Character Analysis Argument Essay
Character Analysis Argument Essay
Objectives and Standards:
CCSS.ELA-Literacy.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 of develop the theme.
CCSS.ELA-Literacy.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
A character analysis is more than a character description. It is an examination of a complex character’s motivations and how conflicts arise from more than one motivation, and it is an analysis of how a character’s personality and growth (or lack of growth) help convey the ideas and themes of the work as a whole. As with any formal essay, there are necessary elements to include (see below).
Prompt:
Examine the motivations of a main character in The Piano Lesson, and how the conflict between these motivations, and the development or growth of the character, convey the meaning of the play as a whole.
Honors Designation:
To earn honors on this assignment, you will make your character analysis more rigorous and complex in one of two ways:
1)Synthesis and Compare/Contrast Option: Examine at least two characters from The Piano Lesson, and connect your character analyses to August Wilson’s ambitions and intentions in the Century Cycle, as discussed in the Preface to King Hedley II (the essay we read the first day of the new semester).
2)Compare/Contrast Option: Read Fences, the other play in Wilson’s Century Cycle that won a Pulitzer Prize (available to check out from the BHS book room). Examine the motivations of at least one character from Fences, and at least one character from The Piano Lesson, and analyze how the development of the characters conveys the meaning of each play as a whole.
Required Elements:
_____ A hook that is NOT a question or a quote.
_____ At the beginning of your bridge, introduce the name of the play(s) you are analyzing, as well as the author’s name and characters’ names.
_____ In the bridge, give general information about the story-line and setting of the play(s), and focused information on the background, personality, and attitudes of the character(s).
_____ Your thesis statement must be arguable and interpretive, and should focus on how the character’s (or characters’) conflicting motivations contribute to the work as a whole.
_____ Each body paragraph should begin with a topic sentence that clearly relates to an aspect of the thesis. Begin with an analytic point, not a plot point.
_____ Each body paragraph needs at least two quoted examples from the text(s) that help prove the point of the paragraph and the thesis.
_____ Each quote needs a quote sandwich, including MLA in-text citations. The top piece of bread: introduce the speaker and situation so that your reader is oriented to the scene; blend the quote into your own sentence. The bottom piece of bread: commentary and explanation of the quote; “this evidence illustrates …”; “because of this …”.
_____ Each body paragraph needs a concluding statement that echoes your thesis. Stretch yourself to change the word choice and sentence structure.
_____ Stay in present tense.
_____ Use complete sentences without fragments or run-ons.
_____ Do not use 1st person (“I think …”) or 2nd person (“you can see that …”).
Rubric:
Criterion / 5 / 4 / 3 / 2 / 1Introductory Paragraph / Introductory statement that includes the name of the play, the author’s name, and character’s name.
Contains general information describing the appearance of the character and their relationship to others in the play.
Gives more focused information describing the background, personality, and attitudes of the character.
Contains strong, arguable, focused thesis statement. / Introductory statement that includes the name of the play, the author’s name, and character’s name.
Contains general information describing the appearance of the character and their relationship to others in the play.
Gives more focused information describing the background, personality, and attitudes of the character.
Contains an arguable thesis statement. / Introductory statement that includes the name of the play, the author’s name, and character’s name.
Contains general information describing the appearance of the character and their relationship to others in the play.
Gives more focused information describing the background, personality, and attitudes of the character.
Contains a broad thesis statement. / Introductory statement is missing one or more of the following: the name of the play, the author’s name, and character’s name.
Contains minimal general information describing the appearance of the character and their relationship to others in the play.
Gives minimal information describing the background, personality, and attitudes of the character.
Contains a vague thesis statement. / Introductory statement is missing more than one of the following: the name of the play, the author’s name, and character’s name.
Contains incorrect general information describing the appearance of the character and their relationship to others in the play.
Gives incorrect information describing the background, personality, and attitudes of the character.
Does not contain a thesis statement.
Thesis/
Claim / Claim is precise and arguable; Claim
can be supported by reasons/warrants and textual evidence;
Writer thoroughly develops claim. / Claim is fairly clear but not precise;
Claim is arguable;
Claim can be supported by reasons/warrants and textual evidence;
Writer adequately develops claim / Claim is emerging but not clear;
Claim suggests a position that is not clearly arguable;
Claim is supported by vague textual references / Claim is vague;
Claim is not arguable;
Claim is supported by vague textual references / Claim is unidentifiable
Textual Evidence / Ample evidence that clearly supports claim; Writer uses at least three specific separate quotes from the text / Adequate evidence that supports claim; Writer uses three specific quotes but the power of the argument is reduced by taking more than one of them from nearly the same place in the text / Inadequate amount of evidence that supports claim; two separate quotes may be used or a third may be only alluded to / Scant evidence that supports claim only obliquely; no quotes but rather allusions and descriptions of what takes place in the text / Unidentifiable textual evidence
Organization / Writer uses sophisticated transitions to link and build ideas within and between paragraphs;
Body paragraphs contain relevant and specific examples and/or details with thorough and logical explanations;
Powerful concluding
paragraph enhances the cohesion of the overall work and strengthens claim and evidence / Writer uses appropriate transitions to link ideas within and between paragraphs;
Body paragraphs contain relevant and specific examples and/or details with clear explanations;
Concluding
paragraph contributes to the cohesion of the overall work / Writer uses transitions between ideas and/or paragraphs;
Body paragraphs contain examples related to task/topic;
Concluding
paragraph mostly restates introduction / Organization is evident but lacks cohesion and does not strengthen the argument / Unidentifiable
organization
Style/Tone / Strong voice;
Objective, formal, and engaging tone / Strong voice;
Objective and formal tone / Uneven voice;
Uneven use of objective and formal tone / Appropriate style and formal tone are emerging / Limited use of
formal tone
Word Choice / Writer employs the use of rich, colorful, precise language that communicates not just in a functional way, but in a way that moves and enlightens the reader. / Writer employs appropriate language that effectively communicates the writer’s ideas to the reader. / Writer employs somewhat vague word choices that convey writer’s ideas in a limited way. / Word choice does not help reader understand and appreciate the topic / Word choice
detracts from
readers’
understanding
of the topic
Writing mechanics and conventions / Exemplary use of capitalization, punctuation, grammar, and proofreading / Proficient use of capitalization, punctuation, grammar, and proofreading / Basic use of capitalization, punctuation, grammar, and proofreading / Limited use of capitalization, punctuation, grammar, and proofreading / Inaccurate
writing
mechanics and
conventions
detracts from
readers’
understanding
of the topic
MLA format / Command of MLA format for citations / Use of MLA format for citations has one or two errors / Partial use of MLA format for citations / Limited use of MLA format citations / No use of citations
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