That Was Then, This Is Now
Character Analysis Essay
(80 points)
On page 155, Bryon reflects on his change over the past year by stating,
“I had seemed to have become a mixture of things I had picked up from Charlie, Mark,
Cathy, M&M, Mom, and even obscure people like Mike and the blond hippie-chick and
the Shepards. I had learned something from everyone, and I didn’t seem to be the same
person I had been last year.“
Prompt: In a well-written five paragraph essay choose three characters from the novel
and discuss what Bryon learned from each of these characters and how these lessons
helped Bryon change throughout the novel.
Grading Scale (See attached rubric)
Organizer (10 points): Due _____
Draft with self and peer editing sheets (20 points): Due _____
Final Essay (50 points): Due _____
Focus
___ x 2
Content
___ x 2
Style
___ x 2
Organization
___ x 2
Conventions
___ x 2
Presentation
___/5 x 2
Total ___/50
4 (Advanced)
 Thesis is narrowed and
relevant to prompt.
 Thesis is clearly present in
all paragraphs
 All subtopics are clear
 All subtopics support thesis
 Strong, sophisticated
development and elaboration
of ideas is present through
the use of quotations and
evidence from novel.
 Each paragraph contains at
least three supporting details
that strongly relate to thesis.
 Strong and illustrative use of
descriptive words/phrases are
used to create a tone that is
appropriate to the audience.
 Sentence variety is present
and purposeful.
 Personal insight is present.
3 (Proficient)
 Thesis is present,
but fairly broad.
 Thesis is present in
most paragraphs.
 Most subtopics
support thesis and
are reasonably
clear.
 Each paragraph
contains at least
three supporting
details that are
adequately
elaborated on in
order to support
thesis.
2 (Basic)
 Thesis is vague.
 Ideas are a simple
restatement of the
topic.
 Limited attempt to
support thesis in
subtopics.
1 (Below Basic)
 Thesis is not present and/or
essay is off-task.
 No attempt is made to
support thesis throughout
subtopics.
 Limited supporting
details are present
(less than three per
paragraph) and
details do not
provide adequate
explanation of
thesis.
 Superficial and/or minimal
supporting details are
present.
 Adequate use of
 Limited word
descriptive
choice and
language that is
understanding of
appropriate to the
audience.
audience.
 Limited attempt at
 Attempt made at
sentence variety
sentence variety.
and personal
insight.
 Insight is limited.
 Introduction is clear and
 A functional
 Introduction does
draws reader in, while
introduction and
not set up rest of
conclusion creates closure and
conclusion are
essay, and
resolution.
present.
conclusion does
not bring closure.
 Thoughtful transitions are
 Transitions are
used to show how ideas
present in an
 Limited awareness
connect.
attempt to show
of the use of
connections
transitions.
 Details are arranged logically

Details
are

Details are
 Each paragraph contains an
arranged logically
confused.
introductory sentence, at least
three supporting sentences
 Each paragraph
 Paragraphs do not
and a conclusion/transition
contains an
contain all parts
sentence.
introductory
(introduction, three
sentence, at least
supporting details,
three supporting
conclusion)
sentences and a
conclusion.
 Spelling is correct and
 Most spelling,
 Limited control of
punctuation/capitalization are
punctuation,
spelling,
accurate.
capitalization is
punctuation,
accurate.
capitalization.
 Grammar and usage are
correct and contribute to
 Grammar and
 Errors in grammar
clarity
usage are mostly
and usage effect
accurate and clear.
clarity.
 Paragraphing is sound and
reinforces the organizational
 Paragraphing is
 Limited evidence
structure.
fairly sound.
of paragraphing.
 Paper is typed (12 font Arial or Times New Roman) and double spaced
 Paragraphs are indented
 Student name and date appear in left hand corner
 Teacher name and class appear in right hand corner
 Title is present
 Minimal/no use of
description, sentence
variety, and personal
insight.
 Introduction/conclusion
missing or incomplete.
 Connections between ideas
are not present.
 Paragraphs confusing,
incomplete and illogical.
 Minimal awareness of rules
of spelling, capitalization,
punctuation, grammar,
usage and paragraphing.