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Ninth Grade Poetry Analysis Essay

Analytical Writing

What is it?

In an analytical essay, writers form and convey their ideas concerning a particular topic based on careful use and analysis of evidence. Below are some common types of analytical essays written in English classes:

·         Close Reading: Analyze literary/rhetorical devices, style, and tone used by an author to achieve his or her purpose/theme.

·         Compare and Contrast: Compare and/or contrast two passages or two different texts for style, purpose, or tone.

·         Theoretical: Analyze a text in relation to literary theory, cultural movement, and history.

 

Why Write Analytical Essays?

An analytical essay is an effective way of communicating critical thought about a variety of subjects. It develops and demonstrates important skills such as close reading, analysis, comparison and contrast, persuasion, conciseness, clarity, and exposition.

For this part of the lesson,  I will tell my students that today we will begin their "on demand" argument writing assignment. Applause please! When students write on demand, they do all of the writing in class by synthesizing information from multiple texts (CCSS.ELA-Literacy.W.9-10.7).

But first, we will do a final review of the shared bug eating argumentative essay that we co-created when we collected evidence that people should incorporate bugs into their daily diet--just to make sure we've got it!.

As my students read, I will have them follow directions on a flipchart page to annotate the essay. I am having them do this because I want them to see all of the different parts of our essay so that they can be sure that their essay meets the minimum requirements for on-demand writing.

In this particular annotation activity, we are focusing on analyzing examples of ethos, pathos, and logos  and development of the counterargument (CCSS.ELA-Literacy.RI.9-10.6); introduction and thesis; evidence and explanations (CCSS.ELA-Literacy.RI.9-10.5); use of transitional expressions (CCSS.ELA-Literacy.W.9-10.2c).

I am having them annotate for these elements because we have been working really hard over the last couple of weeks to understand how all of these elements work together to form a well-written article, and this is a quick assessment to see if they recognize them.

At the end of this activity, I will have them work with a partner to speculate on what's missing by going back over their cards, notes and any other information that we have gathered on argument writing so far.

I'll let you in on a secret--the answer is THE COUNTERARGUMENT. The essay we co-wrote is completely missing the counterargument. (We discussed the counter argument last class, so I feel confident that someone will notice.)

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