Theme Theme is the central idea, message or lesson that an author tries to convey to the reader. Theme is in every piece of literature, but it is NOT a literary element Meaning/Theme = the effects of the tone and literary devices Theme is an EFFECT created by literary devices (such as characterization & symbolism) Universal idea + author’s feelings/thoughts about the idea = THEME

Universal Ideas A UNIVERSAL IDEA is a topic that is common in many books and is understood by a wide audience. The universal idea goes beyond the story and can be applied to multiple situations, including the reader’s own life. Universal ideas are topics such as: family, relationships, love, hatred, innocence, war, peace, etc. In connection to Themes Themes are the fundamental and often universal ideas explored in a literary work. What is the central idea, author’s message, or lesson ABOUT relationships or innocence?

Universal Ideas Some examples of universal ideas are: Love Hate Justice Injustice Freedom Purpose Family Racism Hope Faith Reality Patriotism Innocence Death

The Most dangerous Game What are some universal ideas explored in Richard Connell’s The Most Dangerous Game? Survival (of the fittest) – freedom – hope Death – good v. evil – person v. nature Perseverance – injustice – reality - courage What would Connell say ABOUT those universal ideas? = THEME

Constructed Response PROMPT: Task: Respond to the following prompt in a well-developed paragraph. Include a thesis and use a minimum of two pieces of evidence to support your claim. PROMPT: How does Richard Connell develop Rainsford’s character? Provide specific examples that contribute to his characterization and explain how this connects to the overall theme of the narrative.

THESIS statements Directly address the ENTIRE prompt. Title Author Argument about Rainsford To prove, to demonstrate THEME – something about a universal idea Do not use first or second person Clear, concise. PROMPT: How does Richard Connell develop Rainsford’s character? Provide specific examples that contribute to his characterization and explain how this connects to the overall theme of the narrative.

Parts of the thesis statement Topic: Subject of writing Claim: Verb (uses, employs, utilizes, etc.) Directives: Examples, elements, or characteristics that will be used for support and indicate what direction your essay will take Qualifier: Subordinating conjunction (in order to, revealing, etc.) Universal Idea/Theme/Message: What you have concluded about the world and humanity based on the text; the author’s message

Thesis statements Every thesis statement… Should be specific, covering only what you will discuss and can support in your essay May change as you write and discover. If so, adjust specific wording in thesis. Is supportable: defend the thesis with evidence from the text, knowledge, reading, experience, and/or observations. Argues. Always.

For example Let’s label each part of the thesis in the example below: In his story, “Lamb to the Slaughter,” Roald Dahl uses the careful actions and crafty thoughts of Mary Maloney to prove to the reader that weak appearances are often deceiving.

Thesis Statement checklist Does it… Directly address the prompt? (hint: use the same language from the prompt) Answer ALL of the prompt? (Is there more than one question? Make sure to answer all of the questions posed.) Address the title and author of the work you’re analyzing? Include: topic, claim, directives, qualifier and universal idea? Is it… Clear and concise? Written in third person?

NEW and Improved thesis! For example: In the story, The Most Dangerous Game, Richard Connell develops Rainsford’s character as a skilled hunter turned coolheaded prey to prove that brute physical strength is no match for the human will to survive.

Formal Writing Reminders When writing an analysis paragraph, it is important that your writing stays formal. Makes your argument more effective! Check that your paragraph follows the rules below: There are no contractions Isn’t = is not, won’t = will not, etc. It is written from 3rd person point of view No “you” or “I” unless they are in quotations from the text Formal language No slang, abbreviations, boring filler words Vocabulary is used to enhance the writing and argument

PROMPT: How does Richard Connell develop Rainsford’s character PROMPT: How does Richard Connell develop Rainsford’s character? Provide specific examples that contribute to his characterization and explain how this connects to the overall theme of the narrative. Your paragraph should include the following: Claim – Thesis that answers the prompt Background (Ground your reader. Explain what happens prior to your evidence.) Blended Evidence #1 (Direct quotation from text with lead- in) Analysis (Explain why your quotation supports your claim) Transition to your next piece of evidence Repeat steps 3-4 Concluding sentence

PROMPT: How does Richard Connell develop Rainsford’s character? Provide specific examples that contribute to his characterization and explain how this connects to the overall theme of the narrative. Claim Quotation Context (What was happening right before this moment in the text?) Evidence 1 Analysis (How does this demonstrate Rainsford’s character AND how does that connect to theme?) Evidence 2

Background of the story Provide at least 2 sentences of background about the story, as it relates to your thesis.

Integrating evidence T = Transition It is important to smoothly transition the reader into the quotation example instead of interrupting his/her thought by abruptly dropping it into the argument in a jarring and disconnected way. Fluidity is the key! C = Context It is important to give the context from where in the text the quote comes so that the reader remembers correctly when, where, how, and why the quote was used in the original text. S = Speaker It is also equally important to reveal who said the quote in order to clarify the context for the reader. Remember, if a character does not say the quote, the speaker is simply the narrator.

Integrating evidence Transition Context Example: Transition Context For example, after one day of hunting, Rainsford plans his Speaker third strategy for attack, and the narrator explains, “when it [the pit] was above his shoulders, he climbed out, and from some hard sapling cut stakes and sharpened them to a fine point. These stakes he planted in the bottom of the pit,” (Connell 234).

Evidence analysis Now explain your evidence in 2-3 sentences. EXPLAIN how this quotation is evidence of your argument. What does it show about the character? How does this prove the theme of your text? Connect back to your thesis statement. DO NOT SAY ‘THIS QUOTATION SHOWS…’

In the story, The Most Dangerous Game, Richard Connell develops Rainsford’s character as a skilled hunter turned coolheaded prey to prove that brute physical strength is no match for the human will to survive. The story begins with Rainsford, a hunter, falling off a yacht and swimming to safety at a nearby island. Here, Rainsford meets Zaroff, a former military man who has barbaric ideas about what attributes his prey should have which Rainsford soon becomes. Rainsford must make his way through the jungle with General Zaroff at his heels for three days, in hopes of survival. For example, after one day of hunting, Rainsford plans his third strategy for attack, and the narrator explains, “when it [the pit] was above his shoulders, he climbed out, and from some hard sapling cut stakes and sharpened them to a fine point. These stakes he planted in the bottom of the pit,” (Connell 234). Here, the reader understands that Rainsford has experience hunting, as he knows how to build this pit, and is able to use that experience to his advantage. The Burmese tiger pit keeps him alive for another day. Without the experience and skill, as well as the calm nerve to build the contraption, Rainsford would have died at Zaroff’s barbaric hands, or his dogs, proving that brute strength is no match for the human will to survive.

Transition to next quotation Include a SHORT summary, if needed. Transition + Context + Speaker, “Quotation,” (citation). Evidence Analysis Repeat.

Concluding sentence Wrap it up! Summarize your evidence/examples. Restate thesis Summarize your evidence/examples. Explain what the author wants the reader to take away.

Proofread Read through your paragraph again: Is your paragraph organized? Does it flow? Correct any grammar and punctuation errors. Is it neat? (Ms. Nordin can only grade what she can read )