Directions for writing a character analysis;
Introduction Paragraph 4-6 sentences
Step 1. Try to have a catchy hook, perhaps a quote from the book, an anecdote that relates to your character’s trait or a question! Next, create a BRIDGE. This means you must explain how this “hook” relates to the story…don’t just mention a random fact, or quote, it won’t make any sense without additional or background information.
Step 2. Include the title and author of the book and a BRIEF summary (2-3 sentences max!) It’s even better if you mention the theme-this would be the morale of the story.
Step 3. Write a sentence which clearly explains the name of the character and the trait the paper will focus on. This is called your THESIS.
Body Paragraph 8-10 sentences
Step 1. Write a one sentence description of who your character is in the story.
Step 2. Explain what’s happening in the story…this is called your set up. Basically, this is a transition sentence that explains to the reader WHAT PART of the story you are about to describe. Some examples are “In the beginning of the story…” “At first…” “Initially…”Set up your example. Give a clear explanation of what is happening in the story right before your evidence.
Step 3. Include your concrete detail- this is your evidence. Remember, evidence can be what a character says or does or even what another character says about him/her. THIS IS WORD FOR WORD FROM THE STORY…Do NOT write this in your own words.
Step 4. Here you write two sentence analyses where you EXPLAIN in your OWN words how your evidence proves your trait. (Some key phrases to use might be: this proves, this shows, this evidence illustrates…etc.)
Step 5. Explain what’s happening in the story FOR YOUR SECOND PIECE OF EVIDENCE. Remember, this is a transition sentence that explains to the reader WHAT PART of the story you are about to describe. Some examples are “Later in the story,…” “After the _____…” “At the end of the play…”
Step 6. Include your second concrete detail or piece of evidence. Remember, evidence can be what a character says or does or even what another character says about him/her. THIS IS WORD FOR WORD FROM THE STORY…Do NOT write this in your own words.
Step 7. Again, here you write two sentence analyses where you EXPLAIN in your OWN words how your evidence proves your trait. (Some key phrases to use might be: this proves, this shows, this evidence illustrates…etc.)
Conclusion paragraph 4-6 sentences
Step 1. Restate character and trait. Please make this sentence DIFFERENT from the thesis sentence of the first paragraph! Stretch yourself. Change the word choice, change the sentence structure, maybe try for a complex or compound sentence!!
Step 2. Explain how the trait affects the story (problem/resolution), and, if you want an A, include a personal connection to the character/trait. Have you ever felt this way? Do you understand why the character acts the way they do? Do you know someone like the character?
Have you ever heard the phrase, “curiosity killed the cat?” Sometimes, people let their inquisitive natures drive their decisions, which can lead to disastrous consequences. This was the case in the story, “Goldilocks and the Three Bears,” written by Robert Southey. In this story, a lost, but determined young girl seeks shelter and food in a cabin in the woods. Unfortunately, her curiosity overrules her caution as she enters and snoops through the house. This story is a cautionary tale about respecting the property of others. Throughout the story, Goldilocks proves to be a very curious girl.
Goldilocks, a curious, ten year-old girl, was traveling through the woods, when she stumbles upon an empty cabin. In the beginning of the story, she approaches the cabin and thinks to herself, “I wonder if anyone is home.” This shows that Goldilocks is curious. She doesn’t just pass by the cabin, as most would do on a stroll through the forest; instead, she approaches the cabin to satisfy her need to know if it was occupied. Later in the story, after trespassing into the cabin, Goldilocks lets her curiosity further cloud her decisions when she decides to try the food left on the counter. “I wonder what this porridge tastes like.” This is another example of how Goldilocks is curious. She refrains from social graces and succumbs to her curiosity; she tries the porridge.
By the end of the story, there is no doubt, that Goldilocks is incredibly curious. Because of her overwhelming desire to be snoopy, she is caught red-handed inside the home of the three bears, and after eating the bears’ porridge, she becomes lunch herself! I can certainly relate to this story as I have been curious in the past as well. I once found myself lost on a mountain trail, because I followed it, just to see where it would go! Thankfully, I did not meet the same fate as Goldilocks, but certainly, my curiosity could have lead to a very tragic ending.
Graphic Organizer:
Intro paragraph
Catchy hook (question, quote, anecdote, sound) ______
______
Bridge (what does the hook have to do with your character or trait?______
______
Summary of the play (include author and title): ______
______
______
______
Character and trait: ______
Body paragraph:
Character’s name and trait: / What’s happening in the story? / Example or Quote / How does this prove the character trait?Conclusion:
Restate character and trait, but be creative, not the same as in intro:______
______
How did this character with this trait, affect the play?______
______
I can relate because______
______
______
REMEMBER: DO NOT USE THE WORD “I” UNTIL THE CONCLUSION.
THIS PAPER IS NOT ABOUT YOU!
Rubric for Character Analysis
Standard / What does it mean / 5 / 3 / 1Lit Response and Analysis 3.3 / Did you prove your thesis? / The writer clearly explains/analyzes how each piece of evidence from the story reveals or connects to the thesis
/ Explanations of evidence are attempted, but the writer needs to work on some connections between the evidence and the thesis.
/ Explanations are not attempted or are not connected
Writing Strategies 1.2 / Do you use “evidence”
as support? / The writer uses enough well-chose and relevant examples from the story as evidence / The writer may have one piece of adequate evidence, but the other may be missing or ineffective. / The writer has no relevant examples as support.
Writing Strategies 2.2 / Do you have all of the required elements where they belong? / The organization enhances the main points of the essay. The order and structure move the reader through the text easily.
The introduction is complete and flows. Body paragraphs are unified.
The conclusion successfully wraps ups the paper. / The organization is effective, but some changes are needed to help the paper flow better.
The introduction is complete but is “choppy”.
The body paragraph may be somewhat unified, but may also stray from the main idea at times.
The conclusionis very step-by-step. / Ideas and details are not put together in a clear or logical way. The paper is very choppy and hard to follow.
The intro is missing elements.
The body paragraph does not focus around one main idea.
The conclusion is off topic, disconnected or non-existent.
Written Conven-tions 1.0 / Do you have correct spelling, varied sentence types and proper capitalization and grammar? / Spelling is mostly correct
Sentences are varied
Rules of capitalization are followed.
Grammar is correct / Spelling is correct with some errors on common words
Some sentences are complex, but most are simple
A few capitalization issues
A few grammar errors / Many spelling errors
Almost all simple sentences
Many capitalization issues
Many grammar errors
Grading: Each standard is graded separately; a 3 is required to pass a standard.
Lit Response3.3 rubric score______grade: ______
Writing Strategies 1.2 rubric score______grade: ______
Writing Strategies 2.2rubric score______grade: ______
Conventions 1.0rubric score______grade: ______