Unit 01: Fiction
Comparison, formal composition
For this composition, you will generate a formal paper that uses parenthetical and paraphrased evidence
from the texts to support your thesis. Carefully read and select one topic for your paper. Each topic
provides a pair of texts to develop your extended response. Although class time is provided to complete
this paper, it is your responsibility to meet all deadlines during the writing workshop and for the final
draft.
Writing process
Each portion of the writing process must be completed:
• Pre-writing: Brainstorming expectations of each topic and completing SOAPS worksheets to outline
each selection in that topic.
• Formal outline: Creating an outline that clearly states the thesis that will guide the paper, the primary
points covered in the paper, and the supporting evidence for those points
• Rough draft: Creating a first draft based on the formal outline
• Peer evaluation: Reading a minimum of two (2) peer rough drafts and completing the peer
evaluation worksheets to provide feedback
• Teacher conference: Performing at least one (1) teacher conference, by appointment. The rough or
first revised draft should be provided to the teacher the day prior to the conference.
• Revised draft: Creating a second draft that incorporates the recommended changes by peers and/or
the teacher, as well as any further additions or edits that need to be made.
• Typed, final draft: Generating a typed, final draft using 12-pt. Times New Roman, double-spacing,
1” margins that includes a header with the student ID number, paper topic and the due date
Relationship of fiction elements: This topic asks students to reflect on the elements of fiction and
demonstrate how these elements influence the overall work. Choose two from the list.
• “The cask of Amontillado” by Edgar Allen Poe (pp. 286-292)
• “The most dangerous game” by Richard Connell (pp. 19-36)
• “The necklace” by Guy de Maupassant (pp. 351-358)
• “The wife’s story” by Ursula K. Le Guin (pp. 271-274)
Relationship among literature and history or world culture: This topic asks students to examine how
the time period or culture in which an author lives/d influences the overall work. Choose two from the
list.
• “American history” by Judith Ortiz Cofer (pp. 163-170)
• “Marigolds” by Eugenia W. Collier (pp. 259-266)
• “Liberty” by Julia Alvarez (pp. 57-62)
Analysis of author’s voice: This topic asks students to examine how the writer’s personal experiences
or culture influence the overall work. Note: This topic focuses more on an author’s bias or tone.
• “Disguises” by Jean Fong Kwok (pp. 43-52)
• “Initiation” by Sylvia Plath (pp. 247-254)
Comparison with non-fiction: This topic asks students to examine how similar concepts are conveyed
using fiction elements and informational texts.
• “On the abolition of the threat of war” by Albert Einstein (pp. 401-402)
• “The arms race” by Albert Einstein (pp. 403-404)
• “The golden kite, the silver wind” by Ray Bradbury (pp. 375-380)
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“A sound of thunder” by Ray Bradbury (pp. 79-88)
“Being prey” by Val Plumwood (pp. 90-95)
English I (Tucker, A-230)
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Comparison with poetry: This topic asks students to examine how similar concepts are conveyed using
fiction elements and poetry.
• “Airport” by Pauline Kaldas (pp. 385-390)
• “The Road Not Taken” by Robert Frost (pp. 392)
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•
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“Papa who wakes up tired in the dark” by Sandra Cisneros (pp. 193)
“Mother to son” by Langston Hughes (pp. 194)
“Those winter Sundays” by Robert Hayden (pp. 195)
English I (Tucker, A-230)
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