ENG4U—Unit V: The Truth of The Story (Comparative Literary Essay)
Name: Date:
You are to write a comparative literary essay comparing Williams’ play, A Streetcar Named Desire and Fitzgerald’s novel, The Great Gatsby. Complete all components and make sure to follow the guidelines given. It is worth 10% and due on March 29.
The requirements for the essay:
– the final copy of your paper needs a title page (center the title just above the middle of the page, and put your name, the teacher’s name, the course code, the name of your school, and the date below the middle of the page);
– the essay should be approximately three-four pages (double space);
– the essay must be typewritten, Times New Roman size 12 font;
-the essay is a formal essay – written using simple present tense and third person point of view;
– a works cited is required (MLA format);
– stages must be completed and handed with essay.
Your paper should be written in essay format with a thesis, supporting body, and conclusion.
Remember to cite all quotations from sources used in your work. Do not plagiarize; doing so will result in serious consequences. Do not use any secondary sources.
Components |
Topic – Proposal
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Essay: Outline
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Essay: Final Copy
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Possible Topics
Choose one of the following essay prompts and write a comparative literary essay.
You are not limited to these questions. You can choose a different prompt but confirm your choice.
ENG4U – Proposal for the Comparative Essay
Name: ____________________________________________
Your topic choice:
Briefly explain why you selected this topic.
ENG4U
Comparative Essay Structure: Point by Point Method
Name: _____________
– General statements about topic (State titles, authors, and general ideas of what is being compared.)
*THESIS: (must include three points to be discussed):
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TOPIC SENTENCE:
* Name your first point for both subjects (The Great Gatsby and A Streetcar Named Desire) |
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EXPLAIN (Subject A):
* Explain briefly your point with subject A with specific, descriptive characteristics, traits. Use specific examples, instances, quotes for Subject A. * Clarify. |
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EXPLAIN (Subject B):
* Explain briefly your point with subject B with specific, descriptive characteristics, traits. Use specific examples, instances, quotes for Subject B. * Clarify.
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CONCLUDING Statement:
§ repeat main idea of the paragraph (not a word-for-word repetition) |
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III. BODY PARAGRAPH #2
TOPIC SENTENCE:
* Name your second point for both subjects
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EXPLAIN (Subject A):
* Explain briefly your point with subject A with specific, descriptive characteristics, traits. Use specific examples, instances, quotes for Subject A. * Clarify.
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EXPLAIN (Subject B):
* Explain briefly your point with subject B with specific, descriptive characteristics, traits. Use specific examples, instances, quotes for Subject B. * Clarify.
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CONCLUDING Statement:
§ repeat main idea of the paragraph (not a word-for-word repetition) |
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TOPIC SENTENCE:
* Name your third point for both subjects |
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EXPLAIN (Subject A): * Explain briefly your point with subject A with specific, descriptive characteristics, traits. Use specific examples, instances, quotes for Subject A. * Clarify.
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EXPLAIN (Subject B):
* Explain briefly your point with subject B with specific, descriptive characteristics, traits. Use specific examples, instances, quotes for Subject B. * Clarify.
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CONCLUDING Statement:
§ repeat main idea of the paragraph (not a word-for-word repetition) |
THESIS:
* Repeat your thesis (not exact words).
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CONCLUDE:
** Draw conclusions based on the evidence you presented.
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CONCLUDING SENTENCE:
* Write sentences to signal the end to this essay. * Make it relevant to the essay’s topic, purpose, audience.
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ENG4U Comparative Literary Essay Rubric
Student Name:
Criteria | Level R (0-49%) | Level 1 (50-59%) | Level 2 (60-69%) | Level 3 (70-79%) | Level 4 (80-100%) |
Knowledge/
Understanding – Knowledge of texts and structure of essay
/10 |
– Shows an insufficient degree of knowledge of the texts (characters, plot, theme, etc)
– Shows an insufficient degree of knowledge of elements of the comparative literary essay form (introduction, body paragraphs and quotations, conclusion, and transition words)
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– Shows a passable degree of knowledge of the texts (characters, plot, theme, etc)
– Shows a passable degree of knowledge of elements of the comparative literary essay form (introduction, body paragraphs and quotations, conclusion, and transition words)
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– Shows a moderate degree of knowledge of the texts (characters, plot, theme, etc)
– Shows a moderate degree of knowledge of elements of the comparative literary essay form (introduction, body paragraphs and quotations, conclusion, and transition words)
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– Shows a considerable degree of knowledge of the texts (characters, plot, theme, etc)
– Shows a considerable degree of knowledge of elements of the comparative literary essay form (introduction, body paragraphs and quotations, conclusion, and transition words)
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– Shows a proficient degree of knowledge of the texts (characters, plot, theme, etc)
– Shows a proficient degree of knowledge of elements of the comparative literary essay form (introduction, body paragraphs and quotations, conclusion, and transition words)
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Thinking/ Inquiry
-generation, discussion, and organization of information – Relevant points, proofs and analysis – Ability to support arguments using critical thinking & textual references
/20 |
– shows generation of ideas through proposal
– organization of information (Outline shows generation of ideas, gathering and organizing information) insufficiently
– provides textual evidence that supports the thesis with insufficient effectiveness – Connects ideas and elements of the texts to each other and to thesis with insufficient effectiveness |
– shows generation of ideas through proposal
– organization of information (Outline shows generation of ideas, gathering and organizing information) with passable effectiveness
– provides textual evidence that supports the thesis of the text with passable effectiveness – Connects ideas and elements of the texts to each other and to thesis with passable effectiveness |
– shows generation of ideas through proposal
– organization of information insufficiently (Outline shows generation of ideas, gathering and organizing information) with moderate effectiveness
– provides textual evidence that supports the thesis of the text with moderate effectiveness – Connects ideas and elements of the texts to each other and to thesis with moderate effectiveness |
– shows generation of ideas through proposal
– organization of information insufficiently (Outline shows generation of ideas, gathering and organizing information) with considerable effectiveness
– provides textual evidence that supports the thesis of the text with considerable effectiveness – Connects ideas and elements of the texts to each other and to thesis with considerable effectiveness |
– shows generation of ideas through proposal
– organization of information insufficiently (Outline shows generation of ideas, gathering and organizing information) with proficient evidence
– provides textual evidence that supports the thesis of the text with proficient effectiveness – Connects ideas and elements of the texts to each other and to thesis with a high degree of effectiveness
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Communication: – Organization of ideas, transitions, quotations – Academic language, style, clarity, diction, tone, point of view, tense
/15 |
– Follows proper organization of a literary essay with insufficient evidence
– Uses academic language and a suitable voice to communicate thoughtfully to an academic audience with insufficient effectiveness
– Introduces quotations in body paragraphs with insufficient effectiveness |
– Follows proper organization of a literary essay with passable evidence
– Uses academic language and a suitable voice to communicate thoughtfully to an academic audience with passable effectiveness
– Introduces quotations in body paragraphs with passable effectiveness |
– Follows proper organization of a literary essay with moderate evidence
– Uses academic language and a suitable voice to communicate thoughtfully to an academic audience with moderate effectiveness
– Introduces quotations in body paragraphs with moderate effectiveness |
– Follows proper organization of a literary essay with considerable evidence
– Uses academic language and a suitable voice to communicate thoughtfully to an academic audience with considerable effectiveness
– Introduces quotations in body paragraphs with considerable effectiveness |
– Follows proper organization of a literary essay with proficient evidence
– Uses academic language and a suitable voice to communicate thoughtfully to an academic audience with proficient effectiveness
– Introduces quotations in body paragraphs with proficient effectiveness |
Application:
– Grammar, spelling, punctuation – MLA format, citations
/15 |
– Uses language conventions (spelling, punctuation, usage, grammar) with insufficient accuracy and effectiveness
– Cites quotations with insufficient accuracy and consistency of style and format
– Applies MLA Format with insufficient accuracy |
– Uses language conventions (spelling, punctuation, usage, grammar) with passable accuracy and effectiveness
– Cites quotations with passable accuracy and consistency of style and format
– Applies MLA Format with passable accuracy |
– Uses language conventions (spelling, punctuation, usage, grammar) with moderate accuracy and effectiveness
– Cites quotations with moderate accuracy and consistency of style and format
– Applies MLA Format with moderate accuracy |
– Uses language conventions (spelling, punctuation, usage, grammar) with considerable accuracy and effectiveness
– Cites quotations with considerable accuracy and consistency of style and format
– Applies MLA Format with considerable accuracy |
– Uses language conventions (spelling, punctuation, usage, grammar) with proficient accuracy and effectiveness
– Cites quotations with proficient accuracy and consistency of style and format
– Applies MLA Format with proficient accuracy |
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