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Grade 9 English Language and Literature


From Page to Stage: Characterization Essay
ASSESSMENT
Criterion A: Analyzing
i. analyze the content, context, language, structure, technique and
style of text(s) and the relationship among texts
ii. analyze the effects of the creators choices on an audience
iii. justify opinions and ideas, using examples, explanations and
terminology
iv. evaluate similarities and differences by connecting features across
and within genres and texts.

Criterion B: Organizing
i.
employ organizational structures that serve the context and
intention
ii.
organize opinions and ideas in a sustained, coherent and logical
manner
iii.
use referencing and formatting tools to create a presentation style
suitable to the context and intention.

Criterion D: Using language


i. use appropriate and varied vocabulary, sentence structures and
forms of expression
ii. write in a register and style that serve the context and intention
iii. use correct grammar, syntax and punctuation with a high degree of
accuracy
Name:
Mony
Due:
Key concept:
Communication
Related concepts:
Style, Purpose, Audience Imperatives
Global context: Fairness and Development
Statement of inquiry: Writers make stylistic choices to influence
audience responses.
Inquiry questions:
What stylistic choices do playwrights make?
How can we avoid being manipulated by what we see, hear, and read?
Do writers make their stylistic choices on purpose, or do we read too
much into analysis?
TASK
Choose one character from Romeo and Juliet and analyze how
Shakespeare uses language to present and develop the character
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through the play (see page 2).


Length: 700-900 words
Submit to Managebac.

Details and conditions


How does Shakespeare use language to present and develop his
characters?

Focus on the development of one character in the play, Romeo and


Juliet.
o What is revealed about the characters personality, goals, emotions,
or relationships?
o How is the character dynamic or static throughout the course of the
play?
o How well rounded is the character?
o What is the characters role in the play?
Find textual support from multiple points to support your ideas.
o How does Shakespeare use language to create the character?
o How does the language influence the way the audience responds to
the character?
o Include direct quotations from the original text.

STRUCTURE: Your essay should have 4-5 paragraphs (see planner)


1. INTRODUCTION should include:
- title of the work and the author, and a brief, relevant summary of the
plot
- context: how does the chosen character link to one of the themes of
the play?
- introduce the character
- thesis statement (see below)
2. BODY: 2-3 PARAGRAPHS should include:
- Topic sentence to introduce the main point of the paragraph
- 1 or 2 PEEPs to develop/prove your main idea
- Concluding sentence that sums up the overall idea of the paragraph
3. CONCLUSION
- Sum up the main points of your essay.
- Dont just repeat ideas.
- What is significant about this aspect of the story?
THESIS STATEMENT
The thesis is the main idea of the essay, so the thesis statement tells the
overall argument of the essay.
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A simple thesis statement could just state: Although he is a


secondary character, Benvolio plays a significant role in the play.
The topic sentence of each body paragraph would clearly state one of
the ways Benvolio is significant in the play.
Alternatively, a divided thesis statement lists the topics of each
body paragraph, as a preview of the arguments within the essay. For
example: Although he is a secondary character, Benvolio plays a
significant role in the play, as a peacemaker and trustworthy friend of
Romeo, and as a foil for Tybalt. The reader understands that each
body paragraph will focus on one of the listed points about Benvolio.

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Stude
nt

Teach
er

Criterion A: Analyzing
Published Descriptors

The student:
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0
does not reach a standard described by any of the descriptors below.
i. provides limited analysis of the content, context, language,
structure, technique and style of text(s) and the relationship
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among texts
ii. provides limited analysis of the effects of the creators choices on
an audience
iii. rarely justifies opinions and ideas with examples or explanations;
uses little or no terminology
iv. evaluates few similarities and differences by making minimal
connections in features across and within genres and texts.
i. provides adequate analysis of the content, context, language,
structure, technique and style of text(s) and the relationship
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among texts
ii. provides adequate analysis of the effects of the creators choices
on an audience
iii. justifies opinions and ideas with some examples and explanations,
though this may not be consistent; uses some terminology
iv. evaluates some similarities and differences by making adequate
connections in features across and within genres and texts.
i. competently analyses the content, context, language, structure,
technique, style of text(s) and the relationship among texts
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ii. competently analyses the effects of the creators choices on an
audience
iii. sufficiently justifies opinions and ideas with examples and
explanations; uses accurate terminology
iv. evaluates similarities and differences by making substantial
connections in features across and within genres and texts.
i. provides perceptive analysis of the content, context, language,
structure, technique, style of text(s) and the relationship among
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texts
ii. perceptively analyses the effects of the creators choices on an
audience
iii. gives detailed justification of opinions and ideas with a range of
examples, and thorough explanations; uses accurate
terminology
iv. perceptively compares and contrasts by making extensive
connections in features across and within genres and texts.
Task-specific clarifications
Focus on one character and analyze his or her significance to the play.
ii. Focus on the way in which Shakespeare uses language to present and develop the
character.
iii. Provide textual support from Shakespeares original text for your ideas (references,
quotations)
iv. Evaluate how the character develops by comparing the way he or she is presented at
different points in the play.
Student Reflections

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Teacher comments
You perceptively analyzed Tybalt and his significance to the play.
You perceptively analyzed Shakespeares use of language to develop Tybalt.
You chose excellent quotes to support your ideas.
You evaluated Tybalt from many different points in the play.

Stud
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Criterion B: Organizing
Published Descriptors

The student...
does not reach a standard described by any of the descriptors below.
makes minimal use of organizational structures though these may not
always serve the context and intention
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12ii. organizes opinions and ideas with a minimal degree of coherence
and logic
iii. makes minimal use of referencing and formatting tools to create a
presentation style that may not always be suitable to the context
and intention.
makes adequate use of organizational structures that serve the context
and intention
ii. organizes opinions and ideas with some degree of coherence and
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logic
iii. makes adequate use of referencing and formatting tools to create a
presentation style suitable to the context and intention.
makes competent use of organizational structures that serve the
context and intention
ii. organizes opinions and ideas in a coherent and logical manner with
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ideas building on each other
iii. makes competent use of referencing and formatting tools to create a
presentation style suitable to the context and intention.
i. makes sophisticated use of organizational structures that serve the
context and intention effectively
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7 ii. effectively organizes opinions and ideas in a sustained, coherent
and logical manner with ideas building on each other in a
sophisticated way
iii. makes excellent use of referencing and formatting tools to create an
effective presentation style.
Task-specific clarifications
Use formal essay structure introduction / body / conclusion
ii. Use PEEP structure in body paragraphs; use transition words to develop ideas clearly.
iii. Build quotations smoothly into your own sentences; use act, scene and line references
accurately.
Student Reflections
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Teacher comments
Your paragraphs were consistently organized in PEEP, and you maintained an
excellent formal essay structure. Your quotations were formatted excellently, which
created an effective presentation style.

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Stude
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Teach
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Criterion D: Using Language


Published Descriptors

The student...
0
0
does not reach a standard described by any of the descriptors below.
i. uses a limited range of appropriate vocabulary and forms of
expression
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ii. writes and speaks in an inappropriate register and style that do
not serve the context and intention
iii. uses grammar, syntax and punctuation with limited accuracy; errors
often hinder communication
iv. spells/writes and pronounces with limited accuracy; errors often
hinder communication.
i. uses an adequate range of appropriate vocabulary, sentence structures
and forms of expression
ii. sometimes writes and speaks in a register and style that serve the
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context and intention
iii. uses grammar, syntax and punctuation with some degree of accuracy;
errors sometimes hinder communication
iv. spells/writes and pronounces with some degree of accuracy; errors
sometimes hinder communication.
i. uses a varied range of appropriate vocabulary, sentence structures
and forms of expression competently
ii. writes and speaks competently in a register and style that serve the
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context and intention
iii. uses grammar, syntax and punctuation with a considerable degree of
accuracy; errors do not hinder effective communication
iv. spells/writes and pronounces with a considerable degree of accuracy;
errors do not hinder effective communication.
i. effectively uses a varied range of appropriate vocabulary, sentence
structures and forms of expression
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ii. writes and speaks in a consistently appropriate register and style
that serve the context and intention
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iii. uses grammar, syntax and punctuation with a high degree of
accuracy; errors are minor and communication is effective
iv. spells/writes and pronounces with a high degree of accuracy; errors
are minor and communication is effective.
Task-specific clarifications
i. Use academic vocabulary, appropriate literary terminology, and varied sentence
structure.
ii. Use a more formal register and style, appropriate for essay writing.
iii. Use accurate grammar, syntax and punctuation.
iv. Use accurate spelling, especially for literary terminology and characters names.
Student Reflections

Teacher comments
You use a consistently appropriate register and style that serve your context and
intention, and your grammar and punctuation has a high degree of accuracy.
To earn a higher mark, you need to examine your writing for repetitive statements.
Also, double-check your words to make sure they have the exact meaning that you
wish to communicate. (See the essay for specific examples and comments.)

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