Name: Book vs.

Movie

Class:

WRITING

The Grapes of Wrath

Compare/Contrast Movie Ending: Plot & Ma: What are her Key
Quotes? Key Ideas?

Think of 5 Major Plot Points for Ch 30

Book Ending: Plot

Book Ending: Implications & Themes Implications means: Synonyms for Implications: Synonyms for this implies:

Movie Ending: Implications & Themes

The books ending implies:

The movies ending implies:

So what? Would Steinbeck be pleased with the movies implications? Why or why not?

Read the compare/contrast essay prompt below: 1. At the end of the movie, Ma says, Were the people that live Why, were the peoplewe go on. That speech, written by John Steinbeck, appears on page 383 of his book. Then the book continues on for another 236 pagesand not all of its pretty. What difference does the placement of this speech make? What are the implications of the book, and what are the implications of the movie? Do you think Steinbeck would be pleased or not pleased by the end of the movie? Why? In class on Day 2, you will write a general & specific thesis, and 2 complete body paragraphs of a compare/contrast essay. You may use your outline and book to complete your essay. There are 3 ways to organize a compare/contrast essay: 1. Whole-to-Whole (aka Block): talk about the book in your first body paragraph, talk about the movie in the other 2. Similarities-to-Differences: talk about all of the similarities between the book and the movie in one body paragraph, talk about all of the differences in the other 3. Point-by-Point: talk about one point of comparison/contrast, then move on to the next. For instance, you might write about the book and the movie at one plot point for the 1st body paragraph, then write about the next (chronological) plot point in the next body paragraph. Thesis: Your thesis should contain the item/similarities & differences/points you will be discussing in your body paragraphs. It should also state your SO WHAT opinion: What is significant about the comparison or the contrast? Would Steinbeck be pleased? Why? Be sure you use transition words will tell your reader that you are changing from talking about one subject to another. They will also show readers the connections you see between the movie and book.

Name:

Class:

WRITING

Compare/Contrast Outline Your outline may not include complete sentences or full quotes. Use BULLET POINTS to outline your ideas, and write down the page number of any quotes youd like to use.
I choose the following format to organize my Compare/Contrast Writing (circle your choice): Whole-to-Whole Similarities-to-Differences Point-by-Point

Thesis: General Thesis (what is your opinion on the placement of the speech? Do the implications change?):

Specific Thesis (If the implications are different, how is that significant? Would Steinbeck be pleased? Why or why not?):

Body Paragraph 1:
Topic Sentence (Introduce your first example with a claim thats connected to your Specific Thesis: Is your first example the whole book/movie? All the similarities/differences? The first plot point youll be discussing?) o Example: o Connection to Specific Thesis:

Examples (Any quotes to support your paragraph? What plot details do you need to clarify?):

Commentary (What are the implications of this example? Would Steinbeck be pleased? Why or why not?):

Body Paragraph 2:
Transition word to use: Topic Sentence (Introduce your second example with a claim thats connected to your Specific Thesis: Is your first example the whole book/movie? All the similarities/differences? The first plot point youll be discussing?) o Example: o Connection to Specific Thesis:

Examples (Any quotes to support your paragraph? What plot details do you need to clarify?):

Commentary (What are the implications of this example? Would Steinbeck be pleased? Why or why not?):

Grading Rubric: Grapes of Wrath Compare/Contrast Essay Excellent!

General thesis clearly addresses the prompt, and specific thesis specifies the significance of the compared/contrasted implications. Includes a compelling So What?: Would Steinbeck be pleased? Why or why not? Begins with a clear claim that introduces the first example and connects to the specific thesis. 1-2 relevant, significant quotes provided from chosen text. Thought-provoking commentary clearly explains how this example supports the thesis. Begins with a clear claim that introduces the first example and connects to the specific thesis. 1-2 relevant, significant quotes provided from chosen text. Thought-provoking commentary clearly explains how this example supports the thesis. Few to no errors in formal grammar, spelling, punctuation, and capitalization. Quotations properly formatted and cited, smoothly integrated into writing.

Good
General thesis generally addresses the prompt, and specific thesis generally states the significance of the compared/contrasted implications. Includes a general So What?: Would Steinbeck be pleased? Why or why not? Begins with a general claim that introduces the first example, and generally connects to the specific thesis. 1 relevant quote provided from chosen text. Commentary generally explains how example supports the thesis. Begins with a general claim that introduces the first example, and generally connects to the specific thesis. 1 relevant quote provided from chosen text. Commentary generally explains how example supports the thesis. Some errors in formal grammar, spelling, punctuation, and capitalization. Quotations mostly properly formatted and cited, mostly integrated well.

Room for Improvement

General thesis attempts to address the prompt, but may be vague. Specific thesis attempts to state the significance of the compared/contrasted implications, or attempts to includes a So What?: Would Steinbeck be pleased? Why or why not?, but one or both may be vague Begins with a topic sentence that may be missing a claim that connects to the specific thesis or an introduction of the first example. 1 quote provided from chosen text. Commentary attempts to explain how example supports the thesis, but may be vague. Begins with a topic sentence that may be missing a claim that connects to the specific thesis or an introduction of the first example. 1 quote provided from chosen text. Commentary attempts to explain how example supports the thesis, but may be vague. A number of errors in formal grammar, spelling, punctuation, and capitalization. Errors can be distracting to the reader at times. Some formatting and/or citation errors for quotations, integration may be incorrect.

YikesCome see Ms. Peterson ASAP

General thesis may not address the prompt. Specific thesis may not state the significance of the compared/contrasted implications. My not include a So What?

Thesis Sentences

Body Paragraph 1

Body Paragraph 2

Mechanics

Begins with a topic sentence that neither makes a claim connected to the specific thesis nor introduces the first example. 1 insufficient, 1 unrelated, or no quote provided from chosen text. Commentary may be missing, or may insufficient to support the claim. Begins with a topic sentence that neither makes a claim connected to the specific thesis nor introduces the first example. 1 insufficient, 1 unrelated, or no quote provided from chosen text. Commentary may be missing, or may insufficient to support the claim. A number of errors in formal grammar, spelling, punctuation, and capitalization. Errors typically are distracting to the reader. Quotations not cited or formatted correctly, attempt to integrate may be incorrect.

Outline Completed On Time, According to Directions: ____/ 4 points Appropriate Choice of Transition Word to Begin 2nd Paragraph: ______ / 1 pt Attention to MLA Formatting: Heading order/Left-aligned: ___/ point Title: ____/ point Date: ____/ point Last Name/Page # in Upper Right: ___/ point Times New Roman Font: ___/ point Double-Spaced: ____/ points

Total Writing Points: _____________ / 24 points