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Lord of the Flies Character Argument Essay, Slides of Reasoning

Using your knowledge of William Golding's novel Lord of the Flies, take and defend a position about one of the characters (Ralph, Jack, Piggy, Simon, or Roger) ...

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2021/2022

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Lord of the Flies Character Argument Essay
Using your knowledge of William Golding’s novel Lord of the Flies, take and defend a position about one of the
characters (Ralph, Jack, Piggy, Simon, or Roger) and his significance in the novel.
For textual evidence, you must incorporate direct quotations from the novel and properly employ parenthetical
citations. For instance, use the format (Golding #). You do not need a Works Cited Page.
Prompt
Address the following considerations when composing your thesis and outlining your body paragraphs, as each
body paragraph must explore a different aspect of the character.
i. Is the character dynamic or static? Is the character round or flat? What traits does the character
demonstrate? How does his indirect characterization (STEAL) contribute to the meaning of the novel?
ii. Analyzing Golding’s diction, how does the character’s characterization and development throughout the
novel demonstrate specific themes? How do specific word choices enhance the meaning of the novel?
iii. What does the character symbolize? What abstract ideas (remember ideas are nouns!) does the character
represent?
iv. What symbols and motifs are associated with this character? What meaning do the symbols lend to the
understanding of the character?
Organization of Essay
1) Introduction
a. Hook
b. In William Golding’s Lord of the Flies, (here is background and context for your topic).
c. Thesis/Claim Clearly state your position on a character without using personal pronouns like “I”
2) 2-Chunk Counterargument Body Paragraph
a. Concession Statement Present an opposing argument and its reasoning
b. Rebuttal Beginning with a transition word to show contrast, state your logical argument refuting that
reason. Proceed to present why your argument is more compelling.
c. Integrated or Embedded Direct Quotation (CD1) Cite using (Golding #) evidence that supports your
rebuttal.
d. Commentary (CMs) : TWO sentences interpreting the evidence and explaining how it defends your
rebuttal.
e. Integrated or Embedded Direct Quotation (CD2) Cite using (Golding #) evidence that supports your
rebuttal.
f. Commentary (CMs) : TWO sentences interpreting the evidence and explaining how it defends your
rebuttal.
g. Concluding Sentence (CS) : Summarize your opposing viewpoint and rebuttal. Transition to next
paragraph.
3) 2-Chunk Body Paragraph
a. Topic Sentence (TS) Main Idea of paragraph that supports Thesis
b. Integrated or Embedded Direct Quotation (CD1) Cite using (Golding #)
c. Commentary (CMs) : At least 2 sentences explaining how your concrete detail illustrates your main
idea and supports your thesis.
d. Integrated or Embedded Direct Quotation (CD2) Cite using (Golding #)
e. Commentary (CMs) : At least 2 sentences explaining how your concrete detail illustrates your main
idea and supports your overall thesis.
f. Concluding Sentence (CS) : Summarize your main idea and transition to the next paragraph.
4) 2-Chunk Body Paragraph
a. Same format as above
5) Conclusion
a. Restate Thesis in a different and refreshing way
b. Summarize and clarify the main idea of each body paragraph
c. Clincher or “Mic Drop” – Connect back to the hook or contemporary/universal real-world significance
After outlining and drafting your essay, you will type your essay as an MLA formatted
document (template available on webpage), submit your final draft to Turnitin.com, and
print out a physical copy to turn in during class.
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Lord of the Flies Character Argument Essay

Using your knowledge of William Golding’s novel Lord of the Flies , take and defend a position about one of the characters (Ralph, Jack, Piggy, Simon, or Roger) and his significance in the novel. For textual evidence, you must incorporate direct quotations from the novel and properly employ parenthetical citations. For instance, use the format (Golding #). You do not need a Works Cited Page. Prompt Address the following considerations when composing your thesis and outlining your body paragraphs, as each body paragraph must explore a different aspect of the character. i. Is the character dynamic or static? Is the character round or flat? What traits does the character demonstrate? How does his indirect characterization (STEAL) contribute to the meaning of the novel? ii. Analyzing Golding’s diction, how does the character’s characterization and development throughout the novel demonstrate specific themes? How do specific word choices enhance the meaning of the novel? iii. What does the character symbolize? What abstract ideas (remember ideas are nouns!) does the character represent? iv. What symbols and motifs are associated with this character? What meaning do the symbols lend to the understanding of the character? Organization of Essay

  1. Introduction a. Hook b. In William Golding’s Lord of the Flies , (here is background and context for your topic). c. Thesis/Claim – Clearly state your position on a character without using personal pronouns like “I”
  2. 2 - Chunk Counterargument Body Paragraph a. Concession Statement – Present an opposing argument and its reasoning b. Rebuttal – Beginning with a transition word to show contrast, state your logical argument refuting that reason. Proceed to present why your argument is more compelling. c. Integrated or Embedded Direct Quotation (CD1) – Cite using (Golding #) evidence that supports your rebuttal. d. Commentary (CMs) : TWO sentences interpreting the evidence and explaining how it defends your rebuttal. e. Integrated or Embedded Direct Quotation (CD2) – Cite using (Golding #) evidence that supports your rebuttal. f. Commentary (CMs) : TWO sentences interpreting the evidence and explaining how it defends your rebuttal. g. Concluding Sentence (CS) : Summarize your opposing viewpoint and rebuttal. Transition to next paragraph.
  3. 2 - Chunk Body Paragraph a. Topic Sentence (TS) – Main Idea of paragraph that supports Thesis b. Integrated or Embedded Direct Quotation (CD1) – Cite using (Golding #) c. Commentary (CMs) : At least 2 sentences explaining how your concrete detail illustrates your main idea and supports your thesis. d. Integrated or Embedded Direct Quotation (CD2) – Cite using (Golding #) e. Commentary (CMs) : At least 2 sentences explaining how your concrete detail illustrates your main idea and supports your overall thesis. f. Concluding Sentence (CS) : Summarize your main idea and transition to the next paragraph.
  4. 2 - Chunk Body Paragraph a. Same format as above
  5. Conclusion a. Restate Thesis in a different and refreshing way b. Summarize and clarify the main idea of each body paragraph c. Clincher or “Mic Drop” – Connect back to the hook or contemporary/universal real-world significance

After outlining and drafting your essay, you will type your essay as an MLA formatted

document (template available on webpage), submit your final draft to Turnitin.com, and

print out a physical copy to turn in during class.

Name _____________________________ Period _______

Argument Essay Rubric

An “A” Paper – Brilliant/Excellent (90+) Title is unexpectedly delightful and fully grabs reader’s attention Thesis fully answers essay prompt with unique, bold, and arguable insight Each body paragraph’s topic sentence sets a clear, compelling path in developing the thesis Cited source material includes insightful, unexpected choices and is smoothly embedded into the body paragraph Commentary show depth of thought and presents unique, interesting insight Conclusion summarizes ideas and offers fresh insight into the thesis Powerful vocabulary with no repetition of key words or phrases; always fresh and interesting Excellent sentence flow and variety of sentence structures Skillful use of transitions to help create a unified, cohesive piece of writing MLA citations are correctly formatted and skillfully embedded, so the source information is seamless A lively, interesting writer’s voice comes through to the audience Few, if any, errors are present in usage and conventions A “B” Paper – Good/Above Average (80-89) Title is appropriate to the topic, but lacks great inspiration Thesis fully answers essay prompt, but lacks the power of the “A” level thesis Each body paragraph’s topic sentence logically supports the thesis but isn’t particularly compelling Cited resource material is appropriate, but rather obvious at times; material is appropriately placed in the body paragraph Commentary is generally good analysis, but a bit obvious at times; sometimes, you don’t dig deep enough Conclusion summarizes ideas and supports the thesis Good vocabulary that clearly, but not always powerfully, expresses your ideas; you don’t repeat words or phrases Smooth sentence flow and occasionally effective sentence variety Correct use of transitions for unity and cohesiveness MLA citations are correctly formatted and embedded The writer’s voice comes through to the audience, but the interest and passion fall flat at times Some errors in usage may exist but no systematic. Adequate use of conventions A “C” Paper – Okay/Average (70-79) Title is flat or predictable Thesis answers essay prompt, but is tired, clichéd, or too safe/bland Each body paragraph’s topic sentence supports the thesis, but construction is mechanical Evidence is present, but you didn’t dig deep enough into your subject. Embedding of material could be smoother Commentary is too obvious, superficial, simplistic, or repetitive; you don’t take your ideas very far Conclusion partially summarizes ideas but may not provide strong support of thesis Average, simple vocabulary or overly flowery language that blocks meaning at times Sentence flow is choppy at times; limited sentence variety Limited use of transitions; at times, an inappropriate transition is used or is missing altogether MLA citations are correctly formatted for the most part, but embedding is clunky/not always handled well The writer’s voice is flat, too formal, or rigid. Where’s the passion in your voice? A partial command of conventions. Inconsistent use of conventions and spelling. A “D” Paper – Demonstrates Problems/Below Average (60-69) Title is just a restatement of the title of the work being discussed or just a label Thesis does not fully answer the essay prompt; you seem to be struggling with your thoughts Each body paragraph’s topic sentence doesn’t clearly connect to the thesis and/or is missing altogether Source material is inaccurate or not connected to the topic sentence; embedding of material is clunky Commentary is weak, veers off-topic, or relies too heavily on just presenting more facts/figures from source Conclusion does not summarize ideas and may not relate to the thesis Flat, below grade-level vocabulary and/or inappropriate diction Flow is mostly choppy and erratic; little or no sentence variety Little or no use of transitions MLA citations are not correctly formatted or embedded No writer’s voice is present. The words are lifeless or robotic. Lack of command of conventions. Frequent and severe errors obscure meaning. A “F” Paper – Far Below Average (Below 59) Is incomplete, incoherent, undeveloped, or does not meet the requirements of the assignment