Name: ________________________________________________________Class: _______ Date: _____________

Lord of the Flies: Jack as an Animal

Directions: Find 5 passages in Chapters 1-8 that make it clear to the reader that the author intends for Jack to be seen as an animal.
Look for and identify similes, personification, metaphors, and other literary devices that Golding uses as well as diction (word choice)
and analyze the importance or effect this description has on the reader or the plot of the story. An example has been done for
you.

FULL Direct Quotes and Parenthetical Documentation Analysis 2-3 sentences of commentary about the chosen
quotation

EX: “Jack bent double. He was down like a sprinter, his nose
only a few inches from the humid earth” (Golding 48).
Using a simile, Golding compares Jack to a sprinter emphasizing Jack’s
athletic ability, and creating the image of him being crouched down on
the ground like an animal waiting to attack. Jack is beginning to lose
his connection to society and civilization. He is driven to pursue his
passion to hunt prey for survival just as an animal would.

“
 LOTF: “Jack as an Animal” Literary Analysis Paragraph – Outline

Using the quotes and explanations from the chart that you filled out, write a double point of development body
paragraph following our format. Use the chart on the previous page and pick two of the best evidence that you
have found.

Body Paragraph – You should have 1 full body paragraph (10-12 sentences).

• TS: Make sure the body paragraph has a Topic sentence. It is in the topic sentence that you should argue
the author’s purpose.
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• CD 1: Introduce your 1st quote. Make sure that you provide some context. Who says the words? Where are they
said? When are they said? Are they in response to someone? Are they describing something? Provide a Quote
that supports your topic sentence. Be sure to embedyour quote and use proper parenthetical
documentation.

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• CM 1: Provide at least two sentences of Analysis of how this quote supports your argument or your topic
sentence. Explain how the quote proves what you are saying in the topic sentence and analyze the meaning. (2
sentences)
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• CD 2: Introduce your 1st quote. Make sure that you provide some context. Who says the words? Where are they
said? When are they said? Are they in response to someone? Are they describing something? Provide a Quote
that supports your topic sentence. Be sure to embedyour quote and use proper parenthetical
documentation.

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• CM 2: Provide at least two sentences of Analysis of how this quote supports your argument or your topic
sentence. Explain how the quote proves what you are saying in the topic sentence and analyze the meaning. (2
sentences)
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• Provide a Concluding Sentence. Do not merely repeat the TS.

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Writing Tips:
• Use 3rd person NOT 1st or 2nd (I or you), and use proper parenthetical documentation: (Golding 23).
• Do NOT use “This quote shows/proves,” etc.

**NOTE: Your TYPED FINAL copy of the paragraph should have a full heading and be titled “Jack as an Animal”
and stapled to the FRONT of this worksheet.** Typed double spaced, 12 pt. font, Times New Roman.

You will only write a single body paragraph, not an intro or a conclusion.

Use the MLA Heading:

Your name

Your Teacher

English II PAP- #

9 November 2017
Name: __________________________________________________ Date:______________________________ Period:____________________

JAAA Rubric:

# Description %
These papers clearly demonstrate an understanding of the passage and recognize its complexity.
The essays correctly identify two sides of the author's attitude toward the subject in a well-written
thesis and deal specifically with narrative techniques such as point of view, syntax, diction, detail,
100-
8 and organization. These papers use appropriate choices for quotation and select an appropriate
number of choices from throughout the passage. Although they may be flawed, the papers, 92
nevertheless, display consistent control over the elements of effective writing and reveal the
students' ability to read with perception and to express ideas with clarity and skill.
These papers adequately demonstrate an understanding of the passage. Identification may not be as
precise or thesis as forcefully worded as in 9-8 essays. These papers are not as thorough, precise, or
aware of complexities as the top scoring papers. They may deal with fewer narrative techniques,
91-
7-6 and analysis may be less perceptive or less developed than that of the better essays. The prose
demonstrates an ability to express ideas clearly but with less maturity and control than the top- 81
scoring papers. Generally, essays earning a score of 6 present a more limited analysis and less
consistent command of the elements of effective writing than essays scored 7.
These papers represent the smallest score for college credit and are often characterized by
superficiality. These essays respond to the question without important errors but miss the
complexity of the passage. Their thesis statements may not reveal clear understanding of author's
meaning. Only a vague relationship exists between paragraphs' discussions of point of view,
80-
5 syntax, diction, detail, organization and how these relate to the question. Choices of proof may be
less effective than those in 9-6 range or not from throughout the passage. Although adequate to 75
convey the students' thoughts, the writing is not as well conceived, organized or developed as that
in papers scoring in the upper half. These papers looks good on the surface but are simplistic.
Students respond correctly but do not devote enough space to arguments.
These papers attempt to explain the passage but do so inaccurately or ineffectively. They may
present misguided or underdeveloped analysis of point of view, syntax, diction, detail, organization
and/or fail to relate them to the thesis. The papers mistake examples of diction for detail or vice
versa and may involve paraphrasing and/or omit analysis altogether. Generally the prose reveals
weak control over writer's elements as diction, organization, syntax or grammar. Typical essays
74-
4-3 earning a score of 4 are partly right, forgot part of something, went astray on part of answer, or are
missing part of answer. Typical essays earning a score of 3 exhibit more than one of these 60
problems; they are flawed by weak writing skills, significant misinterpretations, inadequate
developments, or serious omissions. Four papers are still swimming-albeit almost drowning;
however, one good kick would put them above water. Three papers are going under for the third
time and need a lifeline.
These papers compound the weaknesses of essays in the 3-5 range. Moreover, they seriously
misread the passage or fail to respond adequately to the question. The essays may be unacceptably
brief, may be poorly written on several counts and/or may contain many distracting errors in 59-
2-1 grammar and mechanics. Although they may have attempted to answer the question, the views
25
presented typically have little clarity or coherence. Two papers will paraphrase from the selection
while the one essays omit any reference to the text.
0 These essays respond with no more than a reference to the task, contain completely off-topic 24-0
responses, or are blank.