Purpose: , the foundation to a solid interpretive analysis relies on the development of strong, debatable and argumentative points that create your thesis and topic sentences. Failure to write these critical elements of the essay will lead your essay to be of analysis and argumentation. Remember, the essay is NOT to be a retelling of what the student read, but a JUSTIFICATION and DEFENSE of what the student’s INTERPRETATION is, based on the essay prompt.
Writing Task (50 points total): Students are to write FIVE SEPARATE SENTENCES in a list form, one right after the other (not as a paragraph) that are ARGUABLE, DEBATABLE POINTS (not facts from the text) inspired by creating a response to Literary Analysis #1.
Each of the sentences/statements developed should be able to stand alone as their own argumentative/debatable point.
Do not mention any character names within these sentences, nor any facts from the novel.
ALWAYS think to yourself, “Does this from reading the novel?” If the answer is “Yes,” you’ll need to revise.
Remember, the thesis and the topic sentences should ALL have a claim and rationale to them. What makes the thesis stand out AS THE THESIS, is that it asserts the DOMINANT POINT of the entire essay.
To keep yourself organized, label the your sentences in the following manner:*
THESIS STATEMENT: Type out the thesis statement (claim and rationale) (10 points)
TOPIC SENTENCE: First main point of support (MPS) for the thesis.
TOPIC SENTENCE: Second main point of support (MPS) for the thesis.
TOPIC SENTENCE: Third main point of support (MPS) for the thesis.
TOPIC SENTENCE: of support (MPS) for the thesis.
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