English 10-20-30

Critical/Analytical
Response to Literary Texts

Explanation & Guidelines

Archbishop MacDonald High School

Writing Critically About Literature:
Developing Insightful Ideas

Thesis (a.k.a. topic sentence): Response to the prompt in relation to the thematic ideas
presented in the text(s).
Point (a.k.a. why): Point out the techniques used by the text creator to develop themes/ideas in
relation to your thesis
Proof: Give examples of techniques or use quotes that highlight the ideas and explain how they
are connected to the point.
Discuss: the significance/purpose of these ideas, examples, moments in relation to your thesis.
Why is this important to discuss?
Use transitions to fluently shape, focus and develop a perceptive understanding of the
prompt.

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ELA 10-1, 20-1, 30-1
General Outcomes 1, 3, 5 are essentially the same for all ELA students
General Outcomes 2 & 4 have increasing expectations in the -1 streams requiring the examination
of more complex texts, as well as, more complex analysis of texts

Structure
Complex, unconventional, intricate and ambiguous presentation with implicit connections to ideas
Language and Style
Focus is on figurative, connotative, ironic, idiomatic, & complex syntax rather than primarily literal,
clear, conversational, & simple sentences
Knowledge demands:
Complex texts explore sophisticated, abstract themes and unfamiliar life experiences, with the ability
to incorporate literary knowledge
Levels of meaning:
Ability to identify and examine multiple levels of meaning, inferential comprehension, implicit
themes

Considerations for Writing the CARL:

How is this assignment different than the PRT?

The CARL (Critical Analytical Response to Literature) is the application and narrowed focus of a
particular idea (as presented in the prompt) in relation to a text studied in class. Depth of discussion
is imperative, and therefore, students should use a text that was not only thoroughly discussed in
class, but a text that they understand and can discuss at length.

How is the approach to each of the assignments different?

The CARL is an analysis of HOW the TEXT CREATOR uses the narrative structure and literary
techniques to reinforce a particular idea. Students must use the elements of narrative to demonstrate
an understanding of how the text/text creator addresses the idea in the prompt.

Advice to students!

 Take time to UNPACK the topic and consider the prompt. What are the key words that need
to be addressed in the prompt?

Jan 2018
…the role emotional courage plays when an individual experiences separation.

June 2017
…the ways in which individuals attempt to balance a desire for independence with the need
to maintain meaningful relationships with others.

 How you can take it a step further to address the ‘so what’ and to get to a level of
significance?
 Good essays need to address both theme and character: look at development, motivations,
complications, interactions

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  Analysis of the elements differentiates levels understanding.

o S (3): topic is identified in the text, but the progression of the character is as it exists
with very little interpretation, plot and character development is more literal
o Pf (4): plot and character development is in the context of the theme, consideration of
the motivations, how the text is constructed (film, stage directions, shot construction
to create meaning), shows how the text forms enhance the development of the text
creator’s ideas
o E (5): intricacies addressed in characters’ motivations and use of techniques showing
an in depth understanding of the text and how it relates to the prompt.

What does planning look like?

Planning tends to increase student performance: use of graphic organizers, spatial-visual

Purposeful planning makes for purposeful essays.

Tools for planning an essay:

 Consider the narrative structure: Character + Conflict + Outcome = Theme
 Consider transformation of character: Initially, However, But, So, Consequently, Finally
 Consider the ‘big ideas’: how are these reinforced by narrative elements, literary techniques
 Consider the key moments in the text: what elements or moments are central to the story and
cannot be left out of a discussion

A Focus on Form and Structure

What is Form and Structure?

The manner in which the student focuses, arranges and shapes the discussion in response to the
assignment.

There are MULTIPLE approaches to this category, make your choices intentional in how you choose
to organize your ideas to take the reader on a journey, showcasing the exploration of your ideas.

Something to think about when you are arranging your essay:

 What is your focus?
 What are you arranging?
 How are you shaping the pieces and linking them together? (use of transitions)

In your planning, identify not only the macro structure (big idea arranged into paragraphs), but also
the micro structure (ideas developed within each of the paragraphs). How do these ideas develop and
support not only each other, but also the big ideas?

Macro structure: large blue print moving from beginning to end – think of the layout of a house &
how the rooms are arranged - purposefully to create flow

Micro structure: how are ideas arranged to make the most sense, to be meaningful and to be
purposeful within each paragraph – consider the purpose of each room in a house, what is in the
room? how is it arranged and decorated to create a particular mood or style?

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 How to Approach the CARL and Develop a Thesis Statement

1. Annotate your narrative according to The Elements of Narrative- Characters, Setting,

Point of View, and Plot. How do each of these elements contribute to theme? Remember
that the purpose of your annotations is to be making meaning (don’t just label the text).

2. Consider the key ideas of the narrative. Ask yourself, “What is this narrative about?” At
this stage, it’s ok to use words and phrases.

3. Identify stages of character transformation- consider cause/effect as well as

categorization (initially, however-internal/external, consequently, finally). These stages
are not to be seen as a formula for planning your essay- let the narrative guide how you
map out character transformation.

4. Determine possible themes. Remember that a narrative can have more than one theme or
“message of truth” about the “human experience”.

5. Make sense of the CARL prompt/question:

a. Identify and define the key words in the prompt. Even if you think you have an
understanding of the key words, look them up in the dictionary! Alternate
definitions of a word can help you to understand different layers of meaning.

b. Find synonyms of the key words. This helps further your understanding of the key
words. It also gives you options as you are writing, thus eliminating writing the
key words 100 times.

c. Reflect personally on the topic: what ideas come to mind as you define/find
synonyms of the key words. What is being asked about the human experience?
How might you answer the topic if you were being asked it in regards to your own
life? In your CARL, you will use this reflection process as a means to
address/verify the “human truth” in the topic.

6. Having annotated the text and the prompt, write a thesis statement that weaves together
both the text and the prompt to establish a central idea to focus your piece of writing.

7. Revisit Elements of Narrative and character transformation annotations in relation to your

prompt/question: how do text and technique reinforce theme?

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 Tips for writing the Critical/Analytical Essay
Thesis = the way the world IS, not the way the world should be.
"In THIS story, THIS is what the world is about ....not what you think it should be like."

Consider:

• This is how the world is (in the text) -this is the way the world changed or rather refused
to change (in the text)
• Themes can be based on the change or lack of change the character faces
• Pick a STAR for your essay that shows the change or refusal to change
• Chose the RIGHT character, and explain how that character changes or refuses to change
as a result of their experiences in the story
• Change can be:

o TRANSFORMA TIVE: to change in form, appearance, or structure;

metamorphose, to change in condition, nature, or character; convert, to undergo a
change in form, appearance, or character; become transformed.
o ADDITIVE: something that is added, as one substance to another, to alter or
improve the general quality or to counteract undesirable properties

Successful Papers:
• Deal with the intricacies of the text
• Deal with the intricacies of the character
• Follow the character's journey from BEGINNING to END
• Last paragraph should be solely on the last sentence/scene of the text/film.
• May have more than three body paragraphs to develop ideas
• Use a framework based on the character arch -Initially, However, Consequently, Finally
(But this should be expanded upon depending on the complexity of the text)
• Using these transitional words is unnecessary, students can use other transitions
• Proof-Point-Discussion/Statement-Example-Explanation

Character Arc

• Find the words in the text that show the shift in these phases

Initially - deals with how the character sees the world

However -something happens that changes how they see the world
Consequently -which way the character goes between two worlds

Finally -LAST LINE! State of the character and perceptions of the character at the ends of the
story.

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 Body Paragraphs for Character Transformation Essay
Four Body Paragraphs Six Body Paragraphs
It’s important to remember that these are merely models, not strict formulas or the only way. You’re being graded on
your logical and sophisticated sense of organization. These models may not ideally fit your unified answer. Don’t force
your response to fit. However, this is a place to begin if you don’t know how.

INITIALLY(Connect; support thesis) INITIALLY(Connect; support thesis)

exposition
a) What exactly is this character at the beginning
before conflict in answering thesis? State of mind?
Status quo?
b) How does this character behave at the beginning
which sets up your thesis?
exposition
a) What exactly is this character at the beginning
before conflict in answering thesis? State of mind?
Status quo?
b) How does this character behave at the beginning
which sets up your thesis?

BUT (Connect; support thesis) initiating/inciting

incident with external conflict
a) But what happens to completely mess up this
character’s status quo?
b) How do you know?

HOWEVER (Connect; support thesis) the SO (Connect; support thesis) rising action with internal
rising action leading to climax with focus on the struggle
a) What is the character’s moment/struggle/wrestling
match which leads to an epiphany moment? (This
moment is key in your thesis).
b) How do you know?
struggle
a) What is the character’s response to the external
conflict which causes internal strife?
b) How do you know?
HOWEVER (Connect; support thesis) the
climax
a) What is the character’s moment/struggle/wrestling
match which leads to an epiphany moment? (This
moment is key in your thesis).
b) How do you know?

CONSEQUENTLY (Connect; AS A RESULT (Connect; support thesis)

support thesis)
d) What is the character’s realization, epiphany?
a) What is the character’s realization, epiphany?
e) Most importantly: WHY does the character
b) Most importantly: WHY does the character
have an epiphany, and what does it reveal
have an epiphany, and what does it reveal
about theme?
about theme?
f) How do you know?
c) How do you know?

FINALLY (connect; drive thesis home in the CONSEQUENTLY (connect; drive

conclusion) thesis home in the conclusion)
a) SO WHAT? What comes from understanding the a) SO WHAT? What comes from understanding the
dynamic character? dynamic character?
In either conclusion, you must deal with the last portion of the text to have a complete thought (final sentence, paragraph,
scene, chapter).

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 Transformation of Character Essay (cause/effect)
Self-knowledge, a quality more often associated with adulthood than adolescence, often comes
through making decisions. One who makes few choices has little opportunity to know who he or
she is. One who has made a decision, on the other hand, can look back and say, “My choice of
this over that says something about me. The reason for my choice reveals what I value and what
I do not value. My values help to define me.”

When writing the focus of the essay, consider transformative change of the
character.

Expectations:

• Introduction-- Briefly explains your purpose. The last 2 sentences of the intro clearly
state your focus.

• Body Paragraph 1 and 2 - Character identity (INITALLY). Establish the character’s

identity at the start of the literature. Use the examples of his actions, thoughts, and
others’ opinions to clarify the details that establish the identity of this individual. (Does
the person’s core values change, or does his or her self-awareness change.

• Body Paragraph 3 - Conflict (HOWEVER). Discuss the character in conflict. Show by

paraphrasing actual conflict (internal or external) and explaining the nature of the
conflict.

• Body Paragraph 4 - Outcomes (CONSEQUENTLY). What outcomes result from the

conflicts described in the previous paragraph?

• Body Paragraph 5 – Conflict (HOWEVER). Discuss the character in conflict. Show

by paraphrasing actual conflict (internal or external) and explaining the nature of the
conflict.

• Body Paragraph 6 – Outcomes (CONSEQUENTLY/FINALLY). What outcomes

result from the conflicts described in the previous paragraph?

• Conclusion—What insights do you draw from the transformation of the character? Is it a

hopeful conclusion? In any way, can you relate to the transformation or see it as part of a
person’s quest for a life of dignity.

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Transitional Terms

Simple transition words and phrases can help aid the process of linking within and between paragraphs. The
following chart outlines some common transition words, as well as their logical contexts.
Listing Giving examples Generalizing
first, second, third for example in general
first, furthermore, finally for instance Generally, usually
to begin, to conclude as follows: on the whole
Meanwhile, next, soon, later In this case as a rule
generally... furthermore... finally As an illustration As usual
basically... similarly... as well Specifically, in particular ordinarily
Reinforcement in this case for the most part
also namely in most cases
furthermore in other words usually
moreover Result/consequence Highlighting
what is more so in particular
in addition therefore particularly
besides as a result/consequence especially
above all accordingly mainly
as well (as) consequently Reformulation
in the same way because of this/that in other words
not only ... but also thus rather
Similarity hence to put it more simply
equally for this/that reason Expressing an alternative
likewise so that alternatively
similarly in that case rather
correspondingly under these circumstances on the other hand
in the same way Deduction the alternative is
Transition to new point then another possibility would be
now, in other words Contrast
as far as x is concerned in that case instead
with regard/reference to otherwise conversely
as for ... this implies that ... on the contrary
it follows that if so/not in contrast
turning to Stating the obvious in comparison
Summary obviously Concession (unexpected)
Finally clearly however
Therefore naturally even though
Hence of course however much
In essence as can be expected nevertheless
overall surely still
therefore after all yet

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Integrating Quotations into Sentences
You should never have a quotation standing alone as a complete sentence, or, worse yet, as an
incomplete sentence, in your writing. IVCC's Style Book explains this concept well with a good
analogy that describes quotations as helium balloons. We all know what happens when you let
go of a helium balloon: it flies away. In a way, the same thing happens when you present a
quotation that is standing all by itself in your writing, a quotation that is not "held down" by one
of your own sentences. The quotation will seem disconnected from your own thoughts and from
the flow of your sentences. Ways to integrate quotations properly into your own sentences are
explained below. Please note the punctuation: it is correct.

There are at least four ways to integrate quotations.

1. Introduce the quotation with a complete sentence and a colon.

Example: In "Where I Lived, and What I Lived For," Thoreau states directly his purpose for
going into the woods: "I went to the woods because I wished to live deliberately, to front only
the essential facts of life, and see if I could not learn what it had to teach, and not, when I came
to die, discover that I had not lived."

Example: Thoreau's philosophy might be summed up best by his repeated request for people to
ignore the insignificant details of life: "Our life is frittered away by detail. An honest man has
hardly need to count more than his ten fingers, or in extreme cases he may add his ten toes, and
lump the rest. Simplicity, simplicity, simplicity!"

Example: Thoreau ends his essay with a metaphor: "Time is but the stream I go a-fishing in."

This is an easy rule to remember: if you use a complete sentence to introduce a quotation, you
need a colon after the sentence. Be careful not to confuse a colon (:) with a semicolon (;). Using
a comma in this situation will most likely create a comma splice, one of the serious sentence-
boundary errors.

2. Use an introductory or explanatory phrase, but not a complete sentence,

separated from the quotation with a comma.

Example: In "Where I Lived, and What I Lived For," Thoreau states directly his purpose for
going into the woods when he says, "I went to the woods because I wished to live deliberately, to
front only the essential facts of life, and see if I could not learn what it had to teach, and not,
when I came to die, discover that I had not lived."

Example: Thoreau suggests the consequences of making ourselves slaves to progress when he
says, "We do not ride on the railroad; it rides upon us."

Example: Thoreau asks, "Why should we live with such hurry and waste of life?"

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Example: According to Thoreau, "We do not ride on the railroad; it rides upon us."

You should use a comma to separate your own words from the quotation when your introductory
or explanatory phrase ends with a verb such as "says," "said," "thinks," "believes," "pondered,"
"recalls," "questions," and "asks" (and many more). You should also use a comma when you
introduce a quotation with a phrase such as "According to Thoreau."

3. Make the quotation a part of your own sentence without any punctuation
between your own words and the words you are quoting.

Example: In "Where I Lived, and What I Lived For," Thoreau states directly his purpose for
going into the woods when he says that "I went to the woods because I wished to live
deliberately, to front only the essential facts of life, and see if I could not learn what it had to
teach, and not, when I came to die, discover that I had not lived."

Example: Thoreau suggests the consequences of making ourselves slaves to progress when he
says that "We do not ride on the railroad; it rides upon us."

Example: Thoreau argues that "shams and delusions are esteemed for soundest truths, while
reality is fabulous."

Example: According to Thoreau, people are too often "thrown off the track by every nutshell and
mosquito's wing that falls on the rails."

Notice that the word "that" is used in three of the examples above, and when it is used as it is in
the examples, "that" replaces the comma which would be necessary without "that" in the
sentence. You usually have a choice, then, when you begin a sentence with a phrase such as
"Thoreau says." You either can add a comma after "says" (Thoreau says, "quotation") or you can
add the word "that" with no comma (Thoreau says that "quotation.")

4. Use short quotations--only a few words--as part of your own sentence.

Example: In "Where I Lived, and What I Lived For," Thoreau states that his retreat to the woods
around Walden Pond was motivated by his desire "to live deliberately" and to face only "the
essential facts of life."

Example: Thoreau argues that people blindly accept "shams and delusions" as the "soundest
truths," while regarding reality as "fabulous."

Example: Although Thoreau "drink[s] at" the stream of Time, he can "detect how shallow it is."

When you integrate quotations in this way, you do not use any special punctuation. Instead, you
should punctuate the sentence just as you would if all of the words were your own. No
punctuation is needed in the sentences above in part because the sentences do not follow the
pattern explained under number 1 and 2 above: there is not a complete sentence in front of the

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quotations, and a word such as "says," "said," or "asks" does not appear directly in front of the
quoted words.

All of the methods above for integrating quotations are correct, but you should avoid relying too
much on just one method. You should instead use a variety of methods.

Notice the Punctuation!

Notice that there are only two punctuation marks that are used to introduce quotations: the
comma and the colon (:). Note that a semicolon (;) is not used to introduce quotations.

Notice as well the punctuation of the sentences above in relation to the quotations. If there are no
parenthetical citations in the sentences (no author's name and page number in parentheses), the
commas and periods go inside the final quotation mark ("like this."). For whatever reason, this is
the way we do it in America. In England, though, the commas and periods go outside of the final
punctuation mark.

Semicolons and colons go outside of the final quotation mark ("like this";).

Question marks and exclamation points go outside of the final quotation mark if the punctuation
mark is part of your sentence--your question or your exclamation ("like this"?). Those marks go
inside of the final quotation mark if they are a part of the original--the writer's question or
exclamation ("like this!").

The Proper Punctuation: Keeping in Simple

Remembering just a few simple rules can help you use the correct punctuation as you introduce
quotations. There are some exceptions to the rules below, but they should help you use the
correct punctuation with quotations most of the time.

• Rule 1: Complete sentence: "quotation." (If you use a complete sentence to introduce a
quotation, use a colon (:) just before the quotation.)
• Rule 2: Someone says, "quotation." (If the word just before the quotation is a verb
indicating someone uttering the quoted words, use a comma. Examples include the words
"says," "said," "states," "asks," and "yells." But remember that there is no punctuation if
the word "that" comes just before the quotation, as in "the narrator says that.")
• Rule 3: If Rules 1 and 2 do not apply, do not use any punctuation between your words
and the quoted words.

And remember that a semicolon (;) never is used to introduce quotations.

These rules oversimplify the use of punctuation with quotations, but applying just these few rules
should help you use the correct punctuation about 90 percent of time.

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 Tips for a well written Literary Essay

• Make the first sentences you write in your essay informed and intelligent. Your
first impression will cloud the rest of the entire reading.

• Your introduction should be short, to the point, and include your thesis statement. It
should not simply be a restatement of the question though. Make some indication of
what your argument will be. (Example: Don't simply write, "The author uses diction,
imagery and contrast to recreate his experiences." Include pieces of your argument in
the sentence. "The author's terrifying experience is vividly reconstructed through fast
paced diction, darkly menacing imagery, and stark contrasts in pacing."

• Always answer the ENTIRE question. Any failure to address every part of it will
land you fully below the 5 mark.

 Do not use bland generalizations, even in summary ("this was the best novel ever
written") or "he was one of the greatest authors of the 20th century".

 Spelling and conventions are important. Revise and edit your paper.

 Avoid using your own personal experience (UNLESS YOU'RE SPECIFICALLY

ASKED TO). Use the text, or other texts, to support your argument.

 Plot summary is the work of the Devil. Don’t do it! Work your way through the
passage, pulling out important passages and quotes, and analyzing them to support
your argument.

 Use basic paragraph structure – Start with a point, or topic sentence, and then develop
that idea using quotes. (POINT – PROOF – DISCUSS)

 Don't refer to yourself in the essay. (Example: "I think" or "In my opinion")

 Make sure you vary the words you choose (particularly to start sentences) as well as
sentence length and structure (basic, periodic, strung-along sentences).

 Use the tools we have discussed in class! (Parallelism, figures of speech, rhetorical
devices etc.) Never underestimate the impact that the use of parallel structure will
make on a reader!

 Don’t just list the literary terms you know. You have to be able to tie them to the
meaning of the text, and your critique of the text. Markers HATE seeing students

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 using terms simply for the sake of using them. Make sure there is PURPOSE in your
use of words.

 Use specific examples from the text to support your argument. Quote the material or
make allusions to passages. DO NOT fill up your entire essay quoting the material.
Use enough direct evidence to support your argument, but not so much that it leaves
you no room to express your own ideas and develop your analytical expertise.

Organizing your thoughts for the essay:

When planning your essay, it will be helpful to write down:

1. Your thesis statement

2. The order of your argument/points.
3. A list of supporting evidence for those argument/points. You might even number
passages in the order you plan on using them.
4. Notes (or even key words) on the analysis or commentary you plan to include. It
should connect with evidence, your thesis, and most of all the essay question itself.

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 English Language Arts 30-1 Critical/Analytical Response to Literary Texts Scoring Categories and Criteria
Address the whole prompt carefully
Think deeply and bring forth a logical, yet thoughtful
perception.
Use specific and relevant ideas.
Start your essay with a strong, unified point which is
worthy of explanation and support.
Emphasize author’s purpose and author’s choices in
TUTORIAL developing an effect.
Give your ideas enough space – two-thirds of your
SUGGESTIONS
paragraphs should be discussion not retelling.
Ask yourself “so what?” after each use of evidence.
(Why is this idea important to understanding your
thesis?)
Ideas are illuminating and clear. (Insightful ideas
often look at and analyze ambiguity, irony, and
paradox—ideas which need discussion and aren’t
necessarily single answers).
POINT PROOF DISCUSS (or POINT EVIDENCE EXPLAIN) They mean the same thing, but when incorporating evidence make sure the majority of your essay is the discussion
TECHNICAL DETAILS and/or explanation. (AKA proper COMMENTARY)
THOUGHT AND UNDERSTANDING (x2)
Effectiveness of the student’s ideas in relation to
WHAT THE MARKER
the assignment
CONSIDERS
Quality of literary interpretations to show
understanding of the text relative to the topic
Ideas are insightful and carefully
considered, demonstrating a
Excellent comprehension of subtle distinctions in
5 the literary text(s) and the topic. Literary
interpretations are perceptive and
illuminating.
Ideas are thoughtful and considered,
demonstrating a competent
Proficient comprehension of the literary text(s)
4 persuasive way. A sound connection to the
and the topic. Literary interpretations
are revealing and sensible.
Ideas are relevant and straightforward,
demonstrating a generalized
Satisfactory comprehension of the literary text(s)
3 occasionally may lack persuasiveness. A
and the topic. Literary interpretations
are general but plausible.
Ideas are superficial or oversimplified,
demonstrating a weak comprehension
Limited of the literary text(s) and the topic.
2 student’s ideas and thus lacks
Literary interpretations are incomplete
and/or literal.
Ideas are largely absent or irrelevant
Poor and/or do not develop the topic. Little
1 comprehension of the literary text(s) is
demonstrated.
the student has written so little that it is not possible to assess Thought and Understanding and/or Supporting Evidence OR no reference has been made to literature studied OR the only literary reference present is to the texts on the examination OR the marker can discern no
Insufficient evidence of an attempt to address the task presented in the assignment
You don’t have to use quotations, but if you do, keep
them short and embedded in your idea-sentences.
Be specific – everything isn’t important to your argument.
You do have to use exact moments from the text,
significant moments of change or realization.
Craft bridges (connect!!!) between your ideas and your
evidence. Tell your reader what your evidence is
proving.
Choose relevant evidence and keep it in context
(maintain the initial integrity of the text).
Use the evidence as support for your thesis (connect!!!!)
instead of repeating your idea.
SUPPORTING EVIDENCE (x2)
the selection and quality of evidence
how well the supporting evidence is employed,
developed, and synthesized to support the
student’s ideas
Support is precise and astutely chosen to
reinforce the student’s ideas in a
convincing way. A valid connection to the
student’s ideas is efficiently maintained.
Support is specific and well chosen to
reinforce the student’s ideas in a
student’s ideas is capably maintained.
Support is general, adequate, and
appropriately chosen to reinforce the
student’s ideas in an acceptable way, but
reasonable connection to the student’s
ideas is suitably maintained.
Support is inadequate, inaccurate, largely
a restatement of what was read, and/or
inappropriately chosen in relation to the
persuasiveness. A weak connection to the
student’s ideas is maintained.
Support is irrelevant, over generalized,
lacks validity, and/or is absent. Little or no
connection to the student’s ideas is
evident.
Create a title for your essay which expresses your thesis;
don’t just use the topic or the literature.
Begin your body paragraphs with a topic sentence to give
individual purpose to each paragraph.
Stay consistent with the idea presented in your
introduction.
End your body paragraphs with a link to the beginning of
that paragraph and to the introduction.
Don’t wait until the conclusion to tie everything together. Do
this throughout.
Make sure ideas transition from sentence to sentence,
paragraph to paragraph, throughout the essay logically
and smoothly. It helps when the first sentence of the
paragraph builds from the last sentence of the previous
paragraph.
Ideally the ideas should develop your thesis instead of
listing examples. (First, second, third are basic
transitions which you may have used in elementary, but
are no longer considered sophisticated in high school
with every essay).
FORM AND STRUCTURE (x1)
the manner in which the student focuses, arranges,
and shapes the discussion in response to the
assignment
how well a unifying effect or a controlling idea is
developed and maintained
A judicious arrangement of ideas and details
contributes to a fluent discussion that is
developed skillfully. The unifying effect or
controlling idea is effectively presented and
integrated.
A purposeful arrangement of ideas and
details contributes to a controlled discussion
that is developed capably. The unifying
effect or controlling idea is coherently
presented and sustained.
A straightforward arrangement of ideas and
details provides direction for the discussion
that is developed appropriately. The unifying
effect or controlling idea is generally
presented and maintained; however,
coherence may falter.
A discernible but ineffectual arrangement of
ideas and details provides some direction for
the discussion that is underdeveloped. A
unifying effect or controlling idea is
inconsistently maintained.
A haphazard arrangement of ideas and
details provides little or no direction for the
discussion, and development is lacking or
obscure. A unifying effect or controlling idea
is absent.
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Remember that your goal is to clearly show your
understanding.
Choose precise, yet varied diction.
Choose specific syntax to achieve your desired effect.
Avoid judgemental statements. (Don’t use should,
would have, must, if they only, etc.)
Use formal language (no slang, contractions, or
acronyms).
Avoid using I/you/we. Elevate your ideas to a universal
commentary on human nature.
Avoid complicating simple ideas with convoluted
wording. Instead, clearly state in depth ideas.
12pt font, double-spaced, Times New Roman, First line indent, no extra space between paragraphs, 1 inch margins,
please. Italicize major works; place minor works in quotation marks; direct quotations should be properly cited including a
Works Cited list at the end of your essay.
MATTERS OF CHOICE (x1)
how effectively the student’s choices enhance
communication.
Diction choices syntactic structures (such as
parallelism, balance, inversion)
the extent to which stylistic choices contribute to
the creation of voice
Diction is precise. Syntactic structures are
effective and sometimes polished.
Stylistic choices contribute to the creation
of a skillful composition with a convincing
voice.
Diction is specific. Syntactic structures are
generally effective. Stylistic choices
contribute to the creation of a considered
composition with a capable voice.
Diction is adequate. Syntactic structures
are straightforward, but attempts at
complex structures may be awkward.
Stylistic choices contribute to the creation
of a conventional composition with an
appropriate voice.
Diction is imprecise and/or inappropriate.
Syntactic structures are frequently
awkward and/or ambiguous. Inadequate
language choices contribute to the
creation of a vague composition with an
undiscerning voice.
Diction is over generalized and/or
inaccurate. Syntactic structures are
uncontrolled and/or unintelligible. A lack
of language choices contributes to the
creation of a confused composition with
an ineffective voice.
It is essential that you spell and punctuate and capitalize
names, titles, and topic words correctly.
Leave yourself enough time to proofread, edit, & run spell-
check. (Last sentence to first is a good strategy to give a
fresh read.)
Watch for comma-splices, run-on sentences, or sentence
fragments.
Apostrophes are for possession or contractions (which should
not appear in a formal essay anyway), never for plurals.
Write in plural for easy gender agreement (ex. the author tells
his or her story turns into the authors tell their stories).
Regardless make sure there is noun-verb agreement.
Correctly punctuate your embedded quotations. This
includes correct use of references.
New topic= new paragraph
Use present, active tense (ex. Romeo loves Juliet, not
Romeo loved Juliet). We read texts in the present, so
discussion needs to be in the present as well.
Punctuation! Changes! Meaning! If a friend cannot read it out
correctly, perhaps your punctuation needs to be revisited.
MATTERS OF CORRECTNESS (x1)
sentence construction (completeness, consistency,
subordination, coordination, predication)
usage (accurate use of words according to convention
and meaning)
grammar (subject-verb/pronoun-antecedent
agreement, pronoun reference, consistency of tense)
mechanics (punctuation, spelling, capitalization)
Consider the proportion of error in terms of the
complexity and length of the response.
This writing demonstrates confident control of
correct sentence construction, usage,
grammar, and mechanics. The relative
insignificance of error is impressive
considering the complexity of the response
and the circumstances.
This writing demonstrates competent control
of correct sentence construction, usage,
grammar, and mechanics. Minor errors in
complex language structures are
understandable considering the
circumstances.
This writing demonstrates control of the
basics of correct sentence construction, usage,
grammar, and mechanics. There may be
occasional lapses in control and minor errors.
However, the communication remains clear.
This writing demonstrates faltering control of
correct sentence construction, usage,
grammar, and mechanics. The range of errors
blurs the clarity of communication.
This writing demonstrates lack of control of
correct sentence construction, usage,
grammar, and mechanics. Jarring errors impair
communication.
 CRITICAL/ANALYTICAL ESSAY
RUBRIC TUTORIAL
PREWRITING

Be sure you make a plan before you start writing. Your mark will improve significantly in the first three categories (worth 20/30 marks) if you
brainstorm, sift out the best ideas, and logically organize those ideas into POINT, PROOF, and DISCUSSION paragraphs. Try a brace map or the
“initially, however, consequently, finally” plan. Take at least 15-20 minutes to plan - it will be worth it.

THOUGHT AND UNDERSTANDING (7.5 marks) Ideas are insightful and carefully considered, demonstrating a comprehension of subtle
distinctions in the literary text(s) and topic. Literary interpretations are perceptive and illuminating.
1. Address the whole prompt carefully. What, exactly, are you being asked to write about? Did you note the key elements in the prompt,
paraphrase, and look up synonyms/definitions to ensure a clear understanding? Make sure you address all parts or prongs of the prompt.
2. Think deeply about the topic and the text. Choose a text from class that suits the prompt and that you know well.
3. Brainstorm to move your ideas from general to insightful. A brace-map, RAFTS map, or diagram will help you to clearly organize your
ideas from the start. Specific is terrific. Narrow your focus to make it more detailed and also more manageable.
4. Bring something new and unusual to the topic and your exploration of the text. Avoid sweeping generalizations that you cannot prove.
Be original, innovative, refreshing; avoid generalizations that everyone already knows. Ask yourself the “So What?” question to go
deeper. The best papers explore the grey areas of the text and topic, not the black and white conventional areas. Explore the topic with
an eye to social criticism, human nature, and what makes us tick.
5. Emphasize the author’s purpose and the author’s choices. Your task is to analyze the craftsmanship of the writer in developing theme.
Consequently, you must discuss the author’s choices that develop his or her theme. Use the author’s name a lot. EX: Shakespeare
explores, discusses, examines, designs, reveals, etc. Do not confuse the characters’ choices with the author’s choices. Characters are
not real people. Discuss them simply as the author’s way of making a point.
6. Avoid plot summary - it takes you off the topic. Markers are very familiar with the literature. Give them a brief context if needed, but get
on with your argument.
7. Have a clear statement of intention or thesis statement that is on topic and makes a powerful argument about that topic. Be
ABSOLUTELY CERTAIN that you are addressing the whole prompt.
8. Organize your plan with the POINT, PROOF, DISCUSSION method of paragraph development.

SUPPORTING EVIDENCE (7.5 marks) Support is precise and astutely chosen to reinforce the student’s ideas in a convincing way. A
valid connection to the student’s ideas is efficiently maintained.
1. Your body paragraphs will begin with a topic sentence or two that clearly states your POINT or argument. The next few sentences
should include textual PROOF, followed by DISCUSSION of how this proof advances your argument. In the DISCUSSION, make explicit
to your reader why this PROOF advances your argument. It is the writer’s responsibility to make this clear for the reader. Readers
should not be searching for the connections, as the connections should be explicitly stated.
2. Quotations must be significant, relevant, and thoughtfully chosen to prove your point and support your thesis. Select at least three
specific examples for each logical point that you make. Be accurate in names and details; choose from the entire selection. Allow the
reader to visualize the exact moment that provides evidence for your argument. Quotations must advance your point, not just restate it.
3. The most effective quotations are short and clearly related to your thesis. Include lots of “three or four word” snippets from the text to
support your argument and invisibly stitch these quotations into your sentences. TIP: eliminate pronouns (cut out "I, me, you") or [tailor
verb tense/pronouns to your point of view] and stitch the quotation invisibly into the grammar of your own sentence.
4. Know the correct format for citing quotations EX: Gerard was “calm, cool, and collected” (45) when under pressure. Never use the
word “quote.” Be sure to carefully craft bridges or transitions between your writing and the textual support so it flows smoothly.

FORM AND STRUCTURE (5 marks) A judicious arrangement of ideas and details contributes to a fluent discussion that is developed
skillfully. The unifying effect or controlling idea is effectively sustained and integrated.
1. Include an original significant/symbolic unifying title.
2. In your introduction, find a brief personal hook that connects you and your own voice to the topic and other readers. This can include an
image, memory, question, struggle, or lesson from your own life experience. Identify the author and text title in your introduction, and
possibly again in your conclusion. Include a clear, original statement of intent, thesis statement, or statement of authorial intent (three
names for basically the same thing) which focuses precisely on the prompt and the literature in your introduction. Your statement of intent
must lay out the order of your essay and explicitly state your argument, which is often phrased as a theme and an argument about that
theme.
3. Use the POINT, PROOF, DISCUSSION method of body paragraph development. The POINT directly states your argument for this
paragraph and how it will support the thesis. Your next sentences will include PROOF from the text to support your argument. Your last
several sentences will explore and DISCUSS the meaningfulness of your argument. Avoid plot summary. Your readers will all be familiar
with the text. Plot summary takes you off topic. Stay focused on your thesis and the topic throughout the entire essay.

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 4. The Initially, However, Consequently, Finally method of essay structure may suit the topic and text; you are welcome to use it.
5. After you have used the author’s full name once, you may refer to him or her by last name - never by first name only. It is essential that
you spell names and titles correctly.
6. Ensure your POINT and DISCUSSION sentences are thoughtful, relevant, and appropriate. Topic sentences need to be clearly
connected to the topic. Ensure your ideas are logically ordered.
7. Avoid judgmental statements about the author’s ability and sweeping generalizations about the literature that you cannot prove.
8. Use transitions (however, therefore, as a result, furthermore) to achieve unity and ensure that each idea flows naturally into the next. Do
this within paragraphs as well as between paragraphs.
9. In your conclusion, ensure that concluding statements are thoughtful and NOT merely a summary. No new arguments are introduced in
the conclusion. Subtly, elegantly echo your thesis to remind your reader of your thesis/intent, possibly with a key word or reemphasis of a
main idea or image. Never just cut and paste your thesis from your intro. Your last couple of lines should link back to the introduction,
especially your personal hook or symbolic title. Conclusions end with strength, elegance, insight, unity. Last impression matter!

MATTERS OF CHOICE (5 Marks) Diction is precise. Syntactic structures are effective and sometimes polished. Stylistic choices
contribute to the creation of a skillful composition with a convincing voice.
1. Craft tone to be mature, scholarly, and analytical throughout your essay.
2. Diction is vivid, varied and precisely the shade of meaning that is needed to increase thoughtfulness.
3. Diction is formal, mature, appropriate, effective, and meaningful.
4. Do not use conversational, “valley-girl” language. Avoid slang, contractions, and abbreviations. Do not use words like "thing, stuff,
kinda, well, I mean, pretty much, gonna, ‘cause, cuz", etc. Avoid clichés. EX: When all is said and done . . . Such choices sound
unpolished and unintelligent.
5. Be direct, clear, and specific.
6. Sentence lengths are varied and well-crafted to emphasis precise meanings. Powerful, short, direct sentences are good for making a
point. Longer, more complex sentences help to explain the subtleties of a point.
7. Vary sentence constructions to include parallel, balanced, or inverted sentences as well as simple, compound, and complex sentences.
8. Vary your sentence openings; otherwise your language sounds repetitive and immature.
9. Use present, active tense except when referring to preceding action. Write in the “now.” EX: “Romeo loves Juliet” rather than “Romeo
loved Juliet.”
10. Avoid “I/you” in the body paragraphs. It is acceptable to use it in the personal hook of your introduction and conclusion only. Writing in
third person “we” lifts your ideas to a more universal commentary on human nature.

MATTERS OF CORRECTNESS (5 Marks) The writing demonstrates confidence in control of correct sentence construction, usage,
grammar, and mechanics. The relative absence of error is impressive considering the complexity of the response and the
circumstances. CONSIDER THE PROPORTION OF ERROR TO COMPLEXITY AND LENGTH OF RESPONSE.
1. Leave yourself at least 15 minutes for editing and proofreading. If using a computer, use the spell-check and grammar-check
options. Edit carefully to improve sentences, diction, and ideas. This means ACTUALLY going back and changing words to make them
better.
2. Proofread carefully to ensure correctness (line by line, last line to first line). Watch for spelling, punctuation, capitalization, verb
tense, agreement, and easily confused words (such as ... fair/fare, there/their/they’re, to/too/two, cause/because, where/were, loose/lose).
Spell the author’s name, characters' names and the title correctly.
3. Rule Refreshers:
a. The subject and verbs in the sentences are in agreement, as are pronouns and antecedents. They must agree for number,
point of view and gender! EX: The authors tell their stories. The author tells his or her story. NOTE: "Someone, anyone, one"
are SINGULAR and cannot be used with "they, their, them" which are PLURAL. Write in plural to avoid gender agreement!
b. Avoid run-on sentences, sentence fragments, and comma splices. To understand these errors you will need to understand the
subject (noun) and predicate (verb) of a sentence as well as the rules for punctuation. A comma cannot have a complete
sentence on both sides. A semicolon must have a complete sentence on both sides. A complete sentence has a subject
(noun) and predicate (verb).
c. Apostrophes show possession (belonging to) rather than plural (more than one). EX: The boy’s book (singular possession).
The boys’ washroom (plural possession). The boys played basketball (plural).
d. Titles of major works are underlined, and titles of minor works are in quotation marks.
e. Spell out numbers as words up to a hundred. Dates are an exception.

4. See a writer’s manual for writing correctness rules. A good one is Diana Hacker’s A Writer’s Reference. Go to
http://bcs.bedfordstmartins.com to see the rules on-line and to do practice exercises on line. It does not cost anything but you will need
to give them your email and make a password for your scorecard. Other sites are excellent too.
5. General guidelines for critical response length: a minimum of four well-developed paragraphs. Better responses often have 5-7 well
developed paragraphs. It is difficult to be insightful unless you have written enough. A well-developed body paragraph has at least ten
sentences. Introductions and conclusions can be five to seven sentences long.
6. Use Standard manuscript format: 12 point font, Times New Roman, double spaced.

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Preparing for a CARL
This is a critical/analytical essay based on a text we have studied in class. To help you prepare
for this test, complete a Literary Analysis for each text, so you are able to remember key ideas
and details about your text.

The Critical Essay Exam

The critical/analytical essay requires you to use a piece of literature studied in class in response
to a question. Choosing a text studied in class ensures that you have a good understanding of the
themes and techniques presented, enabling you to craft an insightful discussion with perceptive
understandings of the literary interpretations. Please note the following:

- You must focus your discussion on one character from a text we have studied.
- Your essay will explain how the text you have chosen illustrates a “theme” that deals
with this topic. Of course, analyzing the character, his/her conflict, and the outcome of
that conflict allows you to illustrate how the author develops his/her theme.
- As stressed, you must address the THEMATIC TOPIC posed or your essay will be
assessed a mark of “0”.
- You may use a dictionary, thesaurus, and your Canadian Writer’s Handbook.

Studying

1. Create a Literary Analysis for the texts studied.

2. Review your notes and assignments that deal with this work. For the longer work,
skim it over if you still have it while you look over your plot summary. For a shorter
work, re-read the piece. Be sure to consider “Possible Themes.”
3. Review the past diploma prompts and consider how you would frame a response by
writing practice thesis statements.
4. Review essays you have written & goal setting sheets and note where you need to
improve.

Writing the Essay

1. Discuss the THEMATIC TOPIC as it relates to the character, this will ensure you
are completing the assignment correctly.
2. The exam will have a sheet attached that gives you space for “planning”. It directs
you to state the name of the text and the author. Do this. Then – PLEASE take time
to plan your thesis and the topics for your body paragraphs. This will allow you to
write a more focused and organized essay that deals with the topic question.
3. Try to leave about 5-10 minutes for revising and editing. You may print your essay
more than once, so you can read it on the paper if you wish and make corrections on
the screen. If you run out of time for this, you may make corrections directly on the
paper before you hand it in.
4. Essays are written in a legible (Times, Calibri, Arial, Veranda) 12 point font and must
be double spaced.

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