Name:
Period:
Date:
Final Draft DUE Wednesday, May 20th
Turn-In Directions:
1. Type or write your Final Draft neatly in ink.
2. Complete the reflection on the back of this paper.
3. Staple this packet, including the rough draft, to your essay.
Essay Grade:
Unit 3, Embedded Assessment 2: Literary Analysis
Scoring
Criteria
Exemplary
4.0
Proficient
3.0
Emerging
2.0
Incomplete
1.0
Ideas
The essay
 includes a well-chosen
passage that reveals the
complex relationship
between the literary
elements and the major
ideas and concepts of
the entire work
 provides supporting
details to enhance
understanding of the
writer’s position
 relates commentary
directly to the thesis.
The essay
 reflects a careful
choice of a passage
to show the
relationship between
a scene and the
major ideas and
concepts of the novel
 provides relevant
details are relevant
to explain the
writer’s position
 uses approprate
commentary.
The essay
 attempts to link a
passage to a major
theme of the novel
 presents supporting
details that may be
fully developed or
provide an
understanding of the
writer’s position
 has commentary that
may not relate
directly to the thesis
or may be a plot
summary.
The essay
 has a passage that
does not represent a
major theme of the
novel
 is missing supporting
details or presents
undeveloped ideas
 is missing
commentary or it
includes commentary
that does not relate
directly to the thesis
Structure
The essay
 has multiple paragraphs
with a clear and precise
thesis that directs the
organization of the body
 uses transitions to clarify
and connect ideas
 provides relevant and
insightful commentary;
the conclusion follows
from the ideas
presented.
The essay
 has multiple
paragraphs and is
organized with an
introduction,
detailed body
paragraphs, and a
conclusion
 uses transitions to
establish connections
between ideas.
The essay
 attempts to organize
ideas but key pieces
are lacking
 may be missing an
introduction, detailed
body paragraphs,
and/or a conclusion
 uses few or no
transitions to
connect ideas.
The essay
 does not have a focus
with a clear
organization of
introduction, body
paragraphs, and
conclusion
 does not use
transitions to connect
paragraphs and/or
ideas.
Use of
Language
The essay
 uses a formal style
 seamlessly incorporates
literary elements
 is mostly error-free, with
proper punctuation and
capitalization to embed
quotations into the text.
The essay
 uses diction that is
appropriate for an
academic topic
 incorporates some
literary elements
 has few errors.
The essay
 uses simple language
that is not
appropriate for an
academic topic
 includes little literary
elements
 has errors that
interfere with
meaning.
The essay
 uses slang or informal
words that are not
appropriate for an
academic topic
 includes little or no
literary elements
 has numerous errors
that interfere with
meaning.
Respected Adult Editor Signature:
Date:
1
Reflection
1. After completing this Embedded Assessment, think about how you went about
accomplishing this task, and respond to the following question: What have you learned
about the significance of individual passages to a novel as a whole?
2. What strengths do you see in this essay? Select a criterion from the rubric, write it
down, and explain using details from your essay.
3. What is an area for improvement? Select a criterion from the rubric, write it down, and
explain using details from your essay.
Scoring
Criteria
Reflection
Exemplary
4.0
Proficient
3.0
The reflection insightfully uses
details and description of learning.
Emerging
2.0
Incomplete
1.0
The reflection uses some details and The reflection demonstrates a vague The reflection does not connect
description of learning.
understanding of the assignment.
learning to the assignment.
Reflection Grade: ______________ (Academic Responsibility)
2
Name:
To Kill a Mockingbird Literary Analysis Essay
Period:
Date:
Essay Prompt
Your assignment is to write a passage analysis of a key coming-of-age scene from To Kill a
Mockingbird. After annotating the text to analyze Harper Lee’s use of literary elements in your
selected passage, write an essay explaining how the literary elements in this passage help
develop a theme of the novel.
Pre-Write:
Brainstorm ideas for key coming of age scenes, themes, and literary elements to develop your
essay.
Potential Key Coming-of-Age
Scenes
Themes: Life Lessons
Literary Elements
List of Literary Elements:
internal/external conflict, irony, plot/subplot, point of view, voice, imagery, syntax,
character/characterization, setting, motif, symbol, diction, tone, foreshadowing, flashback,
rhetoric, rhetorical appeals (ethos, logos, pathos)
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Rough Draft: REQUIRED
Before you write your Final Draft in ink on lined paper, you must complete a full outline.
INTRODUCTION PARAGRAPH
Hook: Possible strategies include quotation, anecdote (short story), or interesting fact
Bridge Statement (Lead-in to Thesis): Connect the Hook to the Thesis by providing a transition
and a brief summary of the book and passage you selected.
THESIS: ANSWER THE PROMPT! In To Kill a Mockingbird, Harper Lee uses (describe the
passage) to develop the theme (explain the theme) through (list literary elements).
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BODY PARAGRAPH #1
Topic Sentence: Transition, (Author) uses (Description of Literary Element) to develop the
theme (Theme Statement).
Textual Evidence: Transition, Lead-In + “Quote” (#).
Commentary/Explanation: Explain how the quote supports the analysis (theme statement).
Textual Evidence: Transition, Lead-In + “Quote” (#).
Commentary/Explanation: Explain how the quote supports the analysis (theme statement).
Concluding Sentence: Draw conclusions based on the evidence you presented in this
paragraph, connecting to the topic sentence.
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BODY PARAGRAPH #2
Topic Sentence: Transition, (Author) uses (Description of Literary Element) to develop the
theme (Theme Statement).
Textual Evidence: Transition, Lead-In + “Quote” (#).
Commentary/Explanation: Explain how the quote supports the analysis (theme statement).
Textual Evidence: Transition, Lead-In + “Quote” (#).
Commentary/Explanation: Explain how the quote supports the analysis (theme statement).
Concluding Sentence: Draw conclusions based on the evidence you presented in this
paragraph, connecting to the topic sentence.
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BODY PARAGRAPH #3
Topic Sentence: Transition, (Author) uses (Description of Literary Element) to develop the
theme (Theme Statement).
Textual Evidence: Transition, Lead-In + “Quote” (#).
Commentary/Explanation: Explain how the quote supports the analysis (theme statement).
Textual Evidence: Transition, Lead-In + “Quote” (#).
Commentary/Explanation: Explain how the quote supports the analysis (theme statement).
Concluding Sentence: Draw conclusions based on the evidence you presented in this
paragraph, connecting to the topic sentence.
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CONCLUSION PARAGRAPH
Topic Sentence: In this passage, Harper Lee uses (describe the passage) to develop the theme
(explain the theme) through (list literary elements).
Literal and Interpretive Conclusions. Summarize what the text says (Literal) and what the text
means (Interpretive).
Universal Conclusions: End with why the text matters (Universal), restating the theme
statement.
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