Essay Analysis

Performance Indicators:

P.S ELA-2 Reading Analysis: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

A. Evaluate the relevant themes and synthesize how they are present in the novel in oral and written responses.
B. Interpret the implications of setting and circumstance.
C. Analyze the role of characters in the plot in oral and written responses.
D. Analyze important quotations from the text in oral and written responses.
E. Annotate the text.

P.S ELA-3 Reading Craft and Structure: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of a text.

A. Understand SOAPSTone: Speaker, Occasion, Audience, Purpose, Subject, Tone
B. Analyze the plot and/or design of the text, following shifts in time and place.

P.S. ELA-7 Speaking and Listening: Engage effectively in a well-reasoned exchange of ideas

A. Attentively listen to the words of a speaker.
B. Summarize what someone has said.
C. Defend, refute, or challenge the ideas of others.
D. Use evidence to support a position.
E. Organize ideas clearly and logically.
F. Use annotations of the text to contribute to class discussion.


Nonfiction Groups

VIDEO:  Nonfiction Responsibilities Overview

Your first responsibility…

Each individual is to read the essays assigned on your syllabus.  After reading an essay you are responsible for indicating (in writing):

1.  the title of the essay
2.  the author- a summary of the author’s life including information that
demonstrates influences associated with the assigned essay
3.  the thesis statement (the last sentence in the first paragraph)
4.  a summary of the essay
5.  indicate what type of essay the composition is and express why you believe so
6.  express what the theme (the author’s intended message) of the essay is
7.  Demonstrate how the two assigned essays express a significant comparison.
8.  Using the levels of Bloom’s Taxonomy (knowledge, comprehension,
analysis, application, synthesis, judgment) write questions and replies
for each essay.   These questions should be integrated into your
9.  Create a poster that displays the title and the author of one of your assigned essays.  The poster will also display a selected passage from the essay that you have selected as the most revealing statement of theme.  Finally, the poster should depict a scene or symbolism that enhances the audience’s appreciation of the essay.  Perhaps you are artistically challenged.  In this case, your group may opt to create two power-point slides, one for each essay, that displays the required details on it including a scene/symbolism.

Now that you have been assigned to groups…

You must determine how you will present the (1-9) responsibilities from the individual list above.  Your essential task is to devise a means to facilitate that will prove to be informative and interesting as well as involving your classmates.


You are charged with an important responsibility—to prepare your classmates with further understanding in order to be successful on the non-fiction exam, as well as to further their knowledge of the different types of essays and how each is composed for a purpose.  Your group will be assessed a performance grade.  Ideally each person in a group will be assessed the same grade, however, students in a group may often have different assessment values depending on their use of class time, the quality of their production as well as the role that they perform in the presentation.  The time used during class will also be assessed in your participation grade.


You are responsible for the information presented from each group, any notes that you take can be used on the nonfiction exam.  You also are responsible for reading all of the assigned essays that your group and the other groups present.  A list of the essays follows:

Group 1 Essays:
Sending Grandma to the Ovens  by Colin Cohen
A Modest Proposal by Jonathan swift

Group 2 Essays:
The Death of a Moth by Virginia Woolf
The Death of a Moth by Annie Dillard

Group 3 Essays:
Advice to Youth by Mark Twain
Of the Passing of the First Born by W.E.B. Dubois

Group 4 Essays:
I Have a Dream  by Martin Luther King Jr.
We May Be Brothers After All (Chief Seattle’s Oration) by Henry A. Smith

Group 5 Essays:
Thinking As a Hobby by William Golding
What Life Means to Me by Jack London