-Follow the essay structure below in order to include all necessary details. -Read the example essay as a guideline

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1 ASSESSMENT WHAT TO SUBMIT STEPS TASK Assignment #6 DUE: Friday, October 30 Essay on Inherit the Wind 10% Writing Based on your reading of the play Inherit the Wind, you will write a 5 paragraph essay responding to the below question: Within every story there exists both static and dynamic characters. Choose three characters from the play Inherit the Wind and argue if they are static or dynamic. You will need to prove your argument by explaining what their character was like at the start and end of the play. -Follow the essay structure below in order to include all necessary details. -Read the example essay as a guideline You will submit: 1) Outline 2) Rough Draft (with evidence of editing and revision) 3) Final Copy 4) Assessment Rubric You will be assessed on: Essay structure and format (introduction, body and concluding paragraphs) Evidence from the play (using examples and quotations) Analysis of characters (proving they are static or dynamic) Clear communication skills

2 Essay Structure 1 st Paragraph Introduction with your (the statement you are trying to prove) at the end of the paragraph You should have an interesting opening sentence. Introduce the play and authors, and provide some background discussion. You should end the paragraph with your, which is ONE sentence that states the main idea/direction of the entire essaythe point or opinion you want to prove or support. THESIS: Should contain TPM o T Topic: What is the topic of your essay? o P Purpose: Why are you writing about this? What s the point? o M Method: How are you going to prove this? 2 nd, 3 rd, and 4 th Paragraphs (for each body paragraph, you will follow the structure:) Point What topic will you be discussing in this paragraph? Example 1 Detailed support with direct evidence from the play (you need a quotation!) Explanation 1 Explain your example Example 2 Detailed support with direct evidence from the play (you need a quotation!) Explanation 2 Explain your example Conclusion Connect the paragraph back to your 5 th Paragraph Conclusion Restate Restate your ; do not simply repeat your, but use different words. Overall, what was the purpose of your essay? Summary An overview of the significance of your points/summary of support Final Thought A closing sentence that makes it evident that you are done DO NOT INTRODUCE NEW INFORMATION HERE! ONLY SUMMARIZE WHAT YOU VE ALREADY DISCUSSED!!! Using Quotations: Rachel says to Bert, Please drop the whole thing, Bert! (Lawrence and Lee, 15). Notice that the quote is being introduced... quotation marks are used.. and a reference is provided Note: Only during your first quotation must you include the author s last names (Lawrence and Lee); for every other quotation you use, simply include the number in parentheses, for example: (15).

3 Assignment #6: Essay on Inherit the Wind NAME: ASSESSMENT RUBRIC STRAND: Writing /100 Criteria Knowledge/ Understanding -Essay structure Introduction - thesis contains a topic, purpose and method Body Paragraphs -point, example, explanation, and for each body paragraph Conclusion -Restates thesis, summarizes main points, final thought R Level 1 Level 2 Level 3 Level 4 (0-49%) (50-59%) (60-69%) (70-79%) (80-100%) In introduction and thesis; not present In body paragraphs; missing paragraphs In ; not present Minimally introduction; unclear thesis statement lack more than one component of proper structure Minimally Somewhat introduction; is vague lack one component of proper structure Somewhat Effective introduction and contain proper structure Effective Highly introduction and contain proper structure and are highly thoughtful Highly Thinking -topic is clearly addressed; evidence from the text is provided; quotations are used; thoughtful analysis of information Communication -spelling, grammar, punctuation, sentence structure, word choice Sentences are irrelevant and do not support the topic; examples are not provided Repeated errors throughout considerably impede Sentences are minimally relevant and do not support the topic; examples are not incorporated well Minimally accurate use of language considerable errors throughout impede Details are lacking and do not necessarily relate to the topic or respond to the question; examples are not incorporated well Somewhat accurate use of language multiple errors somewhat impede Effective content; examples from the text are analyzed well and incorporated properly; examples clearly support your argument Considerably accurate use of language minimal errors do not impede Highly content; examples from the text are analyzed in detail and incorporated properly; examples used to support your argument are highly Highly accurate use of language minor errors do not impede Application -use of the Writing Process: Outline Draft Revision/Editing Polishing Uses a limited degree of revision, missing or inaccurate cover Uses a minimal degree of revision, minimally accurate cover Uses some degree of revision, somewhat accurate cover Uses a considerable degree of revision, accurate cover Uses a high to very high degree of revision, accurate cover

4 Smith 1 John Smith Mrs. Wylie ENG3C Wed. Oct. 23 The Many Conflicts in Inherit the Wind Conflicts are crucial to every interesting story. The play Inherit the Wind by Jerome Lawrence and Robert E. Lee presents many conflicts. Inherit the Wind revolves around a small-town, religious community that is disrupted by a lawbreaker who taught his class about evolution. Bertram Cates begins the central conflict of this play as he is put on trial for contradicting the town s law; two powerful lawyers involve themselves in the proceedings one in support of the Bible, and the other in support of the Theory of Evolution. Inherit the Wind presents three main conflicts which drive the story to its climax: Person vs. Person, Person vs. Society, and Person vs. Self. Person vs. Person conflict is when one character is in direct opposition to another character. In the play, a central character, Matthew Harrison Brady, is in conflict with Henry Drummond. Both characters have similar qualities; however, Brady defends the Bible while Drummond defends Evolution. Brady stated that his main purpose for being at the trial is to defend that which is most precious in the hearts of all of us: the Living Truth of the Scriptures (Lawrence and Lee, 20). Brady s religious beliefs are in direct opposition to Henry Drummond s support of Charles Darwin s Theory of Evolution. The conflict between these two characters is evident from the very first mention of Drummond s name. Brady describes Drummond as a Goliath being sent into battle (29). Clearly, from the onset of this play, the Person vs. Person conflict is evident as Brady and Drummond prepare for the time when their beliefs will conflict in the courtroom. In addition to the abovementioned conflict, Person vs. Society is also a central focus of Inherit the Wind. The conflict of Person vs. Society is distinguished when Cates is arrested for breaking one of the town laws. Cates reveals that he read [his] sophomore science class

5 Smith 2 Chapter 17 [of] Darwin s Origin of Species (8). He admits that he broke a law by teaching his class about evolution, and thus he is in direct conflict with the laws of his society. Twice during the play, Cates friend, Rachel Brown, urges him to stop fighting against the society and simply admit that it was either a joke or that he was wrong. Cates replies, I m not gonna quit (52). Thus, Cates continues to conflict with the laws of his society. The third conflict in the play is Person vs. Self. This conflict is based around Rachel Brown struggling with an inner problem. The main problem that Rachel is conflicted over is whether she should be in support of Cates or against him. When Rachel is first introduced to readers, she visits Cates in jail and attempts to convince him to admit his error about teaching evolution. At this moment, it is apparent that Rachel is conflicted because she believes in religion and the Bible, and thinks that evolution is a sin. Rachel even asks Cates, why can t you be on the right side of things? (9). She struggles with the idea of her good friend supporting an idea that she believes to be wrong. Rachel also demonstrates this inner conflict further when she speaks with Brady. Brady asks Rachel if Cates ever tried to pollute [her] mind with his heathen dogma? and Rachel replies Bert isn t a heathen! (25). Readers can see that Rachel is conflicted over her opinion of Cates. She believes that his views are wrong, yet she argues that he is not a heathen. Overall, Rachel struggles with this inner conflict throughout the entirety of the play. In, the three central conflicts in Inherit the Wind are Person vs. Person, Person vs. Society, and Person vs. Self. It is clear that Brady and Drummond are in direct opposition to each other even before the trial begins; Cates is in a significant amount of conflict with the societal laws, and Rachel struggles with a personal choice deciding to support or reject Cates. All in all, these conflicts produce an exciting and tense drama that keeps readers reading.

6 INTRODUCTION: (5-6 sentences) Essay Outline Opening Sentence: Title of Play and Authors: Brief Summary of Play: Thesis Statement: T=topic P=purpose M=method T P M Full sentence: BODY: Paragraph 1 (8-10 sentences) Topic Sentence Name of character: Dynamic or Static? Example 1 (use a Explanation 1 Example 2 (use a Explanation 2 Conclusion connect this paragraph back to your BODY: Paragraph 2 (8-10 sentences) Topic Sentence Name of character: Dynamic or Static? Example 1 (use a Explanation 1 Example 2 (use a Explanation 2 Conclusion connect this paragraph back to your

7 Essay Outline BODY: Paragraph 3 (8-10 sentences) Topic Sentence Name of character: Dynamic or Static? Example 1 (use a Explanation 1 Example 2 (use a Explanation 2 Conclusion connect this paragraph back to your CONCLUSION: (4 sentences) Restate Thesis statement (in different words) Summary of Main Points Closing Statement (Final thought about the essay) *Use the Present Tense *Do not use personal pronouns (I, me, my)

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