ESSAY #1—NARRATIVE ANALYSIS (PERSONAL REVOLUTIONS)
ASSIGNMENT:
For this essay, you will read one of the texts that we have read (see list below) through the lens of
“Revolutions.” Although these are personal essays, they also explore a fundamental shift that occurs
in the way that the writer perceives the world and his or her community. Your goal, in this essay, is
to examine how these changes occur and why they are so significant.
As you analyze the essay, it will be helpful to keep all of the possible meanings of the word
“Revolution” in mind. Watch the “Revolutions” video on the North Seattle website or look up
“Revolutions” in a dictionary so that you have a clear sense for different ways that the word
“Revolutions” can be understood.
The analysis essay requires the process of “close reading,” reading the text over and over again in
order to chart subtle shifts of language and to enter into the writer’s rhythms. We will review many
different potential strategies for the essay, but the best advice that I can give you is to just read and
reread the essay that you are analyzing many times—reading carefully, thoughtfully, even
obsessively until you have a very strong sense for the writer’s structure, voice, and point of view.
EXPECTATIONS:
The essay should be 3-4 full pages in Times New Roman 12 point font, double-spaced with 1”
margins. You should include a Works Cited page.
PARTS OF THE ESSAY:
Analysis: Make sure to link each piece of evidence (examples from the essay itself) to an argument
about why that evidence is significant; that is, for every piece of evidence that you provide, make
sure to answer the question, “So what?” or “Why does this matter?” The answers to that question
will form your analysis, and this analysis is at the heart of your paper.
Thesis: Once you have worked through your analysis (we will work on this process through class
assignments and discussion forums), you can begin to work towards your point or thesis. Your
thesis is often one of the last things that you come to during the drafting process, as you do your
freewriting and compose the “0” draft—or even the first draft. However, once you have your thesis,
it should drive and organize your essay. Your thesis will give your essay energy and
coherence—it’s a tough, but critical, step.
AVAILABLE TEXTS:
Essays:
Sherman Alexie: “The Joys of Reading and Writing: Superman and Me;” Langston Hughes,
“Salvation;” Gloria Anzaldúa, “How to Tame a Wild Tongue”
Narrative Analysis Assignment Rubric—
Excellent—4.0-3.5
High—3.4-2.5
Average—2.4-1.9
Minimum—1.8-0
Analysis
Criteria
Includes a variety of engaging and
specific evidence. Thoroughly
analyzes the material by
answering the “so what?”
question for every piece of
evidence that she provides. All
claims are specific and supported
by evidence. Explores the ideas
presented in full. 27-30 pts.
Includes a variety of useful
evidence. Analyzes the material,
answering the “so what?”
question for most pieces of
evidence that she provides. Most
claims are specific and
supported by evidence. Explores
most of the ideas presented, but
some of the ideas remain
underdeveloped. 24-26 pts.
Includes evidence, but evidence
sometimes lacks variety or fails to
add substance. Begins to analyze
the material by answering the “so
what?” question for some pieces
of evidence, but significant
evidence remains unanalyzed.
Some claims are specific and
supported by evidence; others
remain unsupported. Many ideas
remain underdeveloped. 21-23
pts.
The essay contains
insufficient evidence. The
material is not adequately
analyzed; the text fails to
answer the “so what?”
question for crucial pieces
of evidence. Most of the
claims are not specific or
supported by evidence. The
essay does not adequately
develop the ideas presented.
0-20 pts.
Points
/30
Thesis and
Topic
Sentences
Comments
Most versions of the thesis
statement and topic sentences
are specific and arguable. The
argument is effective most of
the time, but it is unclear or
under-developed in a few
places. 16-17 pts.
The thesis and topic sentences
are specific and arguable at
some points but unclear at
others, or they represent a
statement of fact rather than an
argument. Some topic
sentences are repetitive or
unclear. 14-15 pts.
The thesis and topic
sentences are difficult to
identify throughout the
paper. The thesis fails to
answer the question, “So
what?” Topic sentences
are misleading or unclear.
0-13 pts.
Points
/ 20
Comments
Style
Ideas are expressed in clear,
engaging prose. The writer uses
specific and vivid language. The
sentence lengths and types vary,
and word choice is appropriate
throughout. Demonstrates
attention to audience and purpose.
18-20 pts.
Most ideas are expressed in
clear, readable prose, but a few
sentences are awkward or
difficult to understand. The
writer uses a variety of sentence
types, but some sentences could
be more effective. Most word
choice is appropriate.
Demonstrates attention to
audience and purpose. 16-17
pts.
Some of the ideas are expressed in
clear, readable prose, but there are
many sentences that are awkward
or difficult to understand. The
writer uses the same sentence type
throughout. Many word choices
seem inappropriate. The
relationship to audience or
purpose is sometimes unclear. 1415 pts.
Most of the prose is difficult
to read. The stylistic
problems impede the
reader’s ability to
understand the analysis and
argument. Does not
demonstrate an
understanding of audience
and purpose. 0-20 pts.
Points
/20
Comments:
Organization
Ideas are organized in a clear and
logical fashion in relationship to
each other (local, within
paragraphs) and to the paper as a
whole. Transitions are clear and
effective. Includes a vivid,
engaging, and informative
introduction and an inventive and
thorough conclusion. 18-20 pts.
Ideas are organized in a clear
and logical fashion in
relationship to each other (local,
within paragraphs) and to the
paper as a whole. Most
transitions are clear and
effective, but a few are
confusing. Includes an
appropriate introduction and a
thorough conclusion. 16-17
Although ideas are generally
organized in a logical fashion,
some sentences or paragraphs are
unorganized or unrelated to the
main idea or paragraph.
Transitions are often lacking,
leaving the reader lost. Includes
an adequate intro. And/or
conclusion. 14-15 pts.
Discernible organization is
minimal or nonexistent.
Underdeveloped or missing
introduction and/or
conclusion. Minimal or no
transitions between
paragraphs. 0-13
Points
/20
Mechanics/
Proofreading
Comments:
Some noticeable variety of
sentences with correct sentence
structure. Infrequent
grammatical, proofreading, or
mechanics errors. (Errors do not
disrupt the flow or clarity of the
text.) 8 pts
Though there are some strong
sentences, there are more than 2-4
sentence structure problems.
Grammatical, proofreading, and
mechanical errors sometimes
impede flow or clarity. 7 pts
Frequent sentence structure
problems. Sentence level,
grammatical, and mechanics
problems seriously impede
the clarity of the text. 6 pts.
Points
/ 10
Comments:
The thesis statement and topic
sentences are specific and
arguable, answering the
question, “So what?”
18-20 pts.
Full variety of sentence structures
used with no sentence level errors.
No grammatical, proofreading, or
mechanics errors. 9-10 pts
Total: /100