Point Form Outline for Literary Essay

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					Grade Level: 11
Unit Four: Revolutionary Genres: Literature of the Moderns

Indicators:

LA.E11.10       The student will demonstrate the ability to respond to a text by employing personal
                experiences and critical analysis.
         LA.E11.10.01 The student will identify specific structural elements of particular literary forms:
                        poetry, epic, short story, novel, drama (comedy/tragedy), essay, biography,
                        autobiography, journalistic writing, satire, and film.
                LA.E11.10.01a The student will compare and contrast the structural elements of
                                  multiple literary forms.
         LA.E11.10.04 The student will interpret a work using a critical approach (e.g. reader response,
                        historical, cultural, biographical, structural) that is supported with textual
                        references.
         LA.E11.10.05 The student will assess the literary merit of a text.
         LA.E11.10.06 The student will determine the contributions of literary elements in classical and
                        contemporary literary texts.
                LA.E11.10.06b Analyze character’s motivations, actions, and development as they
                                  relate to the experiences, emotions, moral dilemmas and ambiguities in
                                  a work of literature
                LA.E11.10.06c Analyze how voice, persona, and the choice of narrator affect the
                                  characterization, mood, tone, plot and credibility of a text
                LA.E11.10.06d Analyze the contribution of dramatic monologue, chorus, asides,
                                  soliloquies, and character foils to the development of character, plot,
                                  and theme
                LA.E11.10.06e Analyze the effect of multiple speakers or a shifting point of view
                LA.E11.10.06f Analyze the extent to which an author’s use of irony contributes to
                                  character, plot, or theme
                LA.E11.10.06g Analyze connections between and among themes, ideas, and/or styles
                                  of two or more texts

LA.E11.20       The students will demonstrate the ability to compose in a variety of modes by developing
                content, employing specific forms, and selecting language appropriate for a particular
                audience and purpose.
         LA.E11.20.03 The student will compose effective informative or expository texts (e.g. literary
                         analysis and other academic compositions and essays; descriptions; summaries;
                         world-related texts (e.g. brochures, proposals, project plans, resumes).
         LA.E11.20.04 The student will compose to express personal ideas, using prose and/or poetic
                         forms.

LA.E11.30        The student will demonstrate the ability to control language by applying the conventions
                 of standard English in writing and speaking.

LA.E11.40       The student will demonstrate the ability to evaluate the content, organization, and
                language of texts.
         LA.E11.40.02 The student will alter his or her text to present the same content to a different
                        audience via the same or different media.
         LA.E11.40.04 The student will assess the effectiveness of diction that reveals an author’s
                        purpose.
                LA.E11.40.04a Evaluate author’s choice of words, phrases, sentences, and word order
                                   for a particular audience or effect, for a given purpose, to extend
                                   meaning in a context, and to provide examples
Summative Assessment Questions:

Selected Response Samples for Reading Indicators: (A question followed by four possible
responses labeled a-d.)

1. Which of the statements below best demonstrates that Text A is a satire? LA.E.11.10.01
2. Which of the statements below best demonstrates that Text A is a biography?
    LA.E.11.10.01
3. Which of the statements below best demonstrates that Text A is an autobiography?
    LA.E.11.10.01
4. Which of the statements below best demonstrates that Text A is journalistic writing?
    LA.E.11.10.01
5. Which of the statements below best demonstrates that Text A is a novel? LA.E.11.10.01
6. Which of the statements below best demonstrates that Text A is a film? LA.E.11.10.01
7. Which of the statements below best demonstrates that Text A is a poem? LA.E.11.10.01
8. Which of the statements below best demonstrates that Text A is a short story?
    LA.E.11.10.01
9. Which of the statements below best demonstrates that Text A is an essay? LA.E.11.10.01
10. Which of the statements below best demonstrates that Text A is a drama? LA.E.11.10.01
11. Text A and Text B are similar in that they both represent which genre? LA.E11.10.01a
12. Which element below is found in both satire and poems, but not journalistic writing?
    LA.E11.10.01a
13. Which statement below best captures the analysis of Text A a _______ critical approach
    would engender? LA.E11.10.04
14. Which statement below best describes how Text A uses coherence (cohesion) to persuade?
    LA.E11.10.02b
15. Which statement below best describes the differences in language in Character A and
    Character B? LA.E11.30.05
16. The author of Text A uses regional and/or social variations of language most likely to
    create which response below? LA.E11.30.06
17. A feminist, historicist, post-structuralist, Marxist, etc. critic would be most likely to make
    which statement below about Text A? LA.E11.10.04
18. Which of the following statements best describes the relationship between the character’
    motivations, actions, and development as related to the experiences, emotions, moral
    dilemmas, and ambiguities in
    Text A? LA.E11.10.06b
19. Which of the following statements best describes how (voice / persona / choice of the
    narrator – pick one) affects the character, mood, tone, plot, and credibility of Text A?
    LA.E11.10.06c
20. Which of the following statements best describes the contribution of (dramatic monologue /
    chorus / asides / soliloquies / character foils – pick one) to the development of the
    character, plot, and/or theme in
    Text A? LA.E11.10.06d
21. Which of the following statements best explains the effect of multiple speakers or the
    shifting point of view in Text A? LA.E11.10.06e
22. Which of the following statements best describes how the author’s use of irony contributes
    to the character, plot, and/or theme of Text A? LA.E11.10.06f
23. Which of the following statements best describes the connections between the (theme /
    ideas / styles – pick one) in Text A and Text B? LA.E11.10.06g
24. Which of the following statements best expresses the effectiveness of the diction to reveal
    the author’s purpose in Text A? LA.E11.40.04
25. Which of the following statements best describes how the author’s choice of words,
    phrases, sentences, and word order effectively uses diction to reveal the author’s purpose?
    LA.E11.40.04a



Constructed Response Samples for Goal 1/Goal 4 Indicators:

1. Explain the specific structural elements of Text A that identify Text A as a _____. (satire,
    drama, poem, etc.) LA.E11.10.01
2. Compare and contrast how irony is used in Text A, a satire, and Text B, a poem.
    LA.E11.10.01a
3. Use either a reader response, historical, . . . critical approach to analyze Text A. Explain
    why you chose this approach for this text. LA.E11.10.04
4. Analyze the coherence and cohesion in Text A. LA.E11.10.02b
5. Describe the regional/social language differences of two characters in Text A.
    LA.E11.30.05
6. Describe the impact of regional/social variations of language on your response to Text A.
    LA.E11.30.06
7. Analyze Text A using a feminist approach. LA.E11.10.04
8. Analyze Text A using a cultural approach. LA.E11.10.04
9. Analyze Text A using a reader response approach. LA.E11.10.04
10. Analyze Text A using a historical approach. LA.E11.10.04
11. Analyze Text A using a biographical approach. LA.E11.10.04
12. Analyze Text A using a structural approach. LA.E11.10.04
13. Explain the relationship between the character motivations, actions, and development as it
    relates to the experiences, emotions, moral dilemmas, and ambiguities in Text A.
    LA.E11.10.06b
14. Analyze how voice, persona, and the choice of narrator affect the characterization, mood,
    tone, plot, and credibility of Text A. LA.E11.10.06c
15. Analyze the contribution of (dramatic monologue / chorus / asides / soliloquies / character
    foils – pick one) to the development of the character, plot, and/or theme in
    Text A. LA.E11.10.06d
16. Analyze the effect of multiple speakers or a shifting point of view in Text A.
    LA.E11.10.06e
17. Describe how the author’s use of irony contributes to the character, plot, and/or theme of
    Text A. LA.E11.10.06f
18. Describe the connections between the (theme / ideas / styles – pick one) in Text A and
    Text B. LA.E11.10.06g
19. Assess the effectiveness of the author’s diction to reveal the author’s purpose in Text A.
    LA.E11.40.04
20. Evaluate author’s choice of words, phrases, sentences, and word order for a particular
    audience or effect, for a given purpose, to extend meaning in a context, and to provide
    examples in Text A LA.E11.40.04a


                                  Language Usage Skills Grade 11
                 LU 40      Write a clear thesis statement for a persuasive essay.
                 LU 45      Use parallel structure to eliminate wordiness.
                 LU 54      Combine phrases and clauses to link contrasting and related ideas.
                 LU 55      Expand sentences by using adjectives in phrases and clauses.
                 LU 56      Expand sentences by using adverbs in phrases and clauses.
                 LU 57      Skill review for SAT 1 – lesson repeated as needed


                                               Research Skills
                Whenever students do research, you may wish to teach or reinforce the skills listed here
                                          from the Voluntary State Curriculum.
                Create a bibliography.
                Create a works cited page.
                Use footnotes and/or endnotes.
                Use internal citations.
                Use an electronic spell checker.
                Use a style book/sheet (e.g. MLA).
                Use an electronic grammar checker.
                Use an electronic thesaurus.
Possible texts to be used in this unit:

Satire
Dryden
Swift
Shakespeare
Wilde

Autobiography/Biography
Selections from Samuel Johnson
Selections from Boswell's Life of Johnson
Woolf's A Room of One's Own
McCourt's Angela's Ashes
Aphra Behn’s Autobiograhpy


Novel
Austen
Hardy
Carlos Fuentes
Cervantes
Verga
Flaubert's Madame Bovary
Huxley's Brave New World
Bronte
Golding's Lord of the Flies
Orwell
Solzhenitsyn's One Day in the Life of Ivan Denisovich
Hurston's Their Eyes Were Watching
       God
Wright's Native Son
Achebe's Things Fall Apart
Dostoyvesky's Crime and Punishment
Wilde's A Portrait of Dorian Gray

Short Story
Tolstoy
Joyce
Lawrence
Achebe
Mansfield
Rabindranath Tagore
Moravia
Maupassant
Kafka
Chekhov
Essay
Bacon's "Of Truth" and "Of Cunning"
Elliot's "On Metaphysical Poetry"
Eco
Moravia

Film
Pride and Prejudice –Compare with the novel
The Lord of The Flies—Compare with the novel
Rosencrantz and Guildenstern are Dead

Drama
Elliot's Murder in the Cathedral
Ibsen's Doll's House
Moliere
Wilde's The Importance of Being
         Earnest
Chekhov

Poetry
Hopkins
Thomas Gray
Wordsworth, Keats, Coleridge, Shelley, Blake, Byron
Heaney
Atwood
Neruda
Elliot
Brooke, Sassoon, Owen
Barrett Browning
Burns
Carroll
Akhmatova
Levertov
                                                         Writing Objectives and Sample Prompts: Grade 11

Genres of     Purpose
 Writing        for                                    Core                                                            Extension                                  Suggested
  (Text       Writing                                                                                                                                               Unit
Structure)
Persuasive   Writing to   Objectives:                                                      Objectives:                                                          11 - 1 (Core)
Research     Persuade     SW compose an effective 3 – 5 page research essay that           SW compose an effective 4 – 7 page critical analysis essay that
Essay                     advances, modifies, or refutes a thesis on the choice of a       advances, modifies, or refutes a thesis. For example, essay could    11 – 3 or 11-4
                          profession, a college, or a position on a current issue, etc.    focus on a text (play, novel, collection of poems) and include an     (Extension)
                               Define the research problem, narrow the topic, and         aspect or aspects of literary criticism (biographical, historical,
                                   compose a focused research question                     feminist, structural, etc.)
                               Identify information needed and possible sources                Define the research problem, narrow the topic, and
                                   including personal interviews, print, and electronic             compose a focused research question
                                   media                                                        Identify information needed and possible sources
                               Compose a working thesis statement or controlling                   including print and /or and electronic media
                                   argument.                                                    Compose a working thesis statement or controlling
                               Use a systematic process for recording information                  argument.
                                   which may include anecdotal scripting,                       Use a systematic process for recording information
                                   highlighting, or note cards.                                     which may include anecdotal scripting, highlighting, or
                               Document information from primary and secondary                     note cards.
                                   sources to create annotated bibliographies, works            Document information from primary and secondary
                                   cited pages, and properly cited in-text quotations or            sources to create annotated bibliographies, works cited
                                   paraphrases by adhering to a style manual                        pages, and properly cited in-text quotations or
                               Report data in outline and rough draft form.                        paraphrases by adhering to a style manual
                               Revise and edit to produce a final essay that is                Report data in outline and rough draft form.
                                   logical, well-written, well-organized, and well-             Revise and edit to produce a final essay that is logical,
                                   supported.                                                       well-written, well-organized, and well-supported.

                          Prompts: 1a, 2a                                                  Prompts: 1b*, 2b*
Extended     Writing      Objectives:                                                       Objectives:
Literary     to           SW compose an essay of 300 - 500 words with textual               SW compose a multi-paragraph essay with textual references that       Any
Analysis     Persuade     references that effectively analyzes the way specific stylistic   effectively analyzes specific stylistic devices (diction, tone,
Essay                     devices (diction, tone, imagery, structure, figurative,           imagery, structure, figurative language, rhetorical devices, etc.)
                          rhetorical devices, etc.) in a piece of literature create tone.   in a piece of literature and explain the way the devices contribute
                                Create a chart to organize ideas and specific details.     to the piece’s meaning.
                                   The chart may include columns for the literary                 Create a chart to organize ideas and specific details. The
                                   device(s), the example, the meaning, and the                       chart may include columns for the literary device(s), the
                                   importance or significance.                                        example, the meaning, and the importance or
                                Compose a draft of the essay that includes                           significance.
                                   introduction, body, and conclusion.                            Compose a draft of the essay that includes introduction,
                                Revise and edit to produce a logical, well-written,                  body, and conclusion.
                                   well-organized, and well-supported essay.                      Revise and edit to produce a logical, well-written, well-
                                                                                                      organized, and well-supported essay.
                          Prompts: 3a*, 4a*, 5a*
                                                                                            Prompts: 3b*, 4b*, 5b*

SAT          Writing to   Objectives:                                                       Objectives:
Practice     Persuade     SW write a 400 – 500 word response to an SAT-formatted            SW write a 400 – 500 word response to an SAT-formatted                Any
Essay                     question in 25 minutes.                                           question in 25 minutes.
                               Review SAT essay scoring rubric.                                 Review SAT essay scoring rubric.
                               Brainstorm and gather evidence. (Consider using                  Brainstorm and gather evidence. (Consider using
                                   examples from history, literature, current events,                examples from history, literature, current events,
                                   personal experiences, etc.)                                       personal experiences, etc.)
                               Select the most effective organizational plan for                Select the most effective organizational plan for
                                   responding to the prompt.                                         responding to the prompt.
                               Write quickly and legibly.                                       Write quickly and legibly.

                          Prompts: 6a, 7a                                                   Prompts: 6a, 6b*, 7a, 7b*

School to    Writing to   Objectives:                                                       Objectives:
Career       Inform       SW write a one-page resume for the senior interview.              SW write a one-page resume for the senior interview.                  11 - 1
Connection                     Gather information on school experience, work                    Gather information on school experience, work
                                  experience, honors and awards, extracurricular                    experience, honors and awards, extracurricular
Resume                            activities, etc.                                                  activities, etc.
                               Use an effective resume format to produce a                      Use an effective resume format to produce a concise,
                                  concise, complete and accurate resume.                            complete and accurate resume.
                               Select language for purpose.                                     Select language appropriate for purpose.
                               Revise and edit as necessary.                                    Revise and edit as necessary.

                          Prompts: 14                                                       Prompts: 14
School to                 Objectives:                                                    Objectives:
Career                    SW compose responses to traditional interview questions to     SW compose responses to traditional interview questions to           11 - 1
Connection                prepare for the senior interview (prepare 2 – 3 responses)     prepare for the senior interview (prepare 2 – 3 responses)
Interview
                                 Discuss possible questions that might be asked with            Discuss possible questions that might be asked with
                                  peers and adults.                                               peers and adults.
                                 Draft possible responses.                                      Draft possible responses.
                                 Engage in peer response and ask for adult feedback.            Engage in peer response and ask for adult feedback.
                                 Revise responses based on peer response and adult              Revise responses based on peer response and adult
                                  feedback.                                                       feedback.

                          Prompt: 15                                                     Prompt: 15

School to    Writing to   Objectives:                                                    Objectives:
Career       compose a    SW compose a college essay that effectively responds to the    SW compose a college essay that effectively responds to the          11 - 1
Connection   college      application question.                                          application question.
             essay
College                          Research colleges of choice.                                   Research colleges of choice.
Esssay                           Access the application form containing the essay               Access the application form containing the essay
                                  question(s).                                                    question(s).
                                 Use mind-mapping, speed-writing, jump-starting,                Use mind-mapping, speed-writing, jump-starting, or
                                  or another effective brainstorming technique.                   another effective brainstorming technique.
                                 Compose a draft that includes introduction, body,              Compose a draft that includes introduction, body, and
                                  and conclusion.                                                 conclusion.
                                 Revise and edit to produce a logical, well-written,            Revise and edit to produce a logical, well-written, well-
                                  well-organized, and well-supported essay.                       organized, and well-supported essay.

                          Prompts: 11a, 12a                                              Prompts: 11b, 12b

Poem         Writing to   Objectives:                                                    Objectives:
             express      SW compose a lyric or narrative verse of 20 - 30 lines to      SW compose a narrative poem or an epic episode of at least 30        Any
             personal/    express personal ideas.                                        lines to express personal ideas and to develop a theme.
             literary          Brainstorm using literary models as examples.                  Brainstorm using literary models as examples.
             ideas             Determine subject.                                             Determine subject.
                               Include at least two of the following for the lyric or         Include at least two of the following for the epic:
                                   narrative: metaphor, simile, personification,                   extended simile/metaphor, kennings, epithets, etc.
                                   alliteration, assonance, etc.                               Include at least two of the following for the narrative:
                               Use concrete images to develop the theme.                          simile, metaphor, personification, allusion, paradox,
                               Revise and edit as needed.                                         alliteration, assonance, etc.
                                                                                               Use concrete images to develop the theme.
                          Prompts: 9a, 10a                                                     Revise and edit as needed.

                                                                                         Prompts: 9b, 10b




* = May be scored using the BCR, ECR, and LU rubrics. All other prompts are scored with the ECR and LU rubrics only.
Persuasive Research Essay

1a) Read a newspaper or listen to the news to find a current political, social, economic or
environmental issue about which you have a strong opinion. Conduct research to learn more
information about the issue, then compose a 3 – 5 page research essay that persuades your peers
to believe as you do. SL (NOTE: Thesis statements may focus on issues that fall under the 9
service learning areas, meeting the SL requirement).

1b) Write a persuasive research paper of 4-7 pages, using a particular critical approach. For
instance, study the historical period of your work and write an historical criticism or analyze
your text using a feminist point of view. Another option is to study the author’s life and write a
biographical criticism. In your paper, be sure your thesis persuades the reader to interpret the
text as you have.

2a) Imagine that you are determined to go to a particular college or have your heart set on a
particular career. Your friends do not approve of your choice. Conduct research to support
your choice of this college or career and write a persuasive essay in which you convince your
friends to support your choice.

2b) You have read……………………….in your literature circle and have learned to apply
various critical approaches. Each person in your literature circle should select one critical
approach to the text. Write an essay of 4 – 7 pages and prepare a short presentation applying
your selected critical approach to the text and share your analysis with your literature circle.
Persuade your classmates to interpret the text read as you have.

Extended Literary Analysis Essay

3a) Write an essay of 300-500 words that describes the tone the speaker or narrator uses in a
particular text. Support your ideas with diction, imagery, similes, metaphors, or any other
literary device that seems most important.

3b) Write a multi-paragraph essay that describes the attitude of the speaker or narrator toward a
character and that analyzes the techniques the author uses to define the character. Consider
such literary elements as diction, selection of detail, syntax, point of view, etc.

4a) Write a 300 – 500 word essay that analyzes the tone of a literary text. Support your analysis
with stylistic details from the text.

4b) Write a multi-paragraph essay that traces the speaker’s or narrator’s changing responses to
his/her experience and explain how these responses are conveyed by the poem’s diction,
imagery, tone, etc.

5a). Analyze the text and write an essay that examines the rhetorical devices (repetition,
aphorism, metaphor, analogy, imagery, and any other rhetorical device) that the author uses to
persuade his or her reader.

5b) After reading both texts carefully, write a multi-paragraph essay in which you
compare/contrast the portrayals of …………… and …………... . Your analysis should include
discussion of tone, point of view, and whatever poetic devices (diction, imagery, etc.) that seem
most important.
                                                       Grade 11 Sample Writing Prompts
SAT Practice

6a). Since the invention of the computer, some critics maintain that people are living their lives
more and more in isolation. What are your thoughts on the idea that computer technology is
inhibiting person-to-person contact. In 25 minutes compose an essay of 400-500 words in
which you express your views on this topic. Your essay may support, refute, or qualify this
opinion. What you write must be relevant to the topic, You must support your viewpoint,
explain your reasoning, and provide examples based on what you have experienced and what
you have learned.

7a) The following quotation makes a point about a particular topic: Nature (one’s genetic
inheritance) affects one’s character and behavior more than nurture (one’s life experiences).
In 25 minutes, compose an essay of 400-500 words in which you express your views on this
topic. Your essay may support, refute, or qualify this opinion. What you write must be
relevant to the topic. You must support your viewpoint, explain your reasoning, and provide
examples based on what you have experienced and/or studied.

6b) Through literature, readers encounter experiences that may not occur in their own lives.
These experiences enlarge and enrich their understanding. Choose a piece of literature you
have read, and, in 25 minutes, compose a 400-500 word essay in which you identify an incident
from the text that resulted in an enriching experience. What you write must be relevant to the
topic. You must support your viewpoint, explain your reasoning, and provide examples based
on what you have read.

7b) Some novels and plays portray individuals who pursue their own personal goals at the
expense of the common good of the group or society. Choose such a novel or play and, in 25
minutes, compose a well-organized essay of 400-500 words that explains how the interests of a
character or group of characters conflicts with the common good and produces dire
consequences for another group or society. Avoid plot summary. Do not write about a film or
television program.

Poem

9a) Compose a poem of at least 20 - 30 lines about a present-day fictional, non-fictional, or
film hero or anti-hero. Include at least 2 of the following literary devices: metaphor, simile,
alliteration, personification, assonance, etc.

9b) Compose a poem of at least 30 lines about a folk or literary epic hero. Focus on the hero’s
heroic and admirable characteristics or the hero’s very human and less laudable traits. Consider
the characteristics of the epic hero, the scope of the setting, the intervention of the gods, the
deeds that reveal the hero’s great valor and strength, etc. Include at least 3 of the following
literary devices in your poem: extended metaphor/simile, kennings, epithets, metaphor,
personification, allusion, paradox, alliteration, etc.

10a) Compose a poem of at least 20 - 30 lines about a memorable experience. Include at least
2 of the following literary devices: metaphor, simile, alliteration, personification, assonance,
etc.

10b) Compose a poem of at least 30 lines that depicts a hero responding to an obstacle. Include
at least 3 of the following literary devices in your poem: extended metaphor/simile, kennings,
epithets, metaphor, personification, allusion, paradox, alliteration, etc.
                                                            Grade 11 Sample Writing Prompts
College Essay

11a) Pretend that you have applied to a college or for a job. The application form asks you to
describe yourself as a human being. Write an essay (250 – 500 words or as required by the
organization) with an introduction, body, and conclusion that reveals the quality you like best in
yourself and the one you like least.

11b) Identify a character in a fictional or non-fictional work that reflects or has shaped your
outlook on life. Write an essay (250 – 500 words or as required by the college) with an
introduction, body, and conclusion that reveals the way that character mirrors your attitude or
has impacted your life.

12a) In an essay (250 – 500 words or as required by college or organization), identify three
items that you would you put in a time capsule and explain why you would include these items.

12b) In a multi-paragraph essay (250 – 500 words or as required by college or organization),
discuss a time when you struggled mightily for something and succeeded or failed. How did
you respond and what did you learn from the experience?

13a/b) A college scholarship essay may ask you to discuss your contributions to your
community (school, town church, etc). Write an essay that explains a contribution to your
community and how it affected your life and the lives of others. SL

Resume
13.) Note: The best essay topic for this piece would be an actual application essay question for a
college the student wishes to attend. Whenever possible, encourage students to use this piece to
forward actual college plans.

14.) Write a one-page resume for your senior interview. Be sure to include relevant school and
work experience, honors and awards, and extracurricular activities.

15.) Interview questions may include:
     Describe your prior work experiences. How will these help you as you take on the
        advertised job?
     Describe three character traits that will make you an ideal employee.
     What strengths and talents do you possess that you will apply in this position?
     When we call your references, what will they share about you that will make us want to
        hire you?
     How have your experiences in life thus far influenced you character?
     Share a brief anecdote that demonstrates your positive qualities as a person.
     What do you want to learn next?
     What book or books have you read that have influenced your thinking? How so?
     What are your reading now? Why did you choose this text?
     How do you provide service to your community?
     What extracurricular activities have contributed to your character and in what ways?
     What are your most treasured personal beliefs or values and why are these important to
        you?
                                                         Grade 11 Sample Writing Prompts
BCR’s Writing About Literature
See all embedded BCR assessments.




                                    Grade 11 Sample Writing
                                    Prompts

				
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