ENG2D
Toronto Prep School
Independent Study
The Kite Runner – A CCT Essay – An Exercise in Writing AND Revision.
You are going to plan, compose, write, and revise a simple five-paragraph essay
defending a thesis statement YOU develop in answer to ONE of the following
questions:
1. Does Amir find redemption by the end of the novel? Explore his need for
redemption, what he goes through to get it, and whether or not you believe that he
has made reparations for his sins.
2. Who is the “kite runner” in this novel? If you believe it to be Hassan, explain how
this boy’s life/death affected so many other people’s to the degree that he gets the
title of the book. If you believe it is Amir, explain why.
3. What is the significance of how much of a role rape plays in the novel? Review all
of the times that it comes up. What does it mean, on a more broad level – how does
this get explored throughout the piece?
4. What is the most important symbol in the book? Why? How can it be connected to
what you select to be the most important of the novel’s themes?
5. What is Hosseini trying to communicate about the differences between races,
ethnic groups, religious groups, socials classes, nationalities, etc. though this book?
(here’s a hint: is it ironic that Amir finds out the Hassan is his brother, after he used
the fact that he was a Hazara both to bully and abandon him?)
6. How are courage and cowardice explored in the novel? Are there any characters
who exhibit both traits? What’s the significance of that? Where does courage come
from?
Pick you favourite question. Or…if you have a different idea burning a hole in your
brain…pitch it to me. We’ll talk it through.
A. Develop your thesis statement. Write it below:
Good.
ENG2D
Toronto Prep School
Independent Study
B. Now, write an outline. It will include the following for each body paragraph:
A topic sentence
The major points you wish to make in you wish to make in that paragraph
The specific examples you wish to use from the novel to back yourself up
At least two (shorter is better) quotations (with page #s) to help make your points.
Good.
C. Next. Review the Intro Paragraph structure we went over. You’ll be imitating it.
D. Now. WRITE THE ROUGH DRAFT. The whole thing. The intro, the three body
paragraphs, and the conclusion.
Use the SEE structure to help keep your paragraphs focused on analysis and
thinking – not plot summary.
 Ensure each of your paragraphs is about a different thing – your essay needs to
develop your argument, not make the same point over and over again.
 Remember the importance of nice clear language, strong word choices, backing
up any statements you make with evidence from the book.
Good.
E. Proofread your work. Seriously. Things to look for:
 get rid of contractions (don’t, wasn’t, they’re, etc.)
 make sure your capital letters are correct
 make sure your “quotations” are cited at the end of the sentence (Hosseini 298).
 make sure your quotations are integrated into your own sentences
 check for spelling errors (especially homonym ones: their/there,
whether/weather, etc.)
 check your punctuation (commas, apostrophes, semi-colons, etc. It matters!)
Good.
F. Print this draft and submit it. We are going to REVISE it later.
ENG2D
Toronto Prep School
Independent Study
G. The Editing! (this is basically the most important part of the essay process)
Review the draft and your notes from your teacher. Get a different colour pen out.
 you’ve seen your teacher’s notes and suggestions. Now, with your different
colour pen, make some of your own. It’s not about proofreading – it’s editing, which
means you need to take a SERIOUS look at your essay and reconsider every decision
you made:
 was that the best quotation I could have used? Is there another one?
 are my paragraphs in the right order…will moving them around improve the
development of my argument?
 did I make the right word choices, or can I improve them with words that are
MORE specific, MORE impactful, MORE clear??
 do each of my points have the right example from the text?
 have I fully explored/defended my thesis statement?
H. Now. Open a new document, copy your first draft, save it as “Working Draft”
and input your teacher’s suggestions and your own changes.
I. Print this Working Draft. Participate in the Peer Editing Activity.
 discuss the changes/additions/help suggested to you by your peer.
 input any changes.
J. Do a Final Proofread. Remember, you’ve made changes. You have to check it
again.
K. Organize the Final Draft. Title your essay. (NOT “Kite Runner Essay”). Create a
lovely title page with all of the relevant information. Make sure it’s in 12 point font.
Make sure you have page numbers. Make sure my name is spelled correctly!! (and
yours too, I guess).
GOOD!
L. PRINT.
M. STAPLE.
N. SUBMIT!!! YOU DID IT!!! GOOD on you 
ENG2D
Toronto Prep School
Independent Study
Marking Scheme – First Draft – DUE DATE: _____________________________
Knowledge and Understanding
/20
- student follows assignment instructions and submits a whole rough draft
- details are used from the entire novel, not simply the initial chapters
- a complete draft is submitted – all five paragraphs with relevant information
- all plot details are correct
Thinking
/20
- thesis statement is a good choice and an appropriate answer to question
- all points in the paragraphs support the topic sentence
- all statements are supported with relevant textual material
- quotations are well selected to support points
Communication
/20
- all body paragraphs have clear topic sentences
- quotations are integrated into sentences with reasonable success
- conventions of grammar, spelling, and punctuation are applied with skill
- sentence structure is confident and clear
Application
/20
- all quotations have page are properly cited
- introduction paragraph follows structure
- body paragraphs employ the SEE structure
- student has done a good job developing the defence of his/her thesis statement
ENG2D
Toronto Prep School
Independent Study
Marking Scheme – Revised Draft – DUE DATE: ______________________________________
Knowledge and Understanding
/20
- all assignment instructions have been followed – first draft is submitted as well as
the working draft, the peer editing checklist, and the final polished copy
- essay is five paragraphs, has quotations in each body paragraph, is well defended
and developed
- text details are the best possible choices for defence of each point student makes
- it is clear from the essay that the student has a strong understanding of the themes,
topics, and ideas expressed by the author
- paragraphs follow (with some adaptation for style/content) the Perfect Paragraph
structure practiced this year
Thinking
/20
- thesis statement is clearly worded, is an effective argument, and is an appropriate
choice for a paper of this size
- thesis is well defended throughout the entire paper
- student is defending statements in each body paragraph, not slipping into plot
summary
- student has skillfully EDITED their rough and working drafts and improved the
development of their essay
- any points in the original drafts which did not support the thesis have been
removed
Communication
/20
- no errors in punctuation, spelling, grammar
- language choices are sophisticated and appropriate
- sentence structures are varied and sound
- all quotations are seamlessly integrated and of appropriate length
- essay conventions are used with skill and style
Application
/20
- teacher’s comments and suggestions are applied to final draft
- peer editor’s comments and suggestions are applied to final draft
- student’s own additions, changes, and edits are applied to final draft
- introduction and conclusion paragraphs follow structures practiced in class
- significant work, effort, and commitment to strong writing in this project