Literary Analysis Essay
A Thousand Splendid Suns

Fall Final

The Objective

To develop a defensible thesis statement and supporting evidence into a literary analytical essay that evaluates at least one theme presented in A Thousand Splendid Suns.

The Writing Instructions

Consider which theme you'd like to focus on for your literary analysis essay. You will develop a defensible thesis statement about what that theme symbolizes in the larger context of the book using evidence from the text.

An effective analytical essay for this assignment:

- - - - expresses a thesis statement about at least one of the overall themes presented in A Thousand Splendid Suns and how they relate to the overall context of the book
      - engages the reader with an observation, quotation, or detail
      - organizes central ideas in a logically structured body that develops the thesis statement
      - includes relevant textual evidence to illustrate central ideas
      - uses transitions and text structures to create a cohesion between sections of the text and among ideas
      - has a concluding section that follows logically from the body

ALSO! Remember there is an MLA template in Google Docs that you're welcome to use. If you don't how to get to it, you just hover over new and instead of starting a blank document, you select from a template. Go to Google-provided templates (not MVUSD templates).

Tip! Using the Academic Paragraph

It can be difficult to know how to start and organize the information. This exact formula is not required but can be guide on how to organize your paragraphs by presenting your textual evidence and putting that evidence into context on how it connects to your thesis.

Topic/introductory sentence - the controlling sentence that provides a transition into your body paragraph.
- Consider transition words/phrases to help you get start such as "In the beginning of the novel..." (Look at our Transition Word Wall in the classroom for more ideas)
Present textual evidence - this can be done by paraphrasing (putting into your own words) or by using a direct quote.
Provide commentary - put that evidence into context on how or why it connects to your thesis statement in your introduction.
Present textual evidence - using a second piece of evidence helps paint the full picture of your analysis or could provide a further point or contradictory point (such as suffering and then keeping hope despite suffering or it could be two examples of suffering/two examples of staying hopeful).
Provide commentary - put that evidence into context on how or why it connects to your thesis statement in your introduction.
Concluding sentence - wrap up the paragraph if the previous commentary sentence didn't already do so. This means it should be easy to transition onto the next body paragraph because you have fully covered the previous topic.

Draft Checklist

The Rubric

Rough Draft = 10 points (credit/no credit)

Final Essay = 40 points (graded to rubric below)

RUBRIC-10-Analytical-Essay_COLLECTIONS.pdf

The Standards

Reading Literature

RL.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3 - Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.6 - Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Writing

W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Language

L.9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9-10.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.9-10.3.A - Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook) appropriate for the discipline and writing type.

Page updated

Report abuse