Name: ______________________________________________ Date: ____________ Period: ____
“The Medicine Bag” Essay Assignment, Outline, and Rubric
KEEP THIS PACKET!
Step One: Know Your Character Analysis Essay Prompt:
In a four-paragraph formal character analysis essay, explain how Martin, a dynamic
character, changes throughout the course of the short story “The Medicine Bag” by Virginia
Driving Hawk Sneve.
1. Choose two character traits that show how Martin has changed
2. Find textual evidence (word-for-word writing from the story) that supports the
chosen traits
Step Two: Know Your Essay Due Dates -- write these dates in your planner:
 Introductory Paragraph Draft Due: ______________________
o 10 Points, Writing Category, NO Late Work Accepted
 Body Paragraph Outlines Due: _________________________
o 10 Points, Writing Category, NO Late Work Accepted
 Conclusion Paragraph Draft Due: _______________________
o 10 Points, Writing Category, NO Late Work Accepted
 Complete Edited Draft Due: ___________________________
o 10 Points, Writing Category, NO Late Work Accepted
 TYPED (with editing corrections done) Draft Due: __________
o 10 Points, Writing Category, NO Late Work Accepted
 Final Essay AND this Packet Due: ___________________
 Essay is 100 Points, Writing Category
 Packet is 25 Points, Writing Category
Please note the late work policies for this assignment and plan accordingly. If you are
worried about typing your essay, please talk with your teacher WELL before it is due.
An English teacher will be available most days after school to work individually with
students on essays. This is in addition to several hours we will spend in class working
on this essay.
Use your time wisely. PLAN AHEAD.
1
Step Three: Choose Your Character Traits (Two)
Characterization: revealing a character’s personality
When you select a character trait to write about, you want to make a choice that
truly reveals the character’s personality, is interesting to the reader, and is significant
to the plot. Remember: authors thoughtfully create characters and craft their
personalities for specific purposes. Character traits are generally revealed through
the following characterization techniques.

Direction characterization: the author simply tells you

Indirect characterization: actions, thoughts and feelings, appearance, words
of the characters, words of others
When choosing a character trait, ask yourself these questions:
1. How do you know the character possesses this trait?
2. What was the author’s purpose in giving the character this trait?
3. How does the character trait you’ve chosen impact the plot of the
story in a significant way?
Finally,
4. Can you quickly find strong textual evidence (two or more
examples) to support this character trait?
The list of traits on the back of this page will help you begin to identify the important
character traits for your essay. You MAY use other words. Also, be sure to add
character traits you think might be useful for future writing.
2
Character Traits
accepting
adventurous
aggressive
agitated
ambitious
amiable
animated
annoying
apathetic
arrogant
articulate
athletic
audacious
austere
authoritative
avaricious
awkward
bashful
benevolent
boastful
bold
bossy
brave
bright
brisk
businesslike
busy
calm
cantankerous
caring
cautious
cheerful
clever
clumsy
comical
compassionate
conceited
condescending
confident
conservative
considerate
controlling
cooperative
courageous
creative
critical
cruel
curious
cynical
daring
defiant
demanding
determined
devout
disagreeable
disgruntled
distant
driven
eager
efficient
eloquent
embarrassed
encouraging
energetic
entertaining
jovial
judgmental
reverent
rigid
keen
sarcastic
knowledgeable
lazy
lively
lovable
loving
loyal
secure
self-confident
self-conscious
selfish
sensible
sensitive
serious
shrewd
shy
simple-minded
stable
staunch
strong-willed
stubborn
studious
submissive
successful
sullen
superficial
supportive
sympathetic
malevolent
manipulative
mannerly
materialistic
mature
melancholy
meticulous
mischievous
fair
faithful
fearless
feeble
flirtatious
forgiving
frail
frustrated
naïve
neat
nervous
noisy
generous
oblivious
gentle
gracious
greedy
gullible
hard-working
harsh
helpful
heroic
honest
hopeful
hostile
humble
humorous
obnoxious
observant
outgoing
overbearing
overprotective
overwhelmed
paranoid
particular
patronizing
passive
patient
patriotic
persevering
personable
pessimistic
pleasant
professional
proper
protective
proud
pugnacious
imaginative
inarticulate
influential
immature
impatient
impractical
impulsive
independent
indifferent
Infallible
innocent
Inquisitive
insecure
intelligent
intolerant
inventive
quarrelsome
radical
realistic
rebellious
reflective
reliable
reserved
respectful
responsible
jealous
3
taciturn
temperamental
tense
tentative
thoughtful
timid
tireless
tolerant
unabashed
uncompromising
understanding
unique
unselfish
unwavering
vain
vexing
vivacious
willing
whimsical
wise
witty
_________________
_________________
_________________
_________________
Step 4: Write a Thesis Statement
The thesis statement organizes your essay and alerts the reader to your topic (Martin) and
your position (how Martin changes). The thesis statement is the final statement in your
introductory paragraph.
Thesis Statement Examples from “Raymond’s Run”:
Good:
Better:
Best:
During her run, Squeaky changes.
First Squeaky thinks only of her own running, then she wants to help Raymond
run.
Initially, Squeaky approaches her running and her competition with arrogance,
but as the story develops she begins to develop respect for others.
Your “Medicine Bag” Thesis Statement:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4
Step 5: Gathering Evidence for TRAIT ONE
TRAIT ONE:
________________________________________________
Possible synonyms to use in writing: _____________________________________________
Concrete Details (CD)
Commentary (CM)
Why do you think that Martin possesses this trait?
How does the evidence prove that Martin possesses
that trait?
Why do you think that the character possesses this
trait? Select two, strong word-for-word passages
(quotations) from the text that support your choice.
Each selection should be no more than two sentences.
Remember to include the page number for your
citations.
Show a clear connection between your chosen
trait and the concrete detail.
Make sure your explanations are precise and
clear. Avoid the common commentary flaws.
Check your resource sheet if you need to review
the common commentary flaws.
You should have a MINIMUM of two bullets of
explanation for EACH concrete detail.
Quotation #1:
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Citation:
(Sneve ___________ )
Quotation #2:
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
_______________________________________
________________________________________
________________________________________
Citation:
(Sneve ___________ )
5
Step 6: Gathering Evidence for TRAIT TWO
TRAIT TWO:
________________________________________________
Possible synonyms to use in writing: _____________________________________________
Concrete Details (CD)
Commentary (CM)
Why do you think that Martin possesses this trait?
How does the evidence prove that Martin possesses
that trait?
Why do you think that the character possesses this
trait? Select two, strong word-for-word passages
(quotations) from the text that support your choice.
Each selection should be no more than two sentences.
Remember to include the page number for your
citations.
Show a clear connection between your chosen
trait and the concrete detail.
Make sure your explanations are precise and
clear. Avoid the common commentary flaws.
Check your resource sheet if you need to review
the common commentary flaws.
You should have a MINIMUM of two bullets of
explanation for EACH concrete detail.
Quotation #1:
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Citation:
(Sneve ___________ )
Quotation #2:
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
_______________________________________
________________________________________
________________________________________
Citation:
(Sneve ___________ )
6
Step 7: Writing an Introductory Paragraph
Basic Elements of the Introductory Paragraph
In a literary analysis essay, your introductory paragraph should include three basic elements: an interesting hook,
background information, and a strong thesis statement. The hook draws your reader in and makes them want to keep
reading. The connecting sentences tie the hook to the thesis statement, and provide the reader with the crucial
information that they will need to know in order to understand the rest of your essay (author, title, character(s), and
plot overview). The thesis statement tells your reader exactly what you are setting out to explain or prove. This is the
main idea of your entire essay condensed into one, concise statement.
Hook/Attention Getter (1-2 sentences)
(bold or thought-provoking statement, universal question, relevant quotation, anecdote)
Connecting Sentences (2-4 sentences)
(connect the hook to the thesis statement; provide background information about the literature
including plot overview, title, author, and type of literature, e.g., short story or novel)
Thesis Statement (1 sentence)
(the main idea or specific focus of your paper; character and traits)
7
Step 8: First Body Paragraph: Refer to Gathering Evidence Trait One chart. The key idea is ____________.
Topic Sentence (TS): Create a topic sentence for your first body paragraph. Be sure to include the character and trait you will be
discussing in your writing. (Use action verbs, for example: reveals, demonstrates, proves, displays, emphasizes.)
Concrete Detail #1 (CD): Select evidence from the story to prove your selected trait. Use a transition, lead-in, word-for-word
quotation, and parenthetical documentation: (Sneve 119), for example.
Commentary #1 (CM): Explain your CD #1; how does your evidence support/prove your trait? You may use bullets or
sentences. Remember to avoid is/was and to use action verbs.
Commentary #2 (CM): Continue to explain your CD #1; how does your evidence support/prove your trait? You may use
bullets or sentences. Remember to avoid is/was and to use action verbs.
Concrete Detail #2 (CD): Select a second piece of evidence from the story to prove your selected trait. Use a transition, leadin, word-for-word quotation, and parenthetical documentation: (Sneve 119), for example.
Commentary #1 (CM): Explain your CD #2; how does your evidence support/prove your trait? You may use bullets or
sentences. Remember to avoid is/was and to use action verbs.
Commentary #2 (CM): Continue to explain your CD #2; how does your evidence support/prove your trait? You may use
bullets or sentences. Remember to avoid is/was and to use action verbs.
Concluding Sentence (CS) with transition. Restate your topic sentence and answer “So what?” Leave the reader with no doubt that
this trait was important. Transition to the next paragraph.
8
Step 9: Second Body Paragraph: Refer to Gathering Evidence Trait Two chart. The key idea is _________.
Topic Sentence (TS): Create a topic sentence for your second body paragraph. Be sure to include the character and trait you will be
discussing in your writing. (Use action verbs, for example: reveals, demonstrates, proves, displays, emphasizes.)
Concrete Detail #1 (CD): Select evidence from the story to prove your selected trait. Use a transition, lead-in, word-for-word
quotation, and parenthetical documentation: (Sneve 119), for example.
Commentary #1 (CM): Explain your CD #1; how does your evidence support/prove your trait? You may use bullets or
sentences. Remember to avoid is/was and to use action verbs.
Commentary #2 (CM): Continue to explain your CD #1; how does your evidence support/prove your trait? You may use
bullets or sentences. Remember to avoid is/was and to use action verbs.
Concrete Detail #2 (CD): Select a second piece of evidence from the story to prove your selected trait. Use a transition, leadin, word-for-word quotation, and parenthetical documentation: (Sneve 119), for example.
Commentary #1 (CM): Explanation of the CD #2; how does your evidence support/prove your trait? You may use bullets or
sentences. Remember to avoid is/was and to use action verbs.
Commentary #2 (CM): Continue to explain your CD #2; how does your evidence support/prove your trait? You may use
bullets or sentences. Remember to avoid is/was and to use action verbs.
Concluding Sentence (CS) with transition. Restate your topic sentence and answer “So what?” Leave the reader with no doubt that
this trait was important. Transition to the conclusion paragraph.
9
Step 10: Writing a Conclusion Paragraph
Basic Elements of the Concluding Paragraph
In a literary analysis, your concluding paragraph should include three basic elements: restatement of the thesis, the “so what” of
your essay (final analysis), and the lasting thought. The concluding paragraph should begin with the restatement of the thesis
statement, but it should be addressed in a new and interesting way. The “so what” part of your essay is where you explain the
significance of your character and his or her traits and the impact the character made on the plot, theme, mood, etc. The lasting
thought should leave your reader with a sense of closure and finality. One very effective way to conclude your essay is to refer
back to your hook in an interesting and thought-provoking way.
Restatement of Thesis Statement (1 sentence)
(remind your reader of your main point without sounding repetitive)
So What… (2-4 sentences)
(Why are the character and his/her traits important to the plot? If the character is a
dynamic character, what impact did their change have on the story and/or the reader? Did
the character’s traits reveal anything about the theme of the story?)
Lasting Thought (1-2 sentences)
(Refer back to your hook in a creative and clever way or provide a final statement that makes the reader
think about what you have said in this essay; be relevant and focused. Provide finality and closure!
Remember, NO first or second person pronouns!
10
Step 11: Draft Your Essay a Minimum of Three Times (Rough Draft, Typed Draft, Final Draft)
Step 12: Reminders (Be sure to review the rubric.)
1. Be sure to include your cover page on the final draft. Remember, when you have a cover page
you do NOT include your name on the pages of your actual essay.
2. Make sure you make the changes suggested by both the editing process and the final proofing
of your paper. You may even want to have one more person proofread your paragraph (parent,
friend, older sibling).
3. Your essay MUST be typed, double spaced, and in Times New Roman font with 1” margins. No
exceptions. Plan ahead!
Formal Writing Checklist

Present tense verbs only (he ran = he runs).

No contractions; use apostrophes correctly (you will still need them to show possession).
Remember, contractions become two words (don’t = do not).

Use third person point of view (he, she, they, them, etc.). Eliminate first person pronouns
(I, me, my, us, we, you, etc.).

Use your spell check and grammar check!

Use the right word (think about it: their/there or two/to/too).

Always use complete sentences.

Use fresh, precise words (eliminate dead words such as anything, stuff, thing, very, always,
a lot, lots, got, get).
Formatting Checklist

Times New Roman font

12-point font

1” margins

Proper citations/parenthetical documentation (Dahl 171)

Double spaced

Properly formatted cover page (check the website)
Save ALL your drafts
and follow your teacher’s turn-in instructions for the final draft.
11
Essay Rubric
Content & Organization
Advanced

Introductory Paragraph adequately
grabs the reader’s attention and
presents relevant background
information

Introductory Paragraph attempts to grab
the reader’s attention, presents an
insufficient amount of relevant background
information, or is unclear/confusing

Introductory Paragraph is absent,
inadequate, and/or irrelevant

Thesis Statement addresses the prompt in a
compelling and highly interesting way

Thesis Statement addresses the prompt
clearly

Thesis Statement is attempted but is
inadequate

Thesis Statement is absent or irrelevant

Key Ideas presented in topic sentences
strongly and purposefully support the thesis
statement

Key Ideas presented in topic sentences
clearly support the thesis statement

Key Ideas presented in topic sentences
address the prompt but are weak and/or
inaccurate

Key Ideas presented in topic sentences are
absent or irrelevant

Concrete Details/Evidence conclusively and
decisively prove(s) the thesis statement

Concrete Details/Evidence clearly
support(s) the thesis statement

Concrete Details/Evidence are/is present
but are/is weak and/or wander(s) from the
thesis statement

Concrete Details/Evidence are/is absent
and/or irrelevant

Commentary/Explanation shows thorough
and in-depth analysis of the concrete
details/evidence

Commentary/Explanation clearly
connects concrete details/evidence to
key ideas

Commentary/Explanation is attempted
but lacks depth and/or is mostly plot
summary

Commentary/Explanation is absent,
irrelevant, and/or inaccurate

Concluding Paragraph revisits the thesis
statement in a new and interesting way,
stresses the importance of the topic, and
leaves a lasting impression on the reader

Concluding Paragraph revisits the thesis
statement and clearly stresses the
importance of the topic

Concluding Paragraph simply duplicates
the thesis statement and/or only repeats
information and ideas from the essay, or
the paragraph is unclear/confusing

Concluding Paragraph is absent,
inadequate, and/or irrelevant

Sentence Structure is varied to enhance
fluency and effectiveness of writing

Sentence Structure is varied; there is
variety in the way sentences begin

Sentence Structure is sometimes awkward
and/or most sentences are simple and
begin the same way

Sentence Structure errors make it
difficult to understand the ideas being
presented

Transitions are varied, sound natural, and
enhance the flow of the essay

Transitions enhance the flow of the
essay

Transitions are too basic, repetitive,
and/or used inconsistently

Transitions are largely absent
Quotations are inconsistently or
inadequately woven into the essay

Quotations are not woven into the essay


Conve
ntions
Below Basic
Introductory Paragraph effectively grabs
the reader’s attention and presents relevant
background information in a highly
interesting way
Quotations are smoothly woven into the
essay to enhance the fluency and
effectiveness of the writing



Quotations are woven into the essay and
do not interrupt the fluency of the
writing
Word Choice is specific, purposeful, and
effective; no dead words
Formal Style is used consistently (no first or
second person pronouns, contractions, past
tense, casual language, slang)
Very few errors in capitalization, usage,
punctuation, and spelling
Word Choice is appropriate and fits the
purpose and audience of the essay;
minimal use of dead words

Formal Style is used most of the time
(minimal use of first or second person
pronouns, contractions, past tense; no
casual language or slang)

Some errors, but they do not interfere
with reading or understanding the
writing

Quotations are consistently cited with
proper parenthetical documentation
Essay has a perfectly formatted cover
page
Essay is typed, double-spaced, and in 12point Times New Roman font with 1-inch
margins


Score
____/40
_____/30


Formatting
Basic


Style
Proficient


Word Choice is basic, awkward, and/or
repetitive; overuse of dead words
Formal Style is inconsistently used
(overuse use of first or second person
pronouns, contractions, past tense, casual
language, slang)
Several errors that slow down the reader

Word Choice is inappropriate and does not
fit the purpose or audience of the essay;
overuse of dead words

Formal Style is not used (overuse use of
first or second person pronouns,
contractions, past tense, casual language,
slang)

Filled with errors that interfere with
reading and understanding the writing
_____/15

Incorrect or no parenthetical
documentation
Cover page is missing information and/or is
formatted incorrectly
Essay is not typed, not double-spaced, not
in 12-point Times New Roman font, and/or
does not have 1-inch margins
_____/15


Total Score
12
_____/100
13