Romeo and Juliet Essay: Figurative Language in Shakespeare
Due: 5/31/05
No Late Papers
accepted
For your final essay (33% of your final exam grade), you will be writing
an essay about Shakespeare’s use of figurative language.
How your final exam will work:
 Multiple Choice Final Test----------- 33%
 Creative Element---------------------- 33%
 Figurative Language Essay---------- 33%
100% of Total Final Exam
Total Final Exam = 10% of your semester grade
Semester Grade = 90% 3rd Quarter Grade (Cumulative of 1st through 3rd
quarter work) + 10% Total Final Exam
Writing Prompt: Write a minimum of five paragraphs about
Shakespeare’s use of simile, metaphor, and
personification in Romeo and Juliet.
1
Pre-Writing: Research
20 Points
Because you’re writing about Shakespeare’s use of metaphor, simile, and
personification, you’re going to need to know what these terms mean.
Write the definition for each term.
DO
THIS!
Metaphor:__________________________
__________________________________________________________________
Simile: _________________________________________________________
__________________________________________________________________
Personification:________________________________________________
__________________________________________________________________
DO
THIS!
Find three examples of metaphors, similes, and personification. Copy
them into the chart below with act, scene, and line numbers.
Metaphor
(body ¶ 1)
1.
Act,
Scene,
Line
Simile
(body ¶ 2)
1.
Act,
Scene,
Line
Personification
(body ¶ 3)
1.
2.
2.
2.
3.
3.
3.
Act,
Scene,
Line
You will
use these in
your body
paragraphs!
2
Thesis
15 Points
Your thesis must mention:
 Shakespeare (spelled correctly, folks)
 The play name: Romeo and Juliet (in italics if typed or
underlined if handwritten)
 Figurative language
Your thesis must follow the three rules of thesis writing:
1. Your thesis must be one sentence long.
2. Your thesis must use words from the prompt.
3. Your thesis must have three prongs.
Words from the Prompt:
Directions: Circle the words from the writing prompt that you should
use in your thesis.
Write a minimum of five paragraphs about Shakespeare’s use of simile,
metaphor, and personification in Romeo and Juliet.
Your Prongs:
1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
Directions: Combining the words from the prompt and your three prongs,
write you thesis below. It must be only one sentence long!
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3
Grammar Do or Die:
This is your final essay: the culmination of everything you have learned
this year. It is part of your final exam. Therefore, it is key that you
prove to me that you learned something. Below are a list of “do or die”
items that will lower your grammar grade significantly.
This is your final paper!
Proofread!
Hint: Get an adult who writes well to proof your paper before you turn it
in!
Note: I will be happy to proofread your paper as long as you give me 24
hours to do so. This means you can’t turn it in one day early and
expect it back before it is due. The sooner you have me read it, the
better.
P.S. I am nice to students who ask me to proof their papers, and
glad to do it. Maybe I will have treats for those who do? Hmm…
Checklist:
 Capital letters start all sentences.
 All sentences end in a period, question mark, or
exclamation point.
 They’re = They are / There = That place / Their =
belongs to them.
 To = Towards, moving closer / Two = 2 / Too = a lot or
also

All sentences have a subject and a predicate.
 Only possessive nouns or contractions use apostrophes
( ' ).
 Plural subjects use the plural form of the verb, and
singular subjects use singular form of the verb.
4
Simplified Outline
15 Points
I have simplified the outline in hopes that you will actually do it. This
will only help you if you do it before you write your essay.
I. Introduction: ____________________________________________________
General Topic
Thesis: (last sentence)____________________________________
__________________________________________________________
II. Body Paragraph 1: Topic: ___________________________________________
* Remember * Explain your evidence & why it is
important/significant.
III. Body Paragraph 2: Topic: __________________________________________
* Remember * Explain your evidence & why it is
important/significant.
IV. Body Paragraph 3: Topic: __________________________________________
* Remember * Explain your evidence & why it is
important/significant.
V. Conclusion:
Restate Thesis
Go General—Tell me why this is important!
5
9th/10th Grade Writing Standard 2.2 (Response to Literature) Rubric
 Thesis is original and states a
clear opinion/argument. (W 1.1)
 Thesis states a clear
opinion/argument. (W 1.1)
 Thesis tells what essay is about,
has opinion. (W1.1)
 T: Each paragraph includes a
topic sentence , which tells what
the paragraph is about, clearly
supports the thesis, and is
connected to the other topic
sentences. (W1.1)
 E: Supports key ideas and
viewpoints through original, wellintegrated, accurate and detailed
references to the text or to other
works (W1.4,.5,.6)
 A: Each body paragraph
includes thorough, reflective and
insightful analysis. (W 2.1, .2)
 T: Each paragraph includes a
topic sentence, which tells what
the paragraph is about and clearly
supports the thesis. (W1.1)
 T: Each paragraph includes a
topic sentence, which tells what
the paragraph is about and is
related to the thesis. (W1.1)
 E: Supports key ideas and
viewpoints through wellintegrated, accurate and detailed
references to the text or to other
works (W1.4,.5,.6)
 A: Each body paragraph
includes thorough, reflective
analysis. (W 2.1, .2)
 Language is clear, shows
personal voice and developed
vocabulary. (W 1.2)
 Language in writing is clear,
shows voice and developed
vocabulary. (W 1.2)
1
 Essay has a thesis, one sentence
which tells what the essay is
about. (W1.1)
 T: Each paragraph includes a
topic sentence, which tells what
the paragraph is about. (W1.1)
 Essay may have unclear thesis,
or thesis isn’t in the introduction.
(W1.1)
 T: Some paragraphs may be
missing topic sentences, or each
topic sentence may not tell what
the paragraph is about. (W1.1)
 No thesis.
(W 1.1)
 E: Supports key ideas and
viewpoints through accurate
references to the text or to other
works (W1.4,.5,.6)
 E: Supports key ideas and
viewpoints through references to
the text or to other works (W1.4,
.5,.6)
 E: Key ideas and viewpoints
not always supported through
references to the text or to other
works (W1.4, .5,.6)
 A: Each body paragraph
includes thorough analysis. (W
2.1, .2)
 A: Each body paragraph
includes basic analysis. (W 2.1, .2)
 A: Some but not all paragraphs
include analysis. (W 2.1, .2)
 Language in writing is clear and
shows some voice. (W 1.2)
 Language in writing is clear and
simple. (W 1.2)
 Language is simple but not
always clear. (W 1.2)
 E: No
support for
key ideas and
viewpoints.
(W 1.4, .5,.6)
 A: No
paragraphs
include
analysis. (W
2.1, .2)
 Language
is often
unclear. (1.2)
 T: No
topic
sentences.
(W1.1)

Demonstrates an insightful and 
Demonstrates a thorough and
original grasp of the significant
insightful grasp of the significant
ideas of works or passages.
ideas of works or passages.

Identifies author's use of

Identifies author's use of
multiple literary devices and
multiple literary devices and
thoroughly analyzes the effects
analyzes the effects created
created

Identifies and assesses the

Insightfully assesses the impact impact of perceived ambiguities,
of perceived ambiguities, nuances,
nuances, and complexities within
and complexities within text.
text.

Demonstrates a comprehensive 
Demonstrates a grasp of the
grasp of the significant ideas of
significant ideas of works or
works or passages.
passages.

Identifies author's use of

Identifies author's use of
literary devices and analyzes the
literary devices
effects created

Identifies some ambiguities,

Identifies the impact of
nuances, and complexities within
perceived ambiguities, nuances, and text.
complexities within text.

Identifies some main ideas of
works or passages, but misses
important concepts

Identifies few literary devices

Identifies few ambiguities,
nuances, and complexities within
text.

Misses
main ideas

Identifies
no literary
devices

Identifies
no
ambiguities,
nuances, and
complexities

Final draft contains no
grammatical/mechanical errors;
(LC 1.3, .4)

Final draft contains no more
than 5 grammatical/mechanical
errors; (LC 1.3, .4)

Final draft contains more than
7 grammatical/mechanical errors;
errors distract the reader. (LC 1.3,
.4)

Writing is
full of
distracting
errors. (1.3,.4)
 All aspects of paper
significantly re-thought, re-written
& improved from first draft. ( 1.9)
SelfEditi
ng
and
Revision
Writing Applications (W
2.2)
Writing Strategies
Please check off the following before you turn your paper in. If they cannot be checked, your work is incomplete and cannot be turned in.
___ My final draft is hand written in blue or black ink OR typed (double-spaced, Times font size 12).
___ I am turning in a pre-write, first draft, revision on the first draft, response sheet, organization sheet, second draft, edit sheet, and final draft.
___ My paper contains at least five paragraphs.
6
5
4
3
2

Final draft contains one or two
grammatical/mechanical errors.
(LC 1.3, .4)
 All aspects of the paper are
significantly re-written and
improved from first draft. . ( 1.9)
 Writer has improved
organization, language and
mechanics from first draft. . (1.9)

Final draft contains no more
than 7 grammatical/mechanical
errors; errors do not distract the
reader. (LC 1.3, .4)
 Writer has changed essay from
first through final draft. (W 1.9)
 Writer has barely changed essay
from first through final draft. (W
1.9)
 Few or no
changes
(W1.9)
6