Name ______________________________________________________ Period _____
“The Possibility of Evil”
Response to Literature Essay
Writing Task:
In literature, a character’s personality is revealed through their own actions, the narrator’s
descriptions, and the actions/comments by other characters in the story.
In a well-developed essay, discuss Miss Strangeworth’s character in “The Possibility of Evil.” Support
your analysis of her personality with evidence from the text: what Miss Strangeworth does, what the
narrator states about her, and how other characters interact with her.
A
TTACK the PROMPT
Essay Genre: __________________________________
DO
WHAT
1.
2.
a.
b.
c.
Rough Draft Thesis: Make sure to use precise adjectives that reinforce your opinion about Miss
Strangeworth’s personality and how it is shaped by herself, the narrator, and other characters.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
1
“The Possibility of Evil” Response to Literature Assignment
B
RAINSTORM
Miss Strangeworth’s overall personality traits:
____________________________________________________________
____________________________________________________________
Body ¶ #1
What Miss Strangeworth
does/says
Body ¶ #2
What the narrator
says about her
Body ¶ #3
How other
characters interact
with her
C
HUNK &
C
HOOSE ORDER
Go back through your brainstorm. Chunk (group) the ideas that go together. Using a logical organizational
pattern (Hint: Body Paragraph #1 should have your second best idea, Body Paragraph #2 should have your
third best idea, and Body Paragraph #3 should have your best idea. Remember: the goal is to make a good
first impression, and leave a lasting impression with your audience, so save the best for last!), number the
ideas according to the order that you would like to discuss them in your essay.
2
D
“The Possibility of Evil” Response to Literature Assignment
raft Your Essay
Use the following outline to help you with the structure of your paragraphs. Draft your essay on a
computer, and be sure to adhere to MLA format rules. Also, refer to page 4 of this packet for an example
of a literary analysis introduction, page 5 for a body paragraph example, and page 6 for a guide.
I.
Introductory Paragraph
A. Hook/Opening Sentence (quote, statistics, surprising statement, etc. about the typical elderly
woman)
B. Background Information (Discuss the following: Shirley Jackson, her story, “The Possibility of
Evil,” and the character you are going to analyze)
C. Thesis [Identify her personality trait(s) and how it is formed by her actions/comments, the
narrator’s descriptions, and how others interact with her.
II.
Body Paragraph 1—what she says and does: Explain how Miss Strangeworth’s personality is
shaped by what she does and says
A. Topic Sentence (contains strong opinion that supports thesis statement)
B. Chunk 1 (start with introducing new information transition)
i. at least one cited CD/EVIDENCE (quote) from the story along with your CMs/SUPPORT
explaining how/why that example emphasizes Miss Strangeworth’s personality.
C. Chunk 2 (start with adding information transition)
i. at least one more cited CD/EVIDENCE (quote) from the story along with your CMs/SUPPORT
explaining how/why that example emphasizes Miss Strangeworth’s personality.
D. Concluding Sentence (start with concluding transition; rephrase the topic sentence with new
diction)
III.
Body Paragraph 2—What the narrator states: Explain how Miss Strangeworth’s personality is
shaped by what the narrator states
A. Topic Sentence (contains strong opinion that supports thesis statement)
B. Chunk 1 (start with introducing new information transition)
i. at least one cited CD/EVIDENCE (quote) from the story along with your CMs/SUPPORT
explaining how/why that example emphasizes Miss Strangeworth’s personality.
C. Chunk 2 (start with adding information transition)
i. at least one more cited CD/EVIDENCE (quote) from the story along with your CMs/SUPPORT
explaining how/why that example emphasizes Miss Strangeworth’s personality.
D. Concluding Sentence (start with concluding transition; rephrase the topic sentence with new
diction)
IV.
Body Paragraph 3—how the other characters interact with her: Explain how Miss
Strangeworth’s character is developed by how others interact with her
A. Topic Sentence (contains strong opinion that supports thesis statement)
B. Chunk 1 (start with introducing new information transition)
i. at least one cited CD/EVIDENCE (quote) from the story along with your CMs/SUPPORT
explaining how/why that example emphasizes Miss Strangeworth’s personality.
C. Chunk 2 (start with adding information transition)
i. at least one more cited CD/EVIDENCE (quote) from the story along with your CMs/SUPPORT
explaining how/why that example emphasizes Miss Strangeworth’s personality.
D. Concluding Sentence (start with concluding transition; rephrase the topic sentence with new
diction)
V.
Concluding Paragraph
A. Summarize the three main points of the essay
B. Rephrase and Restate Thesis (start with concluding information transition)
C. Reverse Hook/Closing Sentence (leave the reader thinking)
3
“The Possibility of Evil” Response to Literature Assignment
Example Literary Analysis Introductory Paragraph
The following introductory paragraph is taken from a literary analysis essay discussing the character,
Maggie, from the story “Everyday Use,” by Alice Walker. This is very similar to what you will be
doing except that you are analyzing Miss Strangeworth’s character.
Directions: Read through the introductory paragraph below. Label the student’s hook/opening
sentence, background information, and thesis statement. Next, draw a box around the background
information. Then, underline the student’s thesis statement. Lastly, label the three controlling ideas
in the student’s thesis statement.
Like the clouds in the sky and blades of grass, people are all different. Alice
Walker’s short story, “Everyday Use,” is an excellent example of three very different
female characters. Maggie, specifically, is an extremely timid young woman who is
both physically and mentally scarred. Maggie’s fearful character is developed by a
traumatizing event from her youth, by the narrator’s detailed descriptions of her, and
by her overbearing sister, Dee.
Now follow this student’s format and write your introduction for your essay here.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4
“The Possibility of Evil” Response to Literature Assignment
Example Literary Analysis Body Paragraph
The following body paragraph is taken from a literary analysis essay discussing the character Maggie.
This is very similar to what you will be doing except that you are analyzing Miss Strangeworth.
Directions: Read through the body paragraph below. Label the numbered parts of the paragraph,
using the list in the box below. Some items will be repeated.
a) chunk 1 transition
b) speaker
c) speaker tag
d) topic sentence
e) concluding sentence transition
1 = ____
2 = ____
3 = ____
1
4 = ____
5= ____
6 = ____
k) rephrased topic sentence
g) citation
h) quote
i) chunk 2 transition
j) link
7 = ____
8 = ____
9 = ____
10 = ____
11 = ____
12 = ____
l) story context
m) commentary
13 = ____
14 = ____
15 = ____
16 = ____
Maggie is so disturbed from her childhood home burning down that she has become a shy, under-
appreciated, young lady. 2To demonstrate, 3Maggie is so self-conscious that her mother says she walks like a
dog run over by a car: 4“chin on chest, eyes on ground, feet in shuffle, ever since the fire that burned the other
house to the ground” 5(6). 6This description helps to illustrate Maggie’s lack of self-confidence and her
inability to make eye contact. 7She thinks that if she cannot see the people around her that they cannot see her. 8
In addition, 9Maggie’s noticeable scars have an effect on the way she carries herself.
10
According to Mama,
when she was pulling Maggie out of the fire, Maggie’s arms were sticking to her, 11 “her hair was smoking, and
her dress was falling off her in black papery flake” 12(6).
fire actually physically scars her.
reason she hides away.
15
14
13
This is significant because it shows how much the
These scars are everyday reminders to Maggie of that tragic day and the
Needless to say, 16Maggie’s evident lack of confidence in herself is caused mostly by
the fire.
5
“The Possibility of Evil” Response to Literature Assignment
Body Paragraphs Guide
Use the guide below for assistance when writing your three body paragraphs. Be sure to vary your
wording, so your paragraphs are not repetitive. You may NOT repeat ANY phrases, transition words,
lead-ins, speaker tags, or links ANYWHERE in your essay—everything must be NEW and ORIGINAL.
________________________________________________________________________________.
CONTROLLING IDEA
from
THESIS
_________________________________, _____________________________, ________________________,
CHUNK 1: INTRODUCING FIRST IDEA TRANSITION
STORY CONTEXT (LEAD-IN)
SPEAKER and SPEAKER TAG
“_____________________________________________________________” (_____). _____________
PROPERLY PUNCTUATED QUOTE /EVIDENCE
CITATION
LINK
____________________________________________________________________________________________________________________________.
FIRST SENTENCE OF COMMENTARY/SUPPORT that EXPLAINS HOW THE QUOTE PROVES THE TOPIC SENTENCE.
___________________________________________________________________________________.
AT LEAST ONE MORE SENTENCE OF COMMENTARY/SUPPORT that FURTHER EXPLAINS HOW THE QUOTE PROVES THE TOPIC SENTENCE
______________________________, _______________________________, __________________________,
CHUNK 2: ADDING INFORMATION TRANSITION
STORY CONTEXT (LEAD-IN)
SPEAKER and SPEAKER TAG
“_____________________________________________________________” (_____). _____________
PROPERLY PUNCTUATED QUOTE/EVIDENCE
CITATION
LINK
____________________________________________________________________________________________________________________________.
FIRST SENTENCE OF COMMENTARY/SUPPORT that EXPLAINS HOW THE QUOTE PROVES THE TOPIC SENTENCE.
___________________________________________________________________________________.
AT LEAST ONE MORE SENTENCE OF COMMENTARY/SUPPORT that FURTHER EXPLAINS HOW THE QUOTE PROVES THE TOPIC SENTENCE
_____________________, ___________________________________________________________________.
CONCLUDING TRANSIITION
REPHRASE TOPIC SENTENCE USING NEW PHRASES and DICTION
6
“The Possibility of Evil” Response to Literature Assignment
What to Use When Introducing Quotes
Transitions that indicate an example
(Use to introduce first quote in paragraph)
 For example,
 For instance,
 To demonstrate,
 To illustrate,
 Specifically,
 Particularly,
 In particular,
 Namely,
 That is,
Transitions that add information
(Use to introduce second quote in paragraph)
 Furthermore,
 Moreover,
 In addition,
 Also,
 Additionally,
 Likewise,
 Similarly,
Transitions that wrap ideas up
(Use with concluding sentences and restating thesis in conclusion)
 As a result,
 Finally,
 Nevertheless,
 Nonetheless,
 Lastly,
 Without a doubt,
 Clearly,
 Therefore,
 Thus,
 Undoubtedly,
 Accordingly,
 Hence,
 In other words,
Lead-ins (help to introduce a quote)
 What the author does … (Ex: Jackson describes, “…”)
 What the character does (Ex: one day Miss Strangeworth says, states, remarks, implies,
questions, wonders, suggests, ponders, reflects, etc…)
 Plot summary (Ex: when Miss Strangeworth takes her evening stroll …)
7
E
“The Possibility of Evil” Response to Literature Assignment
dit and Revise
After writing both your rough draft (RD) and final draft (FD), read through your essay and place a
check mark next to each item that has been completed. If you have not completed an item, you
know that you need to work on including that item in your essay in order to improve your writing and
raise the final grade that you will receive.
How is your structure?
Title
RD
FD
____ ____ My title is unique and catchy.
____ ____ My title is an accurate representation of what my paper discusses.
Introduction
Hook/Opening Sentence
RD
FD
____ ____ I have captured the reader’s attention by using at least one of the following:
□ imagery
□ figurative language
□ surprising statement
□ quote
□ shocking statistic/fact
□ strong opinion
Background Information
RD
FD
____ ____ I have discussed the general topic of my essay.
____ ____ I have offered a brief summary of the text.
____ ____ I have connected the general topic to the literature.
____ ____ I have mentioned the author’s first and last name, title, and genre.
____ ____ I have capitalized the author’s first and last name.
____ ____ I have capitalized and italicized the title.
Thesis Statement
RD
FD
____ ____ My thesis is the last sentence of my introduction.
____ ____ My thesis tells the main point of my essay.
____ ____ My thesis contains an opinion.
____ ____ My thesis has three points.
____ ____ My thesis uses precise adjectives that add to my opinion.
8
“The Possibility of Evil” Response to Literature Assignment
Body Paragraphs
RD
FD
____ ____ I have at least 3 body paragraphs.
____ ____ Each of my body paragraphs focuses on one point of the thesis.
____ ____ My body paragraphs follow a logical order.
Topic Sentences
RD
FD
____ ____ Each of my topic sentences include one point from the thesis.
____ ____ Each of my topic sentences contains precise adjectives that add to my opinion.
Transition Words
RD
FD
____ ____ I have used appropriate transitions to:
□ introduce new ideas/quotes
□ add more information
□ connect ideas
□ end body paragraphs
____ ____ I have varied the use of my transitions.
Lead-ins
RD
FD
____ ____ I have offered a brief phrase about the author’s purpose or plot summary in order
to assist the reader’s understanding.
____ ____ I have properly introduced quotes with a speaker and speaker tag.
____ ____ I have used accurate, descriptive speaker tags.
____ ____ I have varied the use of speaker tags.
Concrete Details (Quotes)
RD
FD
____ ____ I have used at least 2 quotes per body paragraph.
____ ____ Each of the quotes help prove my topic sentences.
____ ____ I have properly introduced the quotes.
____ ____ I have properly punctuated the quotes.
____ ____ I have properly cited the quotes.
9
“The Possibility of Evil” Response to Literature Assignment
Commentary
RD
FD
____ ____ My commentary thoroughly explains how each quote proves my topic sentences.
(Hint: You need at least 2 sentences of commentary per concrete detail, but
more is often required in order to make your thinking clear to your reader.)
Concluding Sentences
RD
FD
____ ____ Each of my concluding sentences rephrases the topic sentence.
____ ____ I have used a transition word in each of my concluding sentences to give my
body paragraphs a finished feel.
Conclusion
Summary of Main Ideas
RD
FD
____ ____ I have briefly summarized the main ideas of my body paragraphs.
Rephrased and Restated Thesis
RD
FD
____ ____ I have used a transition word to emphasize my essay’s overall main point.
____ ____ I have restated my thesis in different words.
Reverse Hook/Closing Sentence
RD
FD
____ ____ The last part of my essay is a strong reflection or conclusion that offers my
reader insight.
____ ____ The last part of my essay hints at the hook from my introduction paragraph.
10
“The Possibility of Evil” Response to Literature Assignment
How is your grammar and style?
Word Choice/Diction
RD
FD
____ ____ I have replaced words that appear too often in my essay with synonyms.
____ ____ I have replaced vague or inappropriate words with stronger, more sophisticated,
precise, vivid, academic words.
Flow
RD
FD
____ ____ When reading my paper aloud, it is pleasant to read. (Hint: Are you able to read
it without confusion or awkwardness? Do you flow from sentence to sentence
without sounding choppy or long-winded?)
Sentence Structure
RD
FD
____ ____ I have combined sentences in order to vary my sentence structure.
____ ____ I have varied the beginnings of my sentences so that they don’t all start the same
way.
____ ____ I have fixed all run-on sentences.
____ ____ I have fixed all comma splices.
____ ____ I have fixed all sentence fragments.
Tone
RD
FD
____ ____ I have used academic language and avoided slang, swearing, and unnecessary
sarcasm. (Hint: Avoid saying things like twenty-four seven and retarded.)
Point of View
RD
FD
____ ____ I have written in the third person point of view? (Hint: Did you avoid first person
personal pronouns such as me, my, I, mine, us, we, and our? Did you refrain
from speaking directly to the reader with second person pronouns you and your?)
Tense
RD
FD
____ ____ I have written in the present tense. (Hint: Instead of saying The narrator
remembered…say The narrator remembers).
11
“The Possibility of Evil” Response to Literature Assignment
Spelling
RD
FD
____ ____ I have double-checked any words that I was not confident how to spell.
Punctuation
RD
FD
____ ____ I have used the correct end mark for each sentence.
____ ____ I have used quotation marks around each quote.
____ ____ I have properly quoted dialogue with a single quote around dialogue and double
quotes around the entire quote (quote within a quote).
____ ____ I have placed the page number in parentheses outside of each quote.
____ ____ I have placed a period on the outside of each citation.
____ ____ I have used apostrophes to show possession.
____ ____ I have used appropriate punctuation when combining sentences.
____ ____ I have used commas:
□ with double adjectives
□ with introductory words/phrases
□ in series
□ with non-essential clauses
□ with conjunctions (FANBOYS) that combine sentences
□ to set off quotes from explanatory words and speaker tags
Commonly Confused Words
RD
FD
____ ____ I have double-checked all commonly confused words, including those listed
below, to make sure I have used the correct ones.
□ there, their, they’re
□ accept, except
□ to, too, two
□ affect, effect
□ its, it’s
□ lose, loose
□ are, our
□ past, passed
□ your, you’re
□ were, wear, where, we’re
□ than, then
□ through, threw
Capitalization
RD
FD
____ ____ I have capitalized the first word of every sentence.
____ ____ I have capitalized all proper nouns.
12
“The Possibility of Evil” Response to Literature Assignment
F
inalize
Before submitting your final draft, look over the formatting of your essay and place a check mark
next to each item that has been completed. If you have not completed an item, you know that you
need to work on fixing that part of the formatting in order to adhere to MLA guidelines and raise the
final grade that you will receive.
How is your formatting?
Overall
____ I have used 12 pt. Times New Roman font throughout my entire essay, including the
title.
____ I have double-spaced the entire essay.
____ I have used a one-inch margin all the way around the page.
____ I have stapled my final draft on top of all of my prewriting, rough drafts, and peer edits.
____ I have indented each paragraph.
____ I have included a properly formatted
Irving 1
header in the top right hand corner of each
John Irving
page (0.5” from the top).
Mrs. Lopez
English 2
First Page
____ I have included a properly formatted
header in the top right hand corner of the
page (0.5” from the top).
____ I have included a properly formatted
heading in the top left corner of the page.
____ I have centered the title.
____ I DID NOT underline, quote, or bold my
title.
15 December 2009
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“The Possibility of Evil” Response to Literature Assignment
Last Page/Works Cited
____ The last page of my essay is a properly formatted Works Cited page.
____ The title (Works Cited) is at the top center of the page.
____ I DID NOT underline, quote, or bold the title.
____ The source entry begins at the margin.
____ Each additional line of the source entry is indented.
____ I have placed the source information in proper order according to MLA formatting
guidelines.
____ I have included proper punctuation according to MLA formatting guidelines.
____ I have capitalized all proper nouns.
Irving 4
Works Cited
Jackson, Shirley. “The Possibility of Evil.” Interactive Reader
& Writer for Critical Analysis. Ed. Janet Allen, et al.
Evanston, IL: McDougal Littell, 2008. 50-64. Print.
14