Invisible Man Timed Writing Topics
DESCRIPTION: Read through the following topics. On Wednesday, you will have 50 minutes to complete a timed writing, analyzing one of the following topics in a 2-3 page handwritten essay. You may bring your text, your graphic organizer, and your TRRICEPPSSS one-pager. You will be graded on the rubric on the back of this page.
Only two of the following topics will be available for your writing. I will be available after school to help you prepare on Monday and Tuesday.
- In Chapter 17, the narrator and Brother Clifton fight with Ras the Exhorter. Considering the language, literary elements and philosophical ideas of Washington and Garvey, what is significant about this fight and how does it demonstrate a larger theme in the novel?
- In Chapter 18, the narrator has two significant conversations with members of the Brotherhood: Brother Tarp and Brother Wrestrum. Discuss the importance of both conversations and what the two men represent to the narrator.
- Toward the end of Chapter 19, the narrator reflects on his being an “entertainer” and a “pantomime” to the white crowds downtown. Closely read this passage from the text and explain what the narrator means and how this connects to a larger message in the text.
- In Chapter 22, the narrator learns something significant about Brother Jack’s sight. What is symbolic about Brother Jack’s eyes and how does this symbolism connect to how the narrator sees himself and his position in the larger society?
TSCS Extended Writing Rubric 11-12
9-8--Essay offers a persuasive response to the prompt, demonstrating a thorough understanding of the meaning of the work as a whole by referencing specific and apt textual support. Essays may not be error-free, but make a strong case for their interpretation and discuss the prompt with significant insight and understanding, effectively clarifying relationships among ideas and concepts. Responses demonstrate a sophisticated command of grade-level grammar and language. Essays scored a 9 reveal a more sophisticated analysis and more effective control of language than do essays scored an 8.
7-6--Essay offers a reasonable claim in response to the prompt, providing an adequate and accurate analysis, clarifying most relationships among ideas and concepts. While this essay demonstrates insight and understanding, the analysis is less thorough, less perceptive, or less specific in supporting detail than that of the essay scored a 5. The essay demonstrates consistent command of grade-level conventions of standard written English. Essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do essays scored a 6.
5--Essay offers a relevant but likely, obvious claim that responds to the prompt, demonstrating an attempt to clarify relationships among ideas and concepts, but there are lapses in focus. The essay may rely more on summary that contains some analysis. Evidence loosely ties to the argument, but demonstrates a rather simplistic understanding of the prompt. The essay demonstrates a somewhat consistent command of grade-level conventions, but surface errors do not interfere the reader’s comprehension.
4-3--Essay offers a limited or uneven claim that demonstrates a misreading of the prompt or offers summary of the passage, with no analysis demonstrated. The evidence may be partial, unsupported, or unconvincing. Inconsistent control of grade-level conventions challenges the reader’s comprehension at times. Essays scored a 3 may contain a significant misreading, demonstrate inept writing, or both.
2-1--Essay makes an attempt to answer the prompt but is unacceptably brief. The essay provides no opportunity for actionable feedback. Essays scored a 1 contain little coherent discussion of the text. REDO NECESSARY.
ACTIONABLE FEEDBACK
Essay Planning Guide
Prompt (in my own words):
Thesis Statement:
Draw arrows to connect parts of my thesis to the prompt.
Claim #1: / Evidence: Analysis:
Evidence: Analysis:
Evidence: Analysis:
Claim #2: / Evidence: Analysis:
Evidence: Analysis:
Evidence: Analysis:
Claim #3: / Evidence: Analysis:
Evidence: Analysis:
Evidence: Analysis:
Essay Planning Guide
Prompt (in my own words):
Thesis Statement:
Draw arrows to connect parts of my thesis to the prompt.
Claim #1: / Evidence: Analysis:
Evidence: Analysis:
Evidence: Analysis:
Claim #2: / Evidence: Analysis:
Evidence: Analysis:
Evidence: Analysis:
Claim #3: / Evidence: Analysis:
Evidence: Analysis:
Evidence: Analysis:
Essay Planning Guide
Prompt (in my own words):
Thesis Statement:
Draw arrows to connect parts of my thesis to the prompt.
Claim #1: / Evidence: Analysis:
Evidence: Analysis:
Evidence: Analysis:
Claim #2: / Evidence: Analysis:
Evidence: Analysis:
Evidence: Analysis:
Claim #3: / Evidence: Analysis:
Evidence: Analysis:
Evidence: Analysis:
Essay Planning Guide
Prompt (in my own words):
Thesis Statement:
Draw arrows to connect parts of my thesis to the prompt.
Claim #1: / Evidence: Analysis:
Evidence: Analysis:
Evidence: Analysis:
Claim #2: / Evidence: Analysis:
Evidence: Analysis:
Evidence: Analysis:
Claim #3: / Evidence: Analysis:
Evidence: Analysis:
Evidence: Analysis: