Haracter Analysis-Greg Mortensonin THREE CUPS OF TEA”

Novel name-THREE CUPS OF TEABy Greg Mortenson and David RElin.
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1. Introduction

The introduction of this type of essay, like all essays, is the paragraph that gets the reader hooked into what you want to prove.

You should include:
* The novel authors name.
* The title of the book.
* An incident (or trait) that you feel is one of the most interesting about your character (i.e., a quote that sums up the character, a brief story about the character, something another character stated about your chosen character, etc.). Try to make the incident relate to your chosen topic (mining, development, genetic engineering, or racism).
* A transition into a thesis statement about what the character brings to the novel.
* The thesis for your essay.

2. Supporting paragraphs

Each paragraph in the body of the essay needs to support your thesis statement and prove your idea about the character is true. Its easiest to set these paragraphs up chronologically. In other words, youll want to discuss the character in each paragraph in the same sequence the events, examples, etc. were discussed in the book. However, do not slip into just rehashing the plot. Remember, its not just the events that happen, but HOW your character reacts to those events or what is said that indicate what sort of a person he or she is.

Make sure the body paragraphs include:
* Specific details.
* Quotes that are properly documented (MLA in-text documentation is required).
* An explanation of each quote and how it defends your thesis.
* A closing sentence for each paragraph that allows some insight about the character.

3. Closing paragraph

This is where you wrap-up the discussion about your character. Inexperienced composition students often think that just restating their introduction and thesis is enough here. Thats not true. In this paragraph, you should present your evaluation of your chosen character, what you think about him or her. Be careful not to moralize. In other words, base your opinion of your character on the evidence you presented and not on your moral beliefs or values. Also, you may want to discuss the insights you learned from this characters behavior or experience. End your paper in a powerful way that will let your reader know you have researched and studied this character deeply and profoundly.

4. Additional Tips

* Write in the present tense. Example: In Heart of Darkness, Conrad depicts the main character… (instead of, “. . . Conrad depicted . . .”).
* Avoid summarizing the plot. Remember, you need to talk about how your character opposes or disputes the opinion stated in your thesis, or how the character changes throughout the novel. Be sure to reference how this character connects in some way to your research topic.
* When appropriate, use literary terms to discuss your points (character, theme, setting, protagonist, etc.)
* Use quotes, summaries, and paraphrases to support your thesis and topic sentences, but maintain a balance (i.e., one-third of your essay should contain source material from the novel and two-thirds your own discussion, explanation, and response).
* Avoid using first-person.
* Review this sample character analysis essay in depth. Note how it demonstrates each element that needs to be included in your essay.

RUBRIC:
Content
Above or at College Level Writing: Content
____(4) Exceeds expectations for college level writing: Grading guideline 90-100%
Maintains clear and obvious purpose; focuses clearly on one significant main idea or topic throughout; uses relevant, specific, and convincing supporting details; demonstrates superior knowledge of resource documentation, if required.
____(3) Meets expectations for college level writing: Grading guideline 70-89%
Contains purpose but not consistently clear or obvious; presents on main idea or topic but the significance is less clear; uses adequate supporting details; documents resources but may not be error free.

Below College Level Writing: Content
____(2) in 2 or 3 of the following areas: Grading guideline 60-69%
____Presenting a purpose that is confused, general, or vague
____Presenting main idea but does not state it precisely or clearly
____Insufficient use of specific details or examples
____Using incorrect documentation (when required) or no documentation
____(1)Below college level writing with intervention needed in all areas of the following areas: Grading guideline below 59%
____Does not present a unifying purpose
____Presents main idea but does not state it precisely or clearly
____Insufficient specific details or examples
____Uses incorrect documentation (when required) or no documentation

Organization

Above or at College Level Writing: Organization
____(4) Exceeds expectations for college level writing: Grading guideline 90-100%
Maintains clear and obvious organization; demonstrates effective paragraphing using appropriate transitions with emphasis upon conveying the relationship between ideas.
____(3) Meets expectations for college level writing: Grading guideline 70-89%
Uses a suitable organizational plan; contains adequate paragraphing with some transitions that attempt to convey relationships between ideas.

Below College Level Writing: Organization:
____(2) Approaches expectations for college level writing with intervention needed in 2 or 3 of the following areas: Grading guideline 60-69%
____Unclear order of essay
____Inadequate paragraphing with few or no transitions
____Unclear or jumbled paragraphs
____Unclear or jumbled sentences
____Paragraphs not balanced in amount of development and support
____(1) Below college level writing with intervention needed in all areas: Grading guideline below 59%
____Unclear order of essay
____Inadequate paragraphing with few or no transitions
____Unclear or jumbled paragraphs
____Unclear or jumbled sentences
____Paragraphs not balanced in amount of development and support

Sentence Structure and Mechanical Errors
Above or at College Level Writing: Sentence Structure and Mechanical Errors
____(4) Exceeds expectations for college level writing of Sentence Structure and Mechanical Errors: Grading guideline 90-100%
Uses correct, varied sentences with few, if any, errors in mechanics, grammar, syntax, or spelling.
____(3) Meets expectations for college level writing of Sentence Structure and Mechanical Errors: Grading guideline 70-89%
Uses sentences that are usually correct but sometimes awkward; some errors in mechanics, grammar, syntax, or spelling that do not affect reader understanding.

Below College Level Writing in Sentence Structure and Mechanical Errors:
____(2) Approaches expectations for college level writing with intervention needed in 2 or 3 of the following areas: Grading guideline 60-69%
____Writing that exhibits some difficulties:
____ fragments ____person shifts
____ comma splices ____in-text citation punctuation
____ subject-verb agreement ____works cited punctuation
____spelling errors ____other distracting features in usage
____(1) Below college level writing with intervention needed in 4 or 5 of the following areas: Grading guideline below 59%

____Writing that exhibits multiple difficulties:
____ fragments ____person shifts
____ comma splices ____in-text citation punctuation
____ subject-verb agreement ____works cited punctuation
____spelling errors ____other distracting features in usage

Voice and Diction
Above or at College Level Writing: Voice and Diction
____(4) Exceeds expectations for college level writing: Grading guideline 90-100%
Uses language effectively (applies terms correctly), with a consistent and appropriate tone for the intended audience.
____(3) Meets expectations for college level writing:
Uses language tha