THE POISONWOOD BIBLE
Return of the essays….
Writing today:
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Put your name on the top of the paper.
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Label the writing sections as directed.
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#1 – Write down something important that works in
the intro of the sample papers.
The prompt
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2009, Form B. Many works of literature deal with
political or social issues. Choose a novel or play that
focuses on a political or social issue. Then write an
essay in which you analyze how the author uses
literary elements to explore this issue and explain
how the issue contributes to the meaning of the work
as a whole. Do not merely summarize the plot.
Sample 1
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Barbara Kingsolver often brings up the subject of
repression in her novel The Poisonwood Bible. As she
weaves the tale of the Price family into the tearing
fabric of the Congo, Kingsolver uses symbolism and
contrast to comment on the source, cause, and
effects of repression .
Sample 2
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Reflection is a powerful antidote to clear away the biases of
the past, and such reflection is at the heart of Barbara
Kingsolver’s The Poisonwood Bible. There are many
messages Kingsolver has planted within the pages of her
novel, each one poised eagerly to enter the minds of
readers and perhaps even change them. However, the
message I found to be most prominent is the idea that
Western influences often have a dual nature when
confronting foreign, exotic nations, and that the
consequences of such meddling tend to be disastrous either
way . To aid in the development of this idea Kingsolver
deploys a variety of literary devices that reveal, on multiple
levels, the often insincere and devious dealings of the West.
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#2 – Write down something that works in the body
of sample 1.
 The
intro:
Barbara Kingsolver often brings up the subject of
repression in her novel The Poisonwood Bible. As she
weaves the tale of the Price family into the tearing
fabric of the Congo, Kingsolver uses symbolism and
contrast to comment on the source, cause, and effects of
repression .
See word document
#2 – Write down comments on the
close of sample 2.
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Intro:
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Reflection is a powerful antidote to clear away the biases of the past, and such reflection is at the
heart of Barbara Kingsolver’s The Poisonwood Bible. There are many messages Kingsolver has planted
within the pages of her novel, each one poised eagerly to enter the minds of readers and perhaps
even change them. However, the message I found to be most prominent is the idea that Western
influences often have a dual nature when confronting foreign, exotic nations, and that the consequences
of such meddling tend to be disastrous either way . To aid in the development of this idea Kingsolver
deploys a variety of literary devices that reveal, on multiple levels, the often insincere and devious
dealings of the West.
Body topic sentences:
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The first half of Western influence that Kingsolver explores is the ethnocentric and arrogant bias that
Westerners adopt while attempting to “help” less fortunate nations, in this case, Congo.
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The second half of Western influence Kingsolver discusses is the outright mistreatment of Africans by the
West. When they’re not failing at helping the Africans, the Westerners are conscripting them into the
diamond business or lopping off their hands.
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A strong topic sentence that goes to a main idea supporting the thesis.
Good transition. Smooth, with a strong idea guiding the discussion.
Conclusion:
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Without regard to the welfare of the people, the shadowy figures of the West plot in their darkened
rooms how the spoils of conquest will be divided, humanitarian concerns be damned. And it is through
her literary prowess that Kingsolver conveys her lament—the West is too blinded to help, and too
myopic to care. On the whole, Western influence on Africa has resulted in nothing but corruption and
misery, Kingsolver argues. Only time will tell if we can write a new tale.
It’s about what the author does!
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Try to focus on what the author does – how he or she crafts the work -- not
what the characters do or what happens in the story. Example:
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Leah’s views are shaped by her father, and later by Anatole.
True, but in an analysis essay, try something more like:
Kingsolver paints the character of Leah to move her from an idealist carrying
the Western and personal arrogance of her father into the Congo to an
earnest activist who becomes more influenced by the character of Anatole. The
author carefully crafts Anatole as a man with a broad range of experience
that exposes Leah to a native philosophy and a mature understanding that
comes to replace the dogma of her childhood. We understand Anatole’s
character best through the Leah’s descriptions, but Kingsolver does not rely
solely on Leah’s passion and admiration for him. Through the narrative voices
of Rachel and Adah, Kingsolver offers little to contradict his nobility and much
to confirm, thereby giving a holistic sense of his character.
General Comment and Suggestions
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I rarely correct mechanics. Occasionally I mark
something out of habit.
The titles of novels are underlined. Attention to
detail can boost your credibility in the eyes of the
readers, all English teachers who care about this
stuff. (Don’t ever use stuff in your essays, right? )
Rather than concentrating on the weaknesses of
your essay, concentrate on what you can do better
next time!!!
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The better essays had original ideas that went beyond or were
different from what we discussed in class. They demonstrated
evidence of deep thinking.
To get an A or high B, your essay would most likely have the
following attributes:
A connection to the macrocosm level to show your understanding of
why Kingsolver puts this family in the Congo.
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Kingsolver: “This book is a political allegory, in which the small incidents
of characters' lives shed light on larger events in our world.”
Use of textual quotes and/or textual examples to support argument.
A strong thesis that guides the paper.
All the attributes on the rubric for a top level essay (8 or 9)
Revision/Reflection
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Reread your own essay and write a reflection on
your performance on this essay:
 Think
about your experience of writing the in-class
essay. Examine how you acted in this situation of writing
this particular timed essay. Think about your own
observations about your learning and performance
behaviors prior to writing and during writing. Write to
learn from the experience.
Students who scored a 5 or below
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Type your essay, revising and improving it as much or more than you need
to in order to improve your score at least to the next rubric level.
Highlight your changes. Make a brief comment about what each change
does to improve the essay (adds examples, adds evidence, connects to
thesis, answers “so what?”, clarifies, whatever……)
(Students who scored 6 or 7 – this is optional for you. Students who scored
8 or 9, relax and enjoy your success.
Revision points will be added directly to essay score, potential for up to one
grade raised.
All students: Staple your reflections to your original essays.
Students with revision work: Staple your reflection and your typed and
highlighted revision to your original essay.
Due Tuesday. Points for essay pend the return of original essay +
reflection and/or revision work. (In other words, turn the essay back in or
lose all the points!)
My “codes”
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i/o = instead of
b/t = between
b/c = because
w/o = without
w.c. = word choice (something seems off, wrong word chosen?)
esp. = especially
K.’s – Kingsolver’s
s/b = should be
c/b = could be
t.s = topic sentence
m.p. = main point
A squiggly line under a sentence, section or phrase or a vertical
line(s) drawn along the side means you’ve done something good.