Concept of Characterization by Authors Assignment

Concept of Characterization by Authors Assignment

Instructions:

Concept of Characterization by Authors Assignment

The process of characterization is that which every author uses to make, build, or create a character. In most cases this process is carried out in three ways:

1) the author has the character say things that tell us what kind of person he or she is,

2) the author has the character do things that reveal what sort of person we are reading about (or hearing, or seeing)

3) the author also often has other people reveal things about the character (the closer to the person another character is the better—more reliable—is the information).

First, use the following title: (but put nothing in bold–I use bold here only for emphasis)

The Characterization of Dee in Alice Walker’s “Everyday Use”

Your thesis—the final sentence in your first paragraph—must be something like the following:

In “Everyday Use,” Dee is characterized by what she does, what she says, and what others say about her.

or

In Alice Walker’s “Everyday Use” Dee is characterized by what she does, what she says, and what others say about her.

Your next three topic sentences—the first sentence in each of the next three paragraphs must be—

(1) Dee is characterized by what she does.

(2) Dee is further characterized by what she says.

(3) Dee is also characterized by what others say about her. These must be the opening sentences of paragraphs two through four.

Your final paragraph—a conclusion—must begin with (one of the following) In conclusion, Finally, or in summary, or even another equally conspicuous and emphatic transition to a concluding statement/paragraph.

Clearly, what you have to do is fill in your paragraphs with the appropriate materials. In paragraph one you should introduce your topic in a general way, concluding with an explicit thesis. Your body, the three interior paragraphs, must provide adequate “proof” through particular instances—explicitly quoted from the text—that substantiate the assertion of the topic sentence.

You must include explicit things the person says and does, as well as important things others say about the person in order to satisfy these requirements. Your conclusion must conclude. In other words, you must give no further support—the province of the interior paragraphs—the body of the essay.

You must pull things together, remind the reader what you have attempted to do, and be certain to revisit the key words in your thesis—and title as well— (here at least—your character’s name and the word characterization).

If this essay seems fundamental, of course it is. The assignment is to remind you of the old standard five-paragraph essay format: tell them what you are going to tell them—tell them—then tell them what you told them.

The instructor will then grade the essay and return it to you. Then you are to examine all marks and comments, communicate with the instructor if necessary, and rewrite the essay, submitting it for the second time. Both efforts will receive a grade: the second is actually somewhat more important than the first.

If you understand that this essay is on characterization . . . not on Dee, then you are on your way to a good paper with adequate focus.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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