Expository Writing Prompt
Directions: You will have the entire block period to plan, write, and proofread your response to this writing
prompt. Please staple the rubric on top of the essay and return the prompt and outline underneath (do not staple
them to the rubric/essay.)
Read the following quotation from Flowers for Algernon by Daniel Keyes:
“You're fooling yourself. It's not fair to us or to him. Pretending he's normal. Driving him as if he
were an animal that could learn to do tricks. Why don't you leave him alone?"
In the quote above, Charlie Gordon’s father implores his wife Rose to stop tomenting Charlie.
Rose is unwilling to accept that her son is mentally challenged; therefore, she continually treats him
terribly so that he will become “normal.” Does societal pressure to be perfect make individuals (and/or
parents and teacher) push themselves or others too much? You may chose to argue yes to this
question or no, but remember you must take a stand either way. You may use the notes from the
thesis lesson and the tips for essay writing while writing your essay. It is due at the end of the period
today.
Your examples can be from the novel, from other literature you have read, your own personal
experience, or a combination of the above.
Plan
Before you write:
 Read the prompt carefully so you understand exactly what you are being asked to do.
 Your brainstorm should address the following:

A brief analysis/explanation of the quote

Examples from the present, past, literature and your life that may apply to your interpretation of
the quote.
Write
As you write:
 Maintain a clear and consistent focus.
 Include specific details; use examples and reasons to support your ideas.
 Use a variety of well-constructed, complete sentences.
 Use a logical organization with an obvious introduction, body, and conclusion.
Proofread
After you write:
 Did you support your ideas with specific details?
 Do the point of view and tone of the essay remain consistent?
 Check for capitalization, spelling, sentence structure, punctuation, and usage errors.
Expository Writing Prompt
Template for Summer Reading Essay
Introductory Paragraph
 Grabber: Get your reader’s attention by discussing the idea of “others’ expectations” if you choose Option 1 or
“being torn between individual vs. community” if you choose Option 2.
 Lead sentences: Make a connection to the grabber and introduce the title and author of your summer reading novel
(or other novel); provide background information about your novel and/or discuss what a reader needs to know before
encountering the thesis.
 Thesis statement: This is the last sentence of introductory paragraph; the controlling point for the essay. This is your
general opinion or idea on the subject you will be discussing.
THESIS:
Body Paragraph 1
 Transition topic sentence: Begin with a transition (First,…). The first sentence should include your first idea to
support your thesis statement.
 Elaboration: In your own words, provide reasons/facts/details to develop your topic sentence.
 Evidence: Provide specific examples and/or paraphrases from the text that provide proof of your topic sentence and
elaboration.
 Explanation of Evidence: In your own words, provide your own explanation for each piece of evidence. Discuss
how it supports your topic sentence.
(Provide as much evidence with explanation as needed to fully develop your topic sentence. All sentences in this
paragraph must only be about the same topic as stated in transition topic sentence #1.)
Body Paragraph 2
 Transition topic sentence: Begin with a transition (Second, Next, In addition, etc.). The first sentence should
include your second idea to support your thesis statement.
 Elaboration: In your own words, provide reasons/facts/details to develop your topic sentence.
 Evidence: Provide specific examples and/or paraphrases from the text that provide proof of your topic sentence and
elaboration.
 Explanation of Evidence: In your own words, provide your own explanation for each piece of evidence. Discuss
how it supports your topic sentence.
(Provide as much evidence with explanation as needed to fully develop your topic sentence. All sentences in this
paragraph must only be about the same topic as stated in transition topic sentence #2.)
Body Paragraph 3
 Transition topic sentence: Begin with a transition (Third, Finally, etc.). The first sentence should include your third
idea to support your thesis statement.
 Elaboration: In your own words, provide reasons/facts/details to develop your topic sentence.
 Evidence: Provide specific examples and/or paraphrases from the text that provide proof of your topic sentence and
elaboration.
 Explanation of Evidence: In your own words, provide your own explanation for each piece of evidence. Discuss
how it supports your topic sentence.
(Provide as much evidence with explanation as needed to fully develop your topic sentence. All sentences in this
paragraph must only be about the same topic as stated in transition topic sentence #3.)
Conclusion
Begin with a transition (In conclusion,…) and restate the thesis statement in a new way.
Summarize all main points you developed in each body paragraph.
End with a clincher sentence: provide closure for your reader and connect this statement to the grabber in the intro.
OUTLINE: Use this outline to organize your ideas before you write. You do not have to fill out the organizer
if you think you will run out of time but if you do not fill it out, please go over your essay to make sure that you
have included each sentence(s) included below.
INTRODUCTION
Grabber:
THESIS STATEMENT (always appears as the last sentence in the introduction):
BODY PARAGRAPH 1
Transition Topic Sentence:
Elaboration:
Evidence:
Explanation of Evidence (in your own words):
BODY PARAGRAPH 2
Transition Topic Sentence:
Elaboration:
Evidence:
Explanation of Evidence (in your own words):
BODY PARAGRAPH 3
Transition Topic Sentence:
Elaboration:
Evidence:
Explanation of Evidence (in your own words):
CONCLUSION
Transition and Restate Thesis in a new way:
Summarize all main points from each Body Paragraph:
Clincher Sentence:
Name:_____________________________________________ Date:____________________________
Flowers for Algernon Essay Rubric
Focus


____/10
Thesis statement is a visible thread throughout the essay
All reasons/examples and development provide clear support for the thesis
Organization
____/20
 Introduction: develops primary idea within thesis, clearly identifies thesis statement, identifies the
novel, identifies author by full name, includes an attention grabber purposeful to the essay
 Body paragraphs have clear topic sentences that refer back to the thesis
 Uses transitions between paragraphs and within paragraphs
 Body paragraphs are not overlong and unwieldy
 Quotes are integrated into the body paragraphs
 Conclusion summarizes the main body detail points and connect to the attention grabber
Content
____/60
 Body Paragraphs (___/20 points each)

Provides clear reasons to support the thesis

Gives an example that illustrates the point

Explains how the examples support the topic sentence and the thesis
Style/Mechanics
____/10
 Spelling/grammar
 Accurate word usage
 Does not use first or second person pronouns or contractions (i.e. don’t versus do not)
 Non-negotionables

Total
____/100
Overall Comments
Well Done:
Work On:
 Strong thesis statement
 Need a clearer thesis statement
 Effective development of evidence
 Work on spelling/grammar
 Comprehensive response
 Evidence needs further
development and clarity
Name:_________________________________________________________
STHS Grammar Non-Negotiable Rubric: 10 Points
Below is a list of non-negotiable requirements for your writing in 10th grade. Since we are beginning the
semester, we will only assess the following elements.
1.
Form plurals with s or es. (No apostrophe!)
Examples:
boy…boys
tomato…tomatoes
2.
Apply the rules of capitalization.
3.
Form possessives with an apostrophe. Punctuate singular and plural possessive correctly.
Examples:
one boy’s (The boy’s dog was lost.)
two boys’ (The boys’ clubhouse was dirty.)
4.
Do not confuse a possessive with a contraction.
Example:
its for it’s
5.
Do not confuse words that sound alike or look similar.
Examples:
their, there, they’re
to, too, two
witch, which
loose, lose
6.
Indicate titles of literature correctly.
Examples:
Use “quotation marks” for essays, song titles, short stories, and poems.
Use italics for novels, plays, anthologies, and films
7.
Avoid slang, colloquial, and trite language.
8.
Match pronouns with the nouns they replace. Pay attention to gender and number.
Examples:
Jane…she…her...herself
reader…he/she…him/her...himself/herself
teachers…they…them…themselves
(“Everyone” is a singular pronoun. You cannot use it to replace a plural noun.)
9.
Do not switch verb tense without good reason.
(Write about literature in the present tense. Write about history in the past tense.)
10.
Avoid ending phrases, clauses, or sentences with a preposition (i.e. in, on, out). Avoid sentence
fragments or run-on sentences.
11.
Use commas when required:
 series of adjectives or phrases
 two independent clauses joined by conjunction
 non-essential information
 introductory material
 addresses