Tears of a Tiger Analysis Essay Assignment

Directions: Choose one of the following topics for your essay.

Option 1: There were many warning signs that Andy was extremely depressed. Write a five-paragraph
essay where you discuss three of them in detail using direct evidence from the novel.

Option 2: There are many moments in the story where Andy talks about how being a person of colour
affects how he is viewed and treated. Write a five-paragraph essay that discusses three of these
situations. Be sure to use specific evidence from the novel.

Instructions

1. In your groups, assign a body paragraph to each character.

2. You will write your paragraph individually.
3. You will collaborate with your group to write an introduction and a conclusion together.
4. Use the attached outline to organize your work. You will be required to submit a rough copy.
5. In addition to a topic sentence and a concluding sentence, each body paragraph should include
three specific examples (quotations from the novel) to support your thesis.
6. Double space and proofread the final copy of the essay for spelling, sentence structure, and
punctuation errors.

Checklist
Check off each of the elements below to ensure that your essay is ready for submission:
 Essay includes the attached introduction
 Each body paragraph has 3 explained examples
 Verb tense is consistent throughout the essay (present tense)
 Essay is free of personal pronouns such as I, me, you, we, our, and us
 Essay is free of contractions and colloquial language
 Conclusion restates the essay’s thesis, reiterates the main argument of each body paragraph, and
contains a clever concluding sentence.

Due: ____________________________________
 Tears of a Tiger Essay Outline

Thesis Statement - This part should be done as a group:

Main Ideas - This part should be done as a group:

1.

2.

3.

Body Paragraph One

Topic Sentence:

Main Point #1 to thesis:

Set the context for the quotation (point):

Quote with citation (proof):

Explanation (what is happening in the quotation) and analysis of the quotation (how does it
support an element of your thesis) (comment):

Transition to second point:

Set the context for the quotation (point):

Quote with citation (proof):

Explanation (what is happening in the quotation) and analysis of the quotation (how does it
support an element of your thesis) (comment):

Transition to third point:

Set the context for the quotation (point):

Quote with citation (proof):

Explanation (what is happening in the quotation) and analysis of the quotation (how does it
support an element of your thesis) (comment):

Concluding Sentence (summarizes idea of paragraph and links to thesis):

Conclusion - This part should be done as a group


READING (R1):
Demonstrating Understanding of
Content - Identifies the important
ideas and supporting details
Making Inferences - Makes and
explains ideas supporting their
explanations with stated and
implied ideas from the texts
Analysing Texts - Analyses and
assesses ideas, themes, and
concepts
WRITING (W1):
Generating, Developing, and
Organizing Ideas - Identifies, sorts, and/or has fewer than and logical sequencing of
and orders main ideas and
supporting details through
application of the writing process
(proper and thorough use of
brainstorming, an outline and rough
drafts as well as evidence of
editing)
WRITING (W2):
Form - Transfers and applies
knowledge of literary essay form
and text to the prompt
Diction, Voice, Sentence Craft, and Demonstrates lack of frequently ineffective and
Fluency - Uses language and style competence in the use of demonstrate limited
appropriate to purpose and
audience (diction, voice, sentence
structure, devices)
WRITING (W3):
Spelling, Punctuation, and
Grammar - Uses correct language
structures of Standard Canadian
English and its conventions of
grammar, usage, spelling, and
punctuation
R 1 2 3 4
Demonstrates insufficient Demonstrates limited Demonstrates adequate Demonstrates Demonstrates thorough
understanding of the text understanding of the text understanding of the text considerable understanding of the text
and ideas and ideas and ideas understanding of the text and ideas
and ideas
Provides inadequate, Provides some supporting Integrates substantial,
inaccurate or irrelevant Provides limited evidence, but is Integrates considerable compelling, and insightful
evidence from text supporting evidence occasionally vague or and convincing supporting evidence
which is frequently vague inappropriate supporting evidence
Insufficient explanations or inappropriate Shows thorough analysis
or mere plot summary Provides explanation and Shows considerable and skilful synthesis of
Provides limited shows some analysis of analysis and synthesis of ideas, themes, and
explanation of ideas, ideas, themes, and ideas, themes, and concepts
themes, and concepts concepts concepts
Lacks a sense of direction Frequent loss of focus Occasional lapse(s) in Organization is clear, Organizes information
focus and/or logical focused, and logical and ideas with a high
300 words ideas sequencing of ideas degree of coherence and
unity
Insufficient compliance Limited evidence of Some evidence of Required compliance Substantial compliance
with process compliance with process compliance with process with process with process
Insufficient application of Limited application of the Occasional lapse(s) in Consistent application of Thorough command of
essay form and/or text to essay form and/or text to essay form and/or essay form and text to the essay form, text, and
the prompt, or the prompt results in an application of the text to the prompt results in an prompt results in a
misunderstanding of the essay that is frequently the prompt results in an effective essay masterful essay
prompt, results in an ineffective essay that is at times
ineffective essay ineffective
Language and style are
Language and style are Language and style are Language/style are
occasionally ineffective effective and sophisticated, well-
language and style sense of audience and and demonstrate some demonstrate a crafted, and engaging,
purpose sense of audience and considerable sense of with a strong sense of
purpose audience and purpose audience and purpose
Numerous major and Errors frequently Errors occasionally Errors do not significantly Few errors do not
minor errors interfere interfere with expression interfere with expression interfere with expression interfere with expression
seriously with expression of ideas and/or of ideas and/or weaken of of ideas or weaken
of ideas and/or has fewer frequently weaken impact of the essay ideas or weaken impact impact of the essay
than 300 words impact of the essay of the essay
Groups:

Sura Abel Yousef

Maricia Tika Tin Sui
Aziz Nasteha Mahdy