Character Study Group Essay English 9 Honors 60 points (80% individual, 20% group) Context: For the past several days, we have examined the elements of characterization or the techniques an author uses to create the actors in the story. You have also seen these elements at work in the various stories of various authors. Though these works diverge, one element is certain in all the stories we have read: the characters pull us in with their personalities, their struggles, their conflicts, and their contradictions. From Regret to A Good Man is Hard to Find to The Possibility of Evil to The Most Dangerous Game, each character is supremely multi-layered, enormously human, and unequivocally fascinating. Assignment: You and your group will write an analysis of a character that showcases your understanding of the depth and complexity of character. Your preselected group will unanimously agree upon a fictional character from a television show (no reality television, no Disney programs and no cartoons, please). The character you select is one who speaks to you in some way, a character who draws you in. This character may be a protagonist, an antagonist, even a supporting character but a character who summons your passion admiration, disgust, hate, empathy, humor, disdain, etc. Each group member will be assigned a section of the five paragraph essay that answers the following prompt: What makes this character so compelling? Note: this essay is an analysis of characterization (NOT PLOT) and how it is used to great effect in your chosen character. You will want to think about the elements of STEAL and judge your character by those standards. *MAKE SURE YOUR ESSAY ANSWERS THE PROMPT WHY DOES IT APPEAL TO AN AUDIENCE. You do not just want to list all the character traits, and you most definitely DO NOT want to just summarize the show. The work demands you really think about why the character is so popular. What about him/her draws viewers in?* Therefore, you will want to think about what particular elements appeal to you, the viewer and then, using your knowledge of characterization, describe the compelling attributes of the character by using the language of the discipline. (See attached) In other words, it is not enough to simply say that a character is hilarious, what in particular makes him hilarious? Is it his innocence, his audacity, his profound sense of awkwardness? Then you must relate why someone this character would be so irresistible, so fascinating to watch for audiences. ****THIS IS NOT A SUMMARY OF THE STORY. You should only relate plot detail to the extent that illuminates the personality of your chosen character. 1
Additionally, your group must employ the language of the discipline throughout your work to add relevance and professionalism. Please look at your What is Character? handout to consider what terms apply to your character. (Please identify only what does apply, not what doesn t). You must absolutely follow the guidelines for essays, and in fact you will submit your first draft on the essay outline to ensure all elements of the essay are included. The work follows the standard TLQ outline. YOU MUST INCLUDE BOTH IN-TEXT CITATIONS AND A WORKS CITED. Focus Now, at this point in your development as an essay writer you may well ask why you are asked to write as a group. Good question. While this may appear less work, it does in fact demand an unprecedented level of attention to establishing, maintaining, and developing your thesis, since each group member will carry on where the last left off. The opportunities for redundancies and contradiction are elevated; therefore you must function as a squeaky clean machine, communicating and working as a team. You will have time in class to work with your group, but this essay will definitely demand work outside the class as well. NOTE: Each person will sign up for a particular paragraph. Some elements, such as the thesis, must be the work of all group members. The bulk of your grade (80%) is focused on your individual contribution, while the remainder is focused on the group effort. Pick wisely; you will not be allowed to change your character or your assigned paragraph o Use the MLA format o Use in-text citations o Provide a Works Cited o Use formal register (no I, or you, and definitely no slang) o Eliminate all taboos o Provide at least five vocabulary words from any vocabulary list. Please underline or highlight o Edit for grammar o Ensure work is in the present tense o Provide the essay checklist behind the submission o Provide the essay rubric on top of the submission o Paperclip everything together You will submit your work at the start of your period. accept late work, whether you are in class or not. I will not No Redemption Days available for this assignment. 2
Some Considerations for Your Essay: o Identify the character o Detail why your group chose this character o What passion this character summons and why o Any identification you share with this character Ask yourself such questions as o How is the character built (using the language of the discipline)? o What kind of characterizations are employed? (direct/indirect)? o How is the character revealed? o What are the characters conflicts or flaws? o Does the character demonstrate any ironies or contradictions? o What are the characters struggles and how are they confronted? o Again, use STEAL and name to guide you o How does the character change? o Why does the character change? o What psychological forces are at play within this character? o How is the character influenced by internal conflicts? o How is the character influenced by external conflicts? o Is there a lesson in this character s behavior good or bad? o What many traits are at work in the character? 3
Works Cited Television Shows "Title of Episode if any." Title of Program. Name of Network. Call Numbers if any, city of local station if any. Broadcast date. Medium Example: The Blessing Way. The X-Files. Fox. WXIA, Atlanta. 19 Jul. 1998. Television. Parenthetical Citations Television: In MLA, it is proper to cite television shows by including the name of the program or series within parentheses ("Friends"). 4
Sample Body Paragraph from Student Essay Character: Michael Kelso from That 70s Show Perhaps the most compelling trait in Kelso s arsenal of personality is his mysterious, sometimes random, always hilarious, thought processes, which reveal him as both a simpleton and idiot savant, further adding to his ranking as one of the most profoundly appealing or complex characters on television. His group of mature, sharp companions serve as character foils to illuminate these delightfully unexpected reactions, responding to Kelso with witty barbs and amusing sarcasm that serve to encapsulate the irony of the scene. Though Kelso is characterized as dimwitted and frivolous, with his obsession for his looks, he defies stereotypical expectations on many occasions. For example, he solves a complicated algebra equation when reflecting on the financial implications of Eric Forman s exclusive keg party. Eric decides that he will charge $2 per head. Next comes the surprising discourse: Hyde: A sophomore is going to drink one, maybe. A freshman, he s going to drink a half. Kelso: So that averages out to 1.5 beers per person, which means we can provide for 112 people; that s 224 bucks.( The Keg ) Such an intuitive and immediate response startles and amuses. Perhaps it is his affinity for beer, perhaps his ongoing quest for the next big scam that drives Kelso s outburst of genius; whatever the cause, such outbursts never fail to surprise and delight the audience. And though his bouts of intelligence are startling and unpredictable, his friends overlook him, dismissing his antics as more of Kelso s dawdling and mindless chatter. This matters because an engrossing character often boasts subtle and surprising talents. The character resists expectations and easy clichés; thus enhancing the intricacy of the character and simultaneously captivating the audience. A round character with a profound sense of verisimilitude definitely defines Kelson. 5
CHARACTER ANALYSIS RUBRIC Name: Period: Outstanding Exceeds Standards Good Response Meets Standards Fair Response Approaching Standard Weak Response Below Standards Topic / Idea Development Character is well-defined and focus is clear from the first paragraph; thesis statement is crystal-clear and well-developed; details are tightly connected to topic sentences and topic sentences are tightly connected to thesis Character presentation is adequately defined; using appropriate supporting details; thesis statement is clear; details are connected to thesis statement; topic sentences are connected to thesis Character presentation is defined although is missing a few obvious details; few supporting details; topic sentences are loosely connected to thesis Character presentation is not clear; limited supporting details; some supporting details; topic sentences are not connected to thesis statement. Organization Mechanics and Language Usage Presentation MLA In-text Works Cited Strong organization; well developed sentences and paragraphs including transitions; excellent introduction and conclusion; each body paragraph contains 8-10 sentences. TLQ sets contexts and involves persuasion. Argument is evident and integrated. Conclusion revisits (does not repeat) introduction and offers insight into the thesis. No errors present in paper; accurate spelling, capitalization, punctuation, and usage; transitions present; sentence variety implemented with rich vocabulary; effective use of quotes. No taboo. Neatly typed; carefully assembled; double spaced; followed format accurately; paragraphs Has generally well formed sentences and paragraphs; introduction and conclusion revisit or echo similar ideas; thesis evident throughout body paragraphs; each body paragraph contains 8-10 sentences. Argument is revisited in body paragraphs. Few (three or less) errors in spelling, capitalization, punctuation, and usage; some transitions and sentence variety; acceptable vocabulary; appropriate use of quotes. Maximum of three taboos Neatly presented; double spaced; followed proper format. One or two errors Weak paragraph structure and organization; introduction and conclusion are present but not fully developed; intro and conclusion repeat, argument is echoed in some way in the body paragraphs or is sporadically addressed; body paragraphs are about 5-8 sentences More than three errors in spelling, capitalization, punctuation and usage; some transitions are disproportionate to length and complexity; simplistic vocabulary; weak use of quotes. Presentation is legible; MLA consists of less than six errors Little sense of organization; lacks sentence structure and paragraph development; argument is not revisited in any way, introduction and conclusion are random and unrelated. Many errors in spelling, capitalization, punctuation, and usage; weak/inappropriate vocabulary; does not use quotes Difficult to read; ignores rules of MLA 6
Essay Outline Form 9 Honors Introduction Outline (Indent 5 spaces) Universal Thematic Statement or (Uni-T). Remember that a Uni-T is always universal and simple and is always the top of the funnel that leads to the point that is your thesis (see illustration). Intro builds a bridge to the author and work and elaborates the ideas of the Uni-T (it may include explanations and examples) Statement referencing author(s) and work(s) and connecting your hook (if you are writing literary analysis). Major Thesis: This is your argument what you will prove throughout your paper. All topic sentences, all evidence, all commentary, will verify this argument. Argumentative papers must have a subject and opinion; literary analysis must state what your paper will prove. For all essays the thesis must be arguable and clearly state your position. The thesis MUST BE UNDERLINED AND MUST CLEARLY AND DIRECTLY RESPOND TO PROMPT. Can follow up with a few summative remarks. 7
Body Paragraph Outline 1. (Indent) Topic Sentence (can be the first or second sentence of a new paragraph) Must be a concise topic sentence and a point that will prove the thesis (NOT THE THESIS ITSELF). The topic sentence is NEVER universal; rather it is specific to the novel you are writing about. The topic sentence is never a fact but shows an argument Make sure you include some form of transition to ensure logical flow. Focuses on only ONE subject 2. Bridge Include some explanation or examples between your topic sentence and your first piece of evidence/quote. 3. Transition/Lead-In. Sets up the context for your quote. (For example when/in): You may use the basic when and just factual information. More advanced transitions will show some form of persuasion. Be specific. It can be more than one sentence. 4. Concrete Detail. The quote, itself or the Say. Must clearly relate to your topic sentence. Include only the part of quote that supports your argument no filler: 8
(page number in MLA form = Cisneros 3) or if you already mentioned the author and/or you have one (3). 5. First Commentary. THE MEAN. Mean is analysis of plot. It explains the deeper meaning of what is occurring in the scene you just quoted. It is reading between the lines. DO NOT MOVE OUTSIDE THE SCENE. It should be at least three sentences and it is never obvious. This means that 6. Second Commentary. Matter is the analysis of the novel as a whole. Now move outside the scene and relate the quote and its thematic significance to the novel. It references themes and other big ideas. It cites important rhetorical devices as it relates to the topic sentence. It explains why these devices are used and the overall effect on the story. Dig deep here and analyze the quote in terms of the meaning, themes, and your thesis. Why is it vital to the novel? Matter should be a minimum of five sentences. This matters because 7. Transitions/Lead-In. This second quote must build a bridge between the previous Matter and sets up the context for your next quote. Again, you must relate it to your topic sentence, which relates to your thesis. ( Cisneros furthers the idea of conflicted maturity in the vignette The Family of Little Feet. When Esperanza, Rachel and Lucy slip on the yellow shoes they are suddenly and dramatically transformed from the innocence of childhood to the power of womanhood ). Note, transition can be more than one sentence. Be specific. 9
8. Concrete Detail. The quote, itself or the Say. Must be a new point that relates to your topic sentence. Include only the part of quote that supports your argument no filler: (page number in MLA form = Cisneros 3) or if you already mentioned the author and/or you have one (3). 9. First Commentary for Second Concrete Detail. THE MEAN. Mean is analysis of plot. It explains the deeper meaning of what is occurring in the scene you just quoted. It should be at least three sentences and it never obvious. This means that 10. Second Commentary for Second Concrete Detail. Matter is the analysis of the novel as a whole. Now move outside the scene and relate the quote to the novel. It references themes and other big ideas. It cites important rhetorical devices as it relates to the topic sentence. It explains why these devices are used and the overall effect on the story. Dig deep here and analyze the quote in terms of the meaning, themes, and your thesis. Why is it vital to the novel? Matter should be a minimum of five sentences. This matters because 10
11. Concluding Sentence (finishes the topic and draws a conclusion) Conclusion outline 1. No in conclusion or all in all. Here you will want to return to the form you introduced in the beginning. If you asked a question, answer it or address it; if you began with a quote, speak to it, etc. As you return to it, apply the lessons the reader should take from your argument in your body paragraphs. Here you will want to be specific to the work, as you were in the topic sentences. Revisit the big ideas of the argument. Avoid repeating key words and phrases from the thesis statement because you don't want the summary statement to sound boring or repetitive. Answer the so what and why does it matter? aspect of it. Conclusion should be 8 to 10 sentences. 2. After you begin in a specific way, you ll want to bring your conclusion to a general truth (outside the novel or the character) about the thesis you ve chosen, avoiding grand statements and hackneyed declarations. Why is this important as a universal theme? Consider broader issues, make new connections, and elaborate on the significance of your findings. Move to the more general, meaning conclude in a general way just as you started in a general way. 11