| Grade Level |
Expository |
Literary Analysis |
| 3/4 |
Outcome
· Formulate and maintain a controlling idea or thesis, conveying an individual perspective or insight into the topic.
Model and Commentary
· "The black-capped chickadee is an interesting bird. It has many cool
facts. It is a very unique bird." (introductory paragraph)
· "Black-capped chickadees have unique eggs." (body paragraph #4)
· "Chickadees have unique field marks." (body paragraph #7)
The writer introduces the report by indicating that he/she will share
information related to the black-capped chickadee, an interesting and
unique bird. The writer returns to the controlling idea and supports it
in body paragraphs #4 and #7.
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Outcome
· Develop and maintain a controlling idea to express personal insights,
points of view and attitudes/feelings related to the literature.
Model and Commentary
· "I felt this way because he always finds a clever way out of problems,
like when the cat raced him he held on to his tail. I also like him
because he is wise and speaks what he thinks." (second and fourth
sentence)
The controlling idea is explicitly stated by the writer and offers
his/her interpretation of the character's strongest quality.
Additionally, the writer offers personal insights and feelings related
to the character.
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| 5/6 |
Outcome
Formulate and maintain a controlling idea or thesis, conveying an individual perspective or insight into the topic.
Model and Commentary
· "Hello, and welcome to Castle de Fischer! Would you like a tour?
Well then, come along! Today we will be venturing over a moat, through
tunnels and across pathways. We'd better hurry, or they'll close the
drawbridge!" (introductory paragraph)
· "If we turn right we'll get to the castle faster. If we turn left it'll be one long stroll!" (body paragraph #2)
The controlling idea is explicitly established by providing information
that is seen and learned while touring the castle. In addition, this
controlling idea is maintained throughout the piece.
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Outcome
Develop and maintain a controlling idea or thesis that establishes a
critical stance and/or offers an interpretation of the text(s) based on
the features of the genre(s).
Model and Commentary
· "The prince is clever for many reasons. In the story he used his
cleverness to help him escape from danger." (introductory paragraph)
· "The first time he shows cleverness is when he must learn how to
weave. He learned very quickly, and his carpets were beautiful. Once
he became an expert weaver, he was rewarded with an enormous, beautiful,
and strong white horse which he soon learns how to ride. (body
paragraph)
· "Then, when he was captured by thieves, he used his skill of weaving to save his life." (body paragraph)
· "Furthermore, the prince showed cleverness by persuading the thieves
to sell the carpet that he made the king, instead of at the marketplace.
If it were sold to the king, they would get more money for it." (body
paragraph)
· "After all, the thieves were greedy, and the prince could probably outwit anyone." (body paragraph)
The writer's controlling idea states that the prince is clever. He/she
gives an example of events that demonstrate cleverness, citing the
problem, and the solution. Further evidence and interpretation to
support the claim is also provided. Problem and solution are
characteristics of narrative writing.
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| 7/8 |
Outcome
· Formulate and maintain a controlling ideas or thesis, conveying an individual perspective or insight into the topic
Model and Commentary
· "There are many important aspects of sports announcing...including the
history of announcing, some techniques used by sportscasters training
of sportscasters, and some famous announcers of past and present."
(introductory paragraph)
· "The role of a sportscaster is to bring the game to the fans in a way
that the fans will understand and enjoy." (introductory paragraph)
The individual perspective is maintained throughout the piece using
carefully chosen facts and opinions that relate to the controlling idea
that the profession of sportscasting is "important" and interesting.
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Outcome
· Formulate and maintain a controlling idea or thesis that establishes a
critical stance and/or offers an interpretation of the text(s) based on
the principal features of the genre(s).
--singular stance, comparative stance, qualified stance,
predicted stance
Model and Commentary
· "Usually, pity is expressed toward others when someone has a
disability, like blindness or losing a limb. People also pity
themselves, because they may not be capable of doing something."
(introductory paragraph)
· "Annie cannot teach Helen properly when Helen is rewarded for
misbehaving or when the Kellers stop Annie from punishing Helen." (body
paragraph #1)
· "Annie sees the Kellers' pity as enabling Helen, because they make
excuses for her and allow her to get away with inappropriate behavior."
(body paragraph #2)
· "Instead of pitying himself, and making his life more difficult, the
man tries harder to cope with his handicap." (body paragraph #3)
The writer links the controlling idea ("pity is expressed toward others
when someone has a disability...People also pity themselves, because
they may not be capable of doing something.") from the analysis of the
texts to his/her definition of pity. A comparative stance is taken in
the analysis of the two pieces of literary text-a play and a poem.
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| 11 |
Outcome
· Formulate and maintain a controlling ideas or thesis, conveying an individual perspective or insight into the topic
Model and Commentary
· "It is important to clearly define coward so as not to confuse it with
other terms, which often happens in society." controlling idea
(introductory paragraph)
· "Heroism, chivalry, bravery--the Middle Ages overflowed with courage." Topic sentence (body paragraph #1)
· "Societies, in general, misuse the terms coward and courage;
understanding their differences is important in comprehending their
meanings." topic sentence (body paragraph #2)
· "A coward, therefore, is someone who fights rather than confronts his
problems and difficulties." concluding sentence (body paragraph #2)
· "The silent bystander is a coward, a person who does not advocate for his beliefs." topic sentence (body paragraph #4)
· "Therefore, a coward is someone who ignores reality rather than deals with it." concluding sentence (body paragraph #4)
Topic sentences and closing sentences maintain the controlling idea as
well as convey this author's insight into what it means to be a coward.
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Outcome
· Formulate and maintain a controlling idea or thesis that establishes a
critical stance and/or offers an interpretation of the text(s) based on
the principal features of the genre(s).
--singular stance, comparative stance, qualified stance,
predicted stance
Model and Commentary
· "Rather, the bond between young boys is more physical and concrete;
true friendships emerge as boys adventure, discover, and uncover the
world together" (introductory paragraph)
This statement establishes boyhood friendships as based on adventure and
discovery - more about action to "soothe their troubles" rather than
girlhood friendships which are based on "long chats and gossip,
suppositions about life."
· Through the effective use of various literary elements and techniques,
William Maxwell... and Frank Conroy... convey this idea about boyhood
friendships. (introductory paragraph)
· "Tobey and Frank... were compatible because they were separate from the rest of the world." (concluding paragraph)
The writer clearly establishes a comparative stance about the
controlling idea. The writer demonstrates the ability to formulate and
maintain a controlling idea throughout the paper.
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