1. 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

2. 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?

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

4. 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

5. 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.

6. 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.

7. 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

8. 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.

9. 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.

10. 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?

11. 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.

12. 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

13. 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

14. 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

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

16. 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.

17. 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).

18. 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…’

19. 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.

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

22. 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.

23. 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 )