Literary Analysis—3rd Nine Weeks
Directions for Administering
English 9 – Spring 2010
Table of Contents
Information
Page Numbers
Teacher Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-3
Prewriting Activity: Vocabulary in Action. . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5
Prewriting Activity: Technique Examples . . . . . . . . . . . . . . . . . . . . . . . 6
Prewriting Activity: MLA Citation Rules and Practice . . . . . . . . . . . . . . . . . . . . 7-8
Prewriting Activity: Literary Analysis Practice . . . . . . . . . . . . . . . . . . . . . . 9
Prewriting Activity: Literary Analysis Planning Guide and Example. . . . . . . . 10-11
Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12-13
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Greetings! This writing prompt reflects the joint work and wisdom of the Language Arts Task Force
and the continuing efforts of the members of the English 9 CCT. Its purpose is to assess students’
writing to better inform our instruction. Please read these directions carefully; we want to make sure
all students have the same test conditions. The testing administration window is ____________. If you
have questions about any aspect of this assessment, please email Casey Tedrow at
tedrowc@centergrove.k12.in.us (ext. 4208).
OVERVIEW
Time Schedule
The literary analysis timed writing prompt takes place over one class period, not to exceed 60 minutes.
Scaffolding activities are given prior to the prompt over 3-4 class periods. You may decide to break up
the scaffolding activities according to your schedule. DO NOT give students more than one class period
to write the essay unless such accommodations are indicated in an IEP. Your class will be scheduled into
the lab by Karen Cornett; if you need to adjust your test period, you may adjust with her assistance as
necessary within the testing window.
Student Materials
The student packet is designed to move students through the writing process in the context of a timed
writing. Please instruct students to write their essays in Microsoft Word.
Do not allow any testing materials to leave the classroom. Students should not do any work at home or
outside the time allotted for this assessment.
Specific Instructions
Scaffolding Activities
Teachers can pick and choose the most relevant scaffolding activities and supplement with their own.
Every teacher needs to provide a prompt analysis and a practice prompt experience for students. How
and when you do this is up to you.
Although all six traits are scored for each prompt, the assessment emphasizes content, sentence
fluency, and conventions, so activities that develop skills in those areas are most beneficial.
Sample Scaffolding Activities for Autobiographical Narrative
* Anticipatory Set—Students will answer these questions, and teacher will guide class discussion based
upon student answers.
 Does love conquer all?
 Is love stronger than hate?
*Prewriting Activities:
1. Have students complete “Vocabulary in Action” (worksheet)
2. Point out examples of characterization, foreshadowing, tone, and setting either during or
after reading (handout for teacher use)
3. Have student pull out quotes from the text and cite them correctly.
4. Literary Analysis Practice
5. Literary Analysis Planning Guide (graphic organizer)
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6. Literary Analysis Planning Guide Example (completed graphic organizer)
*Writing Prompt:
Great writers, including Shakespeare, use many literary techniques in their writings to maintain
audience interest. As we have read Romeo and Juliet, you’ve had practice picking out those techniques
and analyzing why they were included in the play. For this high-stakes writing assessment, you will take
that understanding to “the next level” by writing a literary analysis essay. In this essay, you will analyze
WHY Shakespeare chose to include a specific literary technique by providing TWO SPECIFIC, CITED
EXAMPLES of that technique and an explanation as to how that technique maintains audience interest
or adds drama to the play.
First, you should choose ONE of the following literary techniques: dialogue, soliloquy, aside, dramatic
irony, pun, characterization, foreshadowing, tone, or setting. Next, find two examples of that technique
in the play and correctly cite those examples in your essay. Finally, discuss how the examples you chose
maintain audience interest and/or add drama to the play.
*THIS PAPER IS NOT A SUMMARY OF THE PLAY.
*YOU MUST USE SPECIFIC, CITED EXAMPLES FROM DIFFERENT ACTS AND SCENES OF THE PLAY.
What to take to the computer lab:
1. Literary Analysis Planning Guide—If you don’t have it with you or you didn’t fill one out, then you’ll
have to use the text and your memory. You still must write the essay today.
2. Textbook
Steps for today:
1. Type your paper in Word.
2. SAVE YOUR PAPER IN WORD ON YOUR P DRIVE.
3. Log onto Criterion.
4. Copy and paste your paper into Criterion.
5. PRINT OUT YOUR CRITERION RESULTS.
6. Make any changes you feel are necessary (in your Word document) and PRINT OUT YOUR PAPER.
7. Staple your paper to the Criterion results and turn them in.
8. Sit quietly at your computer until the bell rings.
Test Day
You will take your class to the computer lab and make sure everyone logs in. Step by step, make sure
students change their font, style, formatting, margins, etc. set before anyone begins. Then walk
students through saving the prompt in their digital locker. Finally, distribute the test prompt.
Give students 60 minutes for the actual test. Remind students to submit their essays to Criterion and
edit if they have time.
Instruct students to print their essays at the end of the testing time. Collect and save in a secure place.
A Note about Small Learning Communities
Teachers in small learning communities will still give the writing prompt. The mode of writing, time
frame, administration guidelines, and rubric used should be consistent for every tenth grader at CGHS.
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However, the content of your prompt and the scaffolding materials may be adapted to match your
unique SLC curriculum.
Assessment
In the ____ CCT, bring __ copies of a sample essay from one of your students to calibrate grading on
anchor papers.
We will grade students according to the National Writing Prompt rubric.
Scores will be shared among teachers to inform instruction, evaluate student learning, and inform
programming decisions.
The same rubric will be used to assess each piece of writing.
Literary Analysis: Content, Sentence Fluency, Conventions
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Romeo and Juliet
Vocabulary in Action!
Vocabulary Word
Aside
Where to find the example in
R&J
p. 944, lines 55-56
Pun
p. 958, lines 11-22
What are the two puns in these
lines?
Blank Verse
p. 963, lines 42-51
Why do you think Shakespeare
DOES NOT use blank verse here?
Soliloquy
p. 971, lines 1-25
To whom is Romeo speaking?
What does this tell us about his
thoughts?
Motive
p. 980, lines 90-92
What’s the Friar’s motive for
bringing the lovers together?
Allusion
p. 987, lines 7-8
What does this allusion tell us
about Juliet’s state of mind at
this time?
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Answer this question. . .
To whom is he speaking?
Motive
p. 994, lines 57-60
What’s Romeo’s motive for not
wanting to fight Tybalt?
Dramatic Irony
p. 1000, line 40
How is this an example of
dramatic irony?
Tragedy
p. 1006, lines 146-151
What’s the plan?
Motive
p. 1015, lines 213-219
What’s the nurse’s motive in
saying this?
Dramatic Irony
p. 1023, lines 31-32
What is ironic about Capulet’s
praise of the Friar?
Tragedy
p. 1024, lines 44-47
How does moving the wedding
up one day spell tragedy for the
Friar’s plan?
Soliloquy
p. 1038, lines 23-29
What do you learn about the
Friar’s new plan from this
soliloquy?
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Literary Techniques in Shakespeare’s Romeo & Juliet
Characterization: Act II Scene IV lines 17-24 (Mercutio describing Tybalt)
Foreshadowing: Act 1 Scene V lines 106-111 (Romeo thinks something tragic will happen at the
party)
Tone: Act V Scene III lines 291-295 (The Prince is angry at the Capulets and Montagues for what
their rivalry has cost them)
Setting: Prologue, lines 1-2
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MLA CITATION RULES
For Drama
Question: How do I cite lines from the play?
Answer: (Act. scene. line)
Act – UPPERCASE roman numerals
Scene – lowercase roman numerals
Line(s) – Arabic numbers (0, 1, 2, 3, 4, 5, …)
Breaks in multiple lines are indicated with a forward slash.
“My only love sprung from my only hate! /Too early seen unknown,
and known too late!” (I. v. 144-145).
Arabic Number
1
2
3
4
5
6
7
8
9
10
Roman Numeral –
UPPERCASE
I
II
III
IV
V
VI
VII
VIII
IX
X
curriculum.new-albany.k12.oh.us/.../MLARulesforCitingDrama_000.doc
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Roman Numeral lowercase
i
ii
iii
iv
v
vi
vii
viii
ix
x
MLA CITATION PRACTICE
For Drama
Directions: Pick one quote from each act of the play, copy it down on this paper (word-forword), and cite it correctly.
Act I:
Act II:
Act III:
Act IV:
Act V:
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Name _____________________
Romeo and Juliet Literary Analysis Practice
Thesis: Shakespeare uses indirect characterization to make Romeo more interesting to the audience.
Indirect Characterization: How the author describes a character through Speech, Thoughts, Emotions, Actions, and Looks (STEAL)
#1. Read the following text from Act I, scene ii. While reading, highlight any evidence that helps to prove this
thesis.
BENVOLIO
#3. Now, work with a partner and compare which text you
At this same ancient feast of Capulet's
highlighted. Between the two of you, decide which are the
Sups the fair Rosaline whom thou so lovest,
TWO MOST IMPORTANT quotes you highlighted, and put stars
With all the admired beauties of Verona:
Go thither; and, with unattainted eye,
next to those quotes.
Compare her face with some that I shall show,
And I will make thee think thy swan a crow.
ROMEO
When the devout religion of mine eye
#4. Finally, in at least THREE SENTENCES, explain how your two
Maintains such falsehood, then turn tears to fires;
starred quotes PROVE the thesis.
And these, who often drown'd could never die,
Transparent heretics, be burnt for liars!
_____________________________________________________
One fairer than my love! the all-seeing sun
_____________________________________________________
Ne'er saw her match since first the world begun.
_____________________________________________________
BENVOLIO
_____________________________________________________
Tut, you saw her fair, none else being by,
_____________________________________________________
Herself poised with herself in either eye:
_____________________________________________________
But in that crystal scales let there be weigh'd
Your lady's love against some other maid
__________________________________________________
That I will show you shining at this feast,
________________________________________________
And she shall scant show well that now shows best.
________________
ROMEO
I'll go along, no such sight to be shown,
But to rejoice in splendor of mine own.
#2. Now, read the following passage from Act I, scene iv. Again, highlight quotations that you believe will help
prove the thesis.
ROMEO
[To a Servingman] What lady is that, which doth
enrich the hand
Of yonder knight?
Servant
I know not, sir.
ROMEO
O, she doth teach the torches to burn bright!
It seems she hangs upon the cheek of night
Like a rich jewel in an Ethiope's ear;
Beauty too rich for use, for earth too dear!
So shows a snowy dove trooping with crows,
As yonder lady o'er her fellows shows.
The measure done, I'll watch her place of stand,
And, touching hers, make blessed my rude hand.
Did my heart love till now? forswear it, sight!
For I ne'er saw true beauty till this night.
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Name ___________________
Romeo and Juliet Literary Analysis Planning Guide
Literary Technique Analyzed: _____________________________________
Title (make this creative):
Introduction
o
Hook:
o
o
o
Thesis (one sentence):
o
Definition of the literary technique:
o
Example (CITED):
o
Explanation of quote:
o
Analysis of quote:
o
Example (CITED):
o
Explanation of quote:
o
Analysis of quote:
o
Reason why the literary technique was used:
Body Paragraph
Body Paragraph
o
o
Conclusion
o
o
o
Restate thesis (different words):
**Note: Feel free to add extra thoughts where there aren’t bullet points.
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Name ___________________
Romeo and Juliet Literary Analysis Planning Guide
*Literary Technique Analyzed: Character Foil (Romeo and Mercutio)
Title (make this creative): Love Does Not Conquer All
Introduction
*In this paragraph, introduce your topic and make sure you have a CLEAR thesis statement that answers the prompt.
o Hook: Do you have a friend that is the complete opposite of you?
o While reading Shakespeare’s Romeo and Juliet, one notices that Romeo and his best friend Mercutio are the exact opposites of
each other.
o I think Shakespeare purposely made Romeo and Mercutio different.
o Shakespeare wanted the audience members to stay interested in the play and to better understand the characters he created.
o Thesis (one sentence): Shakespeare uses character foil to add drama to Romeo and Juliet.
Body Paragraph
*In this paragraph, you should first define the literary technique you picked. Then, you should copy, explain, and analyze both of the
quotes you picked.
o Character foil means that two characters are shown to be opposites of each other.
o In this play, Romeo and Mercutio are character foils.
o Romeo is characterized as an emotional individual who believes in the power of love and views love as romantic.
o Mercutio, on the other hand, is characterized as a bawdy individual who equates love with sex and has a cynical view of love.
o Example (CITED): When the reader is first introduced to Romeo, he is in a melancholy mood. He says, “I cannot bound a pitch
above dull woe./ Under love’s heavy burden do I sink” (I. iv. 21-22).
o Here Romeo is explaining how he feels about Rosaline’s refusal to accept his advances.
o Romeo is saying that love is like a heavy weight that makes him sad, and he can’t do anything to cure himself of this painful
infliction called love.
o One can see that Romeo believes love is a strong influence, and he finds it hard to do anything to take his mind off neither love,
as is the case once he meets Juliet, nor lovesickness, as is the case in this example.
o Example (CITED): After listening to Romeo explain how he is lovesick over Rosaline, Mercutio says, “If love be rough with you, be
rough with love./ Prick love for pricking, and you beat love down” (I. iv. 27–28).
o In this quote, Mercutio is advising Romeo to attack love; he tells Romeo to figure out a way to make himself happy.
o This quote also has sexual undertones, which gives insight into Mercutio’s view of love and contrasts sharply with Romeo’s view.
Body Paragraph
*In this paragraph, you should first analyze the reason why the literary technique was used. You should then explain how the
technique proves your thesis.
o Writers create character foils so that readers and audiences can use the sharp contrasts in character to analyze the differences
between the way these characters think and act.
o The differences between Mercutio and Romeo are clearly illustrated throughout the play.
o Shakespeare makes these differences between characters obvious so that the audience can better understand each character’s
point of view.
Conclusion
*In this paragraph, you should tie all of your thoughts together. Use different words to state your thesis again.
o Although many may see Romeo and Juliet as a simple love story, one must remember that this play was written by Shakespeare,
who was a master at his craft.
o It is not by accident that Shakespeare created Romeo and Mercutio’s characters as opposites of each other.
o Not only does this relationship mimic life in which people choose to befriend those who may hold opposing views, but this
relationship also clearly illustrates the views of each character.
o In this play, Shakespeare skillfully uses the technique of character foil to keep the audience’s attention and to add drama to the
play.
**Note: You will not need to write FULL SENTENCES on your outline. This was provided so that you could have a
better sense of how the final product will “sound”.
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

of Ideas and Meaning
Including Quality and Clarity
CONTENT


The way the words and phrases flow
throughout the text
3
2
1
Exemplary
Effective
Developing
Unacceptable
Is clear and consistently focused.
The thesis is easily identifiable
and clearly answers the prompt.
Includes TWO specific, cited
examples from the play that
directly support the thesis.
ONE literary technique is
explained and analyzed; the
supporting details directly relate
to this literary technique.
• Is generally clear and
focused.
•
• The thesis is easily
identifiable and attempts
to answer the prompt.
•
• Includes TWO specific, cited
examples from the play,
but they may not directly
support the thesis.
•
•
• ONE literary technique is
explained and analyzed;
the supporting details
attempt to relate to this
literary technique.

SENTENCE FLUENCY
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

Demonstrates a sophisticated
rhythm and cadence; each
sentence flows easily into the
next.
Includes sentences that vary in
structure and length creating an
extremely effective text;
fragments, if present, appear
deliberately and effectively chosen
for stylistic purposes.
• Includes sentence structures that
are consistently logical and clear
so that the relationships among
ideas are firmly and smoothly
established.
• Has some flow and rhythm
although phrasing and
connectives may be more
mechanical than fluid.
• Has some variation in
sentence structure;
fragments, if present, often
work for stylistic purposes.
• Includes sentences that
usually establish the
relationships among ideas.
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Has a discernable focus,
but some ideas are offtopic or repetitive.
The thesis is not easily
identifiable and/or it
doesn’t answer the
prompt.
Includes only one specific,
cited example from the
play and/or the examples
used do not seem to
support the thesis.
An attempt is made to
explain and analyze a
literary technique, but it is
poorly done.
•
•
•
•
May announce the topic, but no
central focus is present; not at all
shaped and connected.
There is no discernable thesis.
Little to no attempt is made to
include specific, cited examples
from the play.
A literary device is explained
incorrectly and/or doesn’t relate to
the rest of the paper.
Has little flow or rhythm and
phrasing may be rigid or
mechanical.
• Includes connectives that may be
redundant, overused, or lacking, so
that the piece lacks flow.
• Has little variation in
sentence structure;
fragments, if present, are
used indiscriminately.
• Includes choppy, rambling, irregular,
or awkward sentences; typically
includes several inappropriate
fragments.
• Includes sentences that may
be illogical or unclear so
that the relationships
among ideas are only
somewhat established.
• Includes sentences that are unclear and
illogical.

CONVENTIONS
Standard Writing


Is almost error-free and
demonstrates an outstanding
control of age-appropriate
conventions.
Includes spelling, usage,
punctuation, capitalization, and
paragraphing that are correct to
the extent that almost no editing
is needed.
Includes a wide range of ageappropriate conventions
intentionally used for stylistic
effect.
• Exhibits some errors but
demonstrates reasonable
control over a limited
range of conventions;
control over more
sophisticated spelling,
usage, punctuation,
capitalization, and
paragraphing skills may be
spotty.
• Includes spelling, usage,
internal punctuation,
capitalization, and/or
paragraphing errors that
require minor editing.
• Includes age-appropriate
conventions, but they are
rarely used for effect.
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• Reflects a limited grasp of
age-appropriate
conventions.
• Contains errors in spelling,
end and internal
punctuation, capitalization,
paragraphing, and usage
that require moderate
editing.
• Contains many errors of a variety of
types scattered throughout the
writing: spelling, punctuation,
capitalization, paragraphing, and
usage.
• May be too brief to evaluate
conventions.