English 211H
The Great Gatsby
Literary Analysis In-Class Essay Test
The following terms all figure into the main premises of The Great Gatsby. Your goal is to choose an angle for
a thesis statement that will address a narrow aspect of the novel. Keep in mind that the topic is your choice, and
you must think in order to create it.


Your paper will be a typed in-class essay, but you will be able to use an outline of your ideas with
quotations (leads and citations can be written out on the outline).
You will use at least three body paragraphs that will include at least two direct quotes within each
one.
Learning Targets: Students will be able to write a focused, well-supported, well-written essay under timed
conditions to prepare for the testing situations they will encounter on the ACT exam, during AP exams, and
during exams in college courses.
Directions: Select at least three topics below and combine them to form a unique thesis
statement.
Possible Thematic Topics:
Absence
Abuse
Alcohol
American Dream
Appearance Vs.Reality
Arrogance
Ashes/Dust
Betrayal
Colors
Confusion
Corruption
Courage
Cowardice
Crime
Cruelty
Death
Decay
Deception
Depression
Devil
Dr. T.J. –
Eckleburg
Driving
Emptiness
End of innocence
Escape
Evil
Eyes
Failure
Family
Fear
Future
Good
Greed
Green light
Grief
Growth
Guilt
Hate
Honor
Hope
Hypocrisy
Innocence
Insensitivity
Irony
Irresponsibility
Jealousy
Jesus
Lies
Loneliness
Love
Loyalty
Manipulation
Maturity
Money
Morality (or
immorality)
Murder
Observations/
watching/spying
Obsession
Past
Power
Present
Pride
Rebirth
Redemption
Regret
Relationships
Responsibility
Sacrifice
Shame
Sin
Social mobility
(or lack of)
Social
status/class
Strength
Suffering
Survival
Time
Valley/Ashes
Vengeance
Wealth
Weather
The Thesis Statement:
Try to write a thesis statement incorporating themes that work together and play off each other. Avoid just
listing three themes that don’t relate. Focus on showing the connections to formulate your unique claim.
Basic thesis: Fitzgerald illustrates the themes of love, corruption, and wealth throughout his novel.
Better thesis: Fitzgerald illustrates how money corrupts people and how they are miserable without true love.
Best thesis: Fitzgerald illustrates the absence of true love in society due to the corruption of wealth.
Enticing Intros: First Impressions Can Be Everything!
Fact: Audiences most vividly remember the first and last thing they see, hear, or read.
Introductions:
Hook
Broad and general
Transition sent.
Introduction of topic
Transition
Introduce title, author, &
text
(The ONLY place where BRIEF
summary of plot is acceptable!)
Specific and narrow
Thesis with strong,
opinionated claim
Hook:
 A startling fact or statistic
 A story/anecdote
 A quotation from an outside source with integration & a citation
 A connection to a TV show, film, or another book
 A reference to current events
 A historical fact
 Vivid imagery (without using personal references)
Introduction of Topic:
Give general discussion about the theme of your paper. Consider making links to historical or current
events that might tie into your theme.
Introduction of Title, Author, & Text:
Mention the title of the text(s) being analyzed as well as their respective author(s). Give a brief 1-2
sentence plot summary or “gist” of the book, as it pertains to your specific focus. This is the only place
for plot summary. Always assume your reader has read the text – this is just a “memory refresher.”
Thesis Statement:
In one sentence, state your opinionated claim about a theme in the text. Clearly state the message the
author conveys in regards to that themes. Be sure to include at least 3 key words from your topic list,
but make sure they are connected in a unique way. Use strong verbs to powerfully state your claim.
Sample thesis statements:
 Cándido and América represent a marginalized immigrant population who lack a
voice in American society, thus leaving them powerless to better their
circumstances.
 Delaney’s character warns readers that racism and vengeance will lead to the
destruction of civilized society.
 O’Brien uses Kathy’s character as the submissive wife to illustrate the
powerlessness of women in American society, and her unsolved disappearance
foreshadows the future for women unless changes are made.
 John Wade’s character masterfully illustrates the negative transformation that
ensues when individuals attempt to bury their secrets and ignore the past rather
than taking responsibility for their actions.
…And so on…and so on…!
There are an endless number of possibilities and combinations that you can use to form your
own original thesis statement. Be creative! Think outside the box! Challenge yourself to
explore a topic that you haven’t yet considered in great detail.
Conclusions
Narrow and specific
Restated thesis
Most powerful final arguments/quotes
Return to introduction of topic
Broad and general
Clincher
Step 1: Transition into a restated thesis. You still need a subject and an opinion, but please
vary the wording.
Step 2: Review, in a slightly different way, your strongest arguments in an even more powerful
way. Consider saving one of your most powerful quotations from your novel for the conclusion.
Be sure to integrate it and explain how it proves the crux of your argument.
Step 3: Return to discussion of your topic. Again, this should not just be a mere repetition of
what you said in your introduction. Think about discussing possible solutions to the problem you
are exploring. Why does the author address those themes? What call to action does the
author send to the reader? How should society react to this message – and what will happen if
we don’t heed this advice? Also, possibly discuss the importance of your issue in the world
today.
Step 4: End with a clincher. Just as you want to grab the audience’s attention, you want to
leave them thinking after they have read. You can use the same strategies you used for your
hook, but just be careful to make sure that it doesn’t seem randomly thrown in. It should be
integrated smoothly. Think about transitioning first. COME FULL CIRCLE. It’s hard to do, but
try to make your introduction connect to your conclusion. Try to relate your hook and your
clincher.
English 211H
Name: _________________________
Great Gatsby Test - Outline
You must use this outline on the test. You may NOT use your book, so you will NEED to have your
quotations (at the very least!) written on your outline. You may NOT write out any notes on your
analysis or conclusion. That is your “on the spot” thinking in a timed situation.
I. Introduction
a. Hook/Opener: _______________________________________________________________
___________________________________________________________________________
b. Transition: __________________________________________________________________
___________________________________________________________________________
c. Intro to topic: ________________________________________________________________
___________________________________________________________________________
d. Transition: __________________________________________________________________
___________________________________________________________________________
e. Intro to text: ________________________________________________________________
___________________________________________________________________________
f. Thesis statement (last sentence of introduction): ____________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
II. Body Paragraph 1
a. Topic/Focus: ________________________
b. Topic Sentence: _____________________________________________________________
__________________________________________________________________________
c. Example #1: ________________________________________________________________
___________________________________________________________________________
d. Example #2: _________________________________________________________________
____________________________________________________________________________
e. Example #3 (optional): _________________________________________________________
____________________________________________________________________________
f. (T) Concluding paragraph sentence: ______________________________________________
____________________________________________________________________________
_____________________________________________________________________________
III. Body Paragraph 2
a. Topic/Focus: ________________________
b. Topic Sentence: _____________________________________________________________
__________________________________________________________________________
c. Example #1: ________________________________________________________________
___________________________________________________________________________
d. Example #2: _________________________________________________________________
____________________________________________________________________________
e. Example #3 (optional): _________________________________________________________
____________________________________________________________________________
f. (T) Concluding paragraph sentence: ______________________________________________
____________________________________________________________________________
_____________________________________________________________________________
IV. Body Paragraph 3
a. Topic/Focus: ________________________
b. Topic Sentence: _____________________________________________________________
__________________________________________________________________________
c. Example #1: ________________________________________________________________
___________________________________________________________________________
d. Example #2: _________________________________________________________________
____________________________________________________________________________
e. Example #3 (optional): _________________________________________________________
____________________________________________________________________________
f. (T) Concluding paragraph sentence: ______________________________________________
____________________________________________________________________________
_____________________________________________________________________________
V. Conclusion: TO BE WRITTEN IN CLASS
a. Readdress thesis
b. Final Commentary
c. Clincher
The Great Gatsby Literary Analysis Rubric
*DO NOT USE 1ST OR 2ND PERSON.
**AUTOMATIC LETTER GRADE DEDUCTION: Missing One or More Quotes
Total Points:
/100 points
Organization & Ideas in the Introduction:
/15 points
Hook – grabs attention using a specific attention getter
Beginning
Developing
Strong
Narrowing/Bridge – smooth transition; introduces topic; another transition sent.; introduces the text by including title
and author and a brief 1-2 sentence summary/overview of the text; information is adequate – not too much or too little.
Beginning
Developing
Strong
Thesis – establishes a clear subject and claim (opinion)…what will the paper prove?
Beginning
Developing
Organization & Ideas in the Body Paragraphs:
Strong
/50 points
(T) Topic Sentences – develop main ideas that connect to the thesis statement; make a claim; transitions from
the previous paragraph
Beginning
Developing
Strong
(E) Examples – evidence is relevant, ample, true & supports the thesis/topic sentences; at least 2 quotes per
paragraph; the best evidence is selected and obvious evidence is not overlooked; only best parts of quotations are used.
Beginning
Developing
Strong
(A) Analysis – presented for each example, shows depth and critical thinking, goes beyond literal
interpretation, avoids plot summary; original and creative; well-developed
Beginning
Developing
Strong
(T) Transitions – ample use provides unity within and between paragraphs to help ideas flow smoothly
Beginning
Developing
Strong
(T) Concluding Sentences – mirror the ideas of the topic sentences; wraps up paragraph effectively
Beginning
Developing
Strong
Quotations:
/10 points
(minimum one per body paragraph)
Documentation – quote is properly documented and punctuated according to MLA requirements
Beginning
Developing
Strong
Sentence Fluency (Through Smooth Incorporation) - quotes go beyond “says” when incorporated; quotes are
smoothly integrated into the writer’s own sentences
Beginning
Developing
Strong
Organization & Ideas in the Conclusion:
/10 points
Thesis Statement – readdressed first, not recopied, but a creative restatement
Beginning
Developing
Strong
Final Commentary – is thought-provoking, shows application or evaluation, not a summary
Beginning
Developing
Strong
Clincher – leaves reader with a “Wow!” impression; connects back to hook
Beginning
Developing
Grammar/Style:
Strong
/15 points
Conventions – avoids errors with punctuation (commas, etc.), pronoun agreement, subject-verb agreement, verb tense
shift (present to past, etc.), misused words, capitalization, run-ons, fragments, comma-splices, spelling, etc.
Beginning
Developing
Strong
Voice – writer’s voice speaks through the page; unique, original, and personal; catchy and interesting, not
robotic; sounds like writer is speaking directly to reader
Beginning
Developing
Strong
Sentence Fluency – avoids redundancy, choppiness, and awkwardness; smooth transitions guide reader from one idea
to the next; variety of sentence structures smoothens flow.
Beginning
Developing
Strong
Word Choice – strong and appropriate diction; (avoids “a lot, very, got, bad, good, nowadays”), avoids being informal,
avoids personal pronouns (“I” “you”, etc.) ; uses present tense to describe events occurring in a work of fiction
Beginning
Developing
Strong