)

Create a Working Thesis Statement:

Create a working thesis statement that may be supported by the details you are considering and the
patterns/connections you have discovered.

Ensure that it can pass the “So What” test.

Significant Passages:

Record specific passages that will support the topic and your thesis.
English Language Arts 10-1/20-1/30-1
THOUGHT AND UNDERSTANDING (X1.5)
Critical/Analytical Response to Literary Texts
SUPPORTING EVIDENCE (X1.5)
FORM AND STRUCTURE (X1)
Scoring Categories and Criteria
MATTERS OF CHOICE (X1)
 Address the whole prompt carefully  You don’t have to use quotations, but if  Create a title for your essay; don’t
 After you have used the author’s full
TUTORIAL
you do, keep them short and embedded
just use the topic or the literature.
name once, you may refer to him/her
SUGGESTIONS  Think deeply and bring something
new to the discussion.
with your idea- sentence.
Begin your body paragraphs with a
by last name, never first.
 Use specific ideas.
Be specific – everything isn’t important
topic sentence to give individual
Avoid judgmental statements.
 Start your essay with a strong
to your argument.
purpose to each paragraph.
Don’t use slang or conversational
idea so you have a lot to talk
You do have to use exact moments
Stay consistent with the idea
language. This is a mature essay.
about.
from the text, significant moments of
presented in your introduction.
Avoid using I/you. Lift your ideas to a
change or realization.
Don’t wait until the conclusion to tie
universal commentary on human
 Emphasize author’s purpose and
Craft bridges between your ideas and
everything together. Do this
nature by using people.
author’s choices.
your evidence. Tell your reader what
throughout.
Use varied sentence openings.
 Give your ideas enough time on
your evidence is proving.
Use transitions.
Use varied sentence structure.
stage – two-thirds of your
Add more/more significant supporting
Make connections between your
Use varied diction.
paragraphs should be discussion.
materials in order to be more
thoughts.
Use present, active tense (e.g., Romeo
 Ask yourself “so what” after
persuasive.
End all paragraphs by summing up
loves Juliet, not Romeo loved Juliet).
each use of evidence.
Lead: Context precedes proof/evidence.
and linking explicitly to your thesis.
Avoid unnecessary words; use direct
 Avoid Plot Summary!
S=set the scene / E=evidence /
Consider using a motif to unify ideas.
verbs (is impacting = impacts)
Use words from the topic throughout.
A=analysis
Strengthen the conclusion
Add passion to your voice.

Excellent
E/5
Proficient
PF/4
Satisfactory
S/3
Limited
L/2
Poor
P/1
Insufficient
INS
point

context
+
proof

discussion
MATTERS OF CORRECTNESS (X1)
 This category carries a “degree of
difficulty” clause.
It is essential that you spell names,
titles, and topic words correctly.
Don’t misspell a word given to you
in the topic.
Leave yourself enough time to
proofread, edit, & run spell- check.
Watch for comma-splices, run-on
sentences, or sentence fragments.
Apostrophes are for possession or
contractions; never for plurals.
Write in plural for easy gender
agreement (e.g., the author tells his
or her story  the authors tell their
stories).
Maintain consistent verb tenses.

Ideas are insightful and carefully
considered, demonstrating a
comprehension of subtle distinctions in
the literary text(s) and the topic.
Literary interpretations are perceptive
and illuminating.
Support is precise and astutely chosen
to reinforce the student’s ideas in a
convincing way. A valid connection to
the student’s ideas is efficiently
maintained.
A judicious arrangement of ideas and
details contributes to a fluent discussion
that is developed skillfully. The unifying
effect or controlling idea is effectively
sustained and integrated.
Diction is precise. Syntactic structures are
effective and sometimes polished.
Stylistic choices contribute to the creation
of a skillful composition with a
convincing voice.
This writing demonstrates confidence
in control of correct sentence
construction, usage, grammar, and
mechanics. The relative absence of
error is impressive considering the
complexity of the response and the
circumstances.
Ideas are thoughtful and considered,
demonstrating a competent
comprehension of the literary text(s) and
the topic. Literary interpretations are
revealing and sensible.
Support is specific and well-chosen to
reinforce the student’s ideas in a
persuasive way. A sound connection to
the student’s ideas is capably
maintained.
A purposeful arrangement of ideas and
details contributes to a controlled
discussion that is developed capably. The
unifying effect or controlling idea is
coherently sustained and presented.
Diction is specific. Syntactic structures
are generally effective. Stylistic choices
contribute to the creation of a considered
composition with a capable voice.
This writing demonstrates competence
in control of correct sentence
construction, usage, grammar, and
mechanics. Minor errors in complex
language structures are understandable
considering the circumstances.
Ideas are relevant and straightforward,
demonstrating a generalized
comprehension of the literary text(s) and
the topic. Literary interpretations are
general but plausible.
Support is general, adequate, and
appropriately chosen to reinforce the
student’s ideas in an acceptable way,
but occasionally may lack
persuasiveness. A reasonable
connection to the student’s ideas is
suitably maintained.
A straightforward arrangement of ideas
and details provides direction for the
discussion that is developed appropriately.
The unifying effect or controlling idea is
presented and maintained generally;
however, coherence may falter.
Diction is adequate. Syntactic structures
are straightforward, but attempts at
complex structures may be awkward.
Stylistic choices contribute to the creation
of a conventional composition with an
appropriate voice.
This writing demonstrates control of
the basics of correct sentence
construction, usage, grammar, and
mechanics. There may be occasional
lapses in control and minor errors.
However, the communication remains
clear.
Ideas are superficial or oversimplified,
demonstrating a weak comprehension of
the literary text(s) and the topic. Literary
interpretations are incomplete and/or
literal.
Support is inadequate, inaccurate,
largely a restatement of what was read,
and/or inappropriately chosen to
reinforce the student’s ideas and thus
lacks persuasiveness. A weak
connection to the student’s ideas is
maintained.
A discernible but ineffectual arrangement
of ideas and details provides some
direction for the discussion that is
underdeveloped. A unifying effect or
controlling idea is inconsistently
maintained.
Diction is imprecise and/or inappropriate.
Syntactic structures are frequently
awkward and/or ambiguous. Inadequate
language choices contribute to the
creation of a vague composition with an
undiscerning voice.
This writing demonstrates faltering
control of correct sentence
construction, usage, grammar, and
mechanics. The range of errors blurs
the clarity of communication.
Ideas are largely absent or irrelevant
and/or do not develop the topic. Little
comprehension of the literary text(s) is
demonstrated
Support is irrelevant, overgeneralized,
lacks validity, and/or is absent. Little or
no connection to the student’s ideas is
evident.
A haphazard arrangement of ideas and
details provides little or no direction for
the discussion, and development is lacking
or obscure. A unifying effect or
controlling idea is absent.
Diction is overgeneralized and/or inaccurate.
Syntactic structures are uncontrolled and/or
unintelligible. A lack of language choices
contributes to the creation of a confused
composition with an ineffective voice.
This writing demonstrates lack of
control of correct sentence
construction, usage, grammar, and
mechanics. Jarring errors impair
communication.
• the student has written so little that it is not possible to assess Thought and
Understanding and/or Supporting Evidence OR
• no reference has been made to literature studied OR
• the only literary reference present is to the texts on the examination OR
• the marker can discern no evidence of an attempt to address the t ask presented in
the assignment
/30
Topic One for Cellist of Sarajevo
Discuss the idea(s) developed by text creator in your chosen text about an individual’s capacity for selfsacrifice in the face of compelling circumstances.
Brainstorm
Symbols
Working Thesis Statement:
Imagery
Possible Hook
Significant Passages, Brief Explanations, & Page Numbers (for reference):
1.
2.
3.
4.
5.
6.
7.
8.
9.
Topic #2 for Cellist of Sarajevo
Discuss the idea(s) developed by the text creator in your chosen text about how acts of courage develop and nurture
personal integrity.
Brainstorm
Symbols
Working Thesis Statement:
Imagery
Possible Hook
Significant Passages, Brief Explanations, & Page Numbers (for reference):
1.
2.
3.
4.
5.
6.
7.
8.
9.