Analysis of Color Imagery in “The Most Dangerous Game”

In “The Most Dangerous Game,” Richard Connell intelligently employs red and black color imagery to achieve a desired mood—or“atmosphere”—in the story. An analysis of an author’s use of visual imagery is an important step toward becoming an astute reader.

Directions: Using your Color Imagery Chart, consider Connell’s use of either black or redimagery[choose one], and compose a well-written paragraph that addresses the prescribed topic sentence given below [fill in the blank with appropriate adjectives]. Support the topic sentence with body sentences that explore the chosen color imagery and the possible interpretations you have developed. Your paragraph must present and analyze at least three separate images. Don’t forget, the details you choose to discuss should support, reinforce, and reiterate your topic sentence. Conclude your paragraph with an interesting “clincher” sentence to finalize your analysis.

In “The Most Dangerous Game,” Richard Connell employs dramatic (redorblack) color imagery to create a ______and ______mood.

Here is a sample discussion of onedetail:

At the beginning of the story, Rainsford describes the night sky as “black velvet.” The image of “black velvet” creates a disturbing and unnerving mood, reminding one of the mourning clothes worn at funerals or the fabric morticians use to line the interiors of coffins. Velvet also slinks and slips easily through the fingers, which creates an ominous impression that future events will challenge Rainsford’s ability to see clearly and control his destiny.

Grading Criteria:

Pre-Writing Evidence (Imagery Chart + Rough Draft) 8 points

Final Draft: Including a Topic Sentence & Adequate Support11 points

Grammar Mechanics 4 points

Manuscript Form (ink, 12 pt. Font, double-spaced) 3 points

Total 26 points

Analysis of Color Imagery in “The Most Dangerous Game”

In “The Most Dangerous Game,” Richard Connell intelligently employs red and black color imagery to achieve a desired mood—or “atmosphere”—in the story. An analysis of an author’s use of visual imagery is an important step toward becoming an astute reader.

Directions: Using your Color Imagery Chart, consider Connell’s use of either black or red imagery [choose one], and compose a well-written paragraph that addresses the prescribed topic sentence given below [fill in the blank with appropriate adjectives]. Support the topic sentence with body sentences that explore the chosen color imagery and the possible interpretations you have developed. Your paragraph must present and analyze at least three separate images. Don’t forget, the details you choose to discuss should support, reinforce, and reiterate your topic sentence. Conclude your paragraph with an interesting “clincher” sentence to finalize your analysis.

In “The Most Dangerous Game,” Richard Connell employs dramatic (redorblack) color imagery to create a ______and ______mood.

Here is a sample discussion of one detail:

At the beginning of the story, Rainsford describes the night sky as “black velvet.” The image of “black velvet” creates a disturbing and unnerving mood, reminding one of the mourning clothes worn at funerals or the fabric morticians use to line the interiors of coffins. Velvet also slinks and slips easily through the fingers, which creates an ominous impression that future events will challenge Rainsford’s ability to see clearly and control his destiny.

Grading Criteria:

Pre-Writing Evidence (Imagery Chart + Rough Draft) 8 points

Final Draft: Including a Topic Sentence & Adequate Support11 points

Grammar Mechanics 4 points

Manuscript Form (ink, 12 pt. Font, double-spaced) 3 points

Total 26 points

Grading Rubric for “The Most Dangerous Game” Paragraph on Color Imagery Analysis

Praiseworthy / Adequate Achievement / Inadequate
Pre-Writing Evidence
8 Points /
  • Complete
  • High level and very thorough
  • 8 points
/
  • Complete
  • Adequate level of achievement
  • 7-7.5 points
/
  • Incomplete or missing organizer
  • Missing drafts
  • Needs to reflect more effort
  • 0-6 points

Final Draft
11 Points /
  • Paragraph has a precise title
  • Clear and fully supported topic sentence.
  • Interesting choice of unique concrete details.
  • Mature and engaging commentary
  • Unique/Creative analysis
  • Outstanding use of vocabulary.
  • Superior achievement
  • 10-11 points
/
  • Title acceptable, but lacks precision
  • Topic sentence is clear but not fully supported.
  • Safe choice of concrete details
  • Adequate commentary
  • Adequate degree of analysis
  • Adequate use of vocabulary
  • Adequate achievement on paragraph
  • 9-8.5 points
/
  • Title fails to convey topic of paragraph
  • Topic sentence not clear or inadequately supported.
  • Too few or poor choice of concrete details.
  • Inadequate commentary / analysis
  • Written in past tense.
  • Makes reference to “you”
  • More than three “to be” verbs.
  • 0-8 points

Grammar & Mechanics
4 Points /
  • Rarely makes errors, if at all.
  • Evidence of extensive proofreading
  • 4 points
/
  • A few errors, but they don’t interfere with understanding
  • Some evidence of proofreading
  • 3.5 points
/
  • Too many errors in grammar, punctuation, spelling.
  • Errors in grammar & mechanics interfere with understanding
  • 0-3 points

Manuscript Form
3 Points /
  • Follows MLA format requirements completely.
  • 3 points
/
  • Follows MLA format requirements for most part.
  • 2.5 points
/
  • Fails to meet MLA format requirements
  • 0-2 point

Grading Rubric for “The Most Dangerous Game” Paragraph on Color Imagery Analysis

Praiseworthy / Adequate Achievement / Inadequate
Pre-Writing Evidence
8 Points /
  • Complete
  • High level and very thorough
  • 8 points
/
  • Complete
  • Adequate level of achievement
  • 7-7.5 points
/
  • Incomplete or missing organizer
  • Missing drafts
  • Needs to reflect more effort
  • 0-6 points

Final Draft
11 Points /
  • Paragraph has a precise title
  • Clear and fully supported topic sentence.
  • Interesting choice of unique concrete details.
  • Mature and engaging commentary
  • Unique/Creative analysis
  • Outstanding use of vocabulary.
  • Superior achievement
  • 10-11 points
/
  • Title acceptable, but lacks precision
  • Topic sentence is clear but not fully supported.
  • Safe choice of concrete details
  • Adequate commentary
  • Adequate degree of analysis
  • Adequate use of vocabulary
  • Adequate achievement on paragraph
  • 9-8.5 points
/
  • Title fails to convey topic of paragraph
  • Topic sentence not clear or inadequately supported.
  • Too few or poor choice of concrete details.
  • Inadequate commentary / analysis
  • Written in past tense.
  • Makes reference to “you”
  • More than three “to be” verbs.
  • 0-8 points

Grammar & Mechanics
4 Points /
  • Rarely makes errors, if at all.
  • Evidence of extensive proofreading
  • 4 points
/
  • A few errors, but they don’t interfere with understanding
  • Some evidence of proofreading
  • 3.5 points
/
  • Too many errors in grammar, punctuation, spelling.
  • Errors in grammar & mechanics interfere with understanding
  • 0-3 points

Manuscript Form
3 Points /
  • Follows MLA format requirements completely.
  • 3 points
/
  • Follows MLA format requirements for most part.
  • 2.5 points
/
  • Fails to meet MLA format requirements
  • 0-2 point

Lesson Plan for dealing with rough drafts.

  • Students write their rough drafts over the previous weekend.
  • At beginning of class, students are to highlight YELLOW for anything directly taken from the story—“concrete details”—BLUE for anything that is purely commentary.
  • Students get into groups of four and arrange desks into circles.
  • Groups collect, paperclip and exchange paragraphs in clockwise formation with other groups.
  • Groups read other group’s rough drafts in read around formation
  • Students select which paragraph is the strongest from the group of paragraphs.
  • Groups choose a reader to read the strongest paragraph to the whole class.
  • Group leaders read paragraphs to the class DO NOT MENTION NAME OF STUDENT
  • As a class, we will discuss what is makes the paragraph strong. What needs improvement?
  • Students return to their assigned seats.
  • Students receive their paragraphs back.
  • I discuss what I want to see in the way of ratio between commentary and direct quotation 25% taken from text 75% personal interpretation and commentary.
  • Explain that, eventually, I want to see 10% concrete details and 90% commentary.
  • Homework—Revise and edit for a second draft to be turned in on Wednesday.
  • Homework—Read “The Secret Life of Walter Mitty” for Thursday.