THE POISONWOOD BIBLE Return of the essays….

Writing today:  Put your name on the top of the paper.  Label the writing sections as directed.  #1 – Write down something important that works in the intro of the sample papers.

The prompt  2009, Form B. Many works of literature deal with political or social issues. Choose a novel or play that focuses on a political or social issue. Then write an essay in which you analyze how the author uses literary elements to explore this issue and explain how the issue contributes to the meaning of the work as a whole. Do not merely summarize the plot.

Sample 1  Barbara Kingsolver often brings up the subject of repression in her novel The Poisonwood Bible. As she weaves the tale of the Price family into the tearing fabric of the Congo, Kingsolver uses symbolism and contrast to comment on the source, cause, and effects of repression.

Sample 2  Reflection is a powerful antidote to clear away the biases of the past, and such reflection is at the heart of Barbara Kingsolver’s The Poisonwood Bible. There are many messages Kingsolver has planted within the pages of her novel, each one poised eagerly to enter the minds of readers and perhaps even change them. However, the message I found to be most prominent is the idea that Western influences often have a dual nature when confronting foreign, exotic nations, and that the consequences of such meddling tend to be disastrous either way. To aid in the development of this idea Kingsolver deploys a variety of literary devices that reveal, on multiple levels, the often insincere and devious dealings of the West.

 #2 – Write down something that works in the body of sample 1.  The intro: Barbara Kingsolver often brings up the subject of repression in her novel The Poisonwood Bible. As she weaves the tale of the Price family into the tearing fabric of the Congo, Kingsolver uses symbolism and contrast to comment on the source, cause, and effects of repression.

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#2 – Write down comments on the close of sample 2.  Intro:  Reflection is a powerful antidote to clear away the biases of the past, and such reflection is at the heart of Barbara Kingsolver’s The Poisonwood Bible. There are many messages Kingsolver has planted within the pages of her novel, each one poised eagerly to enter the minds of readers and perhaps even change them. However, the message I found to be most prominent is the idea that Western influences often have a dual nature when confronting foreign, exotic nations, and that the consequences of such meddling tend to be disastrous either way. To aid in the development of this idea Kingsolver deploys a variety of literary devices that reveal, on multiple levels, the often insincere and devious dealings of the West.  Body topic sentences:  The first half of Western influence that Kingsolver explores is the ethnocentric and arrogant bias that Westerners adopt while attempting to “help” less fortunate nations, in this case, Congo. A strong topic sentence that goes to a main idea supporting the thesis.  The second half of Western influence Kingsolver discusses is the outright mistreatment of Africans by the West. When they’re not failing at helping the Africans, the Westerners are conscripting them into the diamond business or lopping off their hands. Good transition. Smooth, with a strong idea guiding the discussion.  Conclusion:  Without regard to the welfare of the people, the shadowy figures of the West plot in their darkened rooms how the spoils of conquest will be divided, humanitarian concerns be damned. And it is through her literary prowess that Kingsolver conveys her lament—the West is too blinded to help, and too myopic to care. On the whole, Western influence on Africa has resulted in nothing but corruption and misery, Kingsolver argues. Only time will tell if we can write a new tale.

It’s about what the author does!  Try to focus on what the author does – how he or she crafts the work -- not what the characters do or what happens in the story. Example:  Leah’s views are shaped by her father, and later by Anatole.  True, but in an analysis essay, try something more like:  Kingsolver paints the character of Leah to move her from an idealist carrying the Western and personal arrogance of her father into the Congo to an earnest activist who becomes more influenced by the character of Anatole. The author carefully crafts Anatole as a man with a broad range of experience that exposes Leah to a native philosophy and a mature understanding that comes to replace the dogma of her childhood. We understand Anatole’s character best through the Leah’s descriptions, but Kingsolver does not rely solely on Leah’s passion and admiration for him. Through the narrative voices of Rachel and Adah, Kingsolver offers little to contradict his nobility and much to confirm, thereby giving a holistic sense of his character.

General Comment and Suggestions  I rarely correct mechanics. Occasionally I mark something out of habit.  The titles of novels are underlined. Attention to detail can boost your credibility in the eyes of the readers, all English teachers who care about this stuff. (Don’t ever use stuff in your essays, right? )  Rather than concentrating on the weaknesses of your essay, concentrate on what you can do better next time!!!

 The better essays had original ideas that went beyond or were different from what we discussed in class. They demonstrated evidence of deep thinking.  To get an A or high B, your essay would most likely have the following attributes:  A connection to the macrocosm level to show your understanding of why Kingsolver puts this family in the Congo.  Kingsolver: “This book is a political allegory, in which the small incidents of characters' lives shed light on larger events in our world.”  Use of textual quotes and/or textual examples to support argument.  A strong thesis that guides the paper.  All the attributes on the rubric for a top level essay (8 or 9)

Revision/Reflection  Reread your own essay and write a reflection on your performance on this essay:  Think about your experience of writing the in-class essay. Examine how you acted in this situation of writing this particular timed essay. Think about your own observations about your learning and performance behaviors prior to writing and during writing. Write to learn from the experience.

Students who scored a 5 or below  Type your essay, revising and improving it as much or more than you need to in order to improve your score at least to the next rubric level.  Highlight your changes. Make a brief comment about what each change does to improve the essay (adds examples, adds evidence, connects to thesis, answers “so what?”, clarifies, whatever……)  (Students who scored 6 or 7 – this is optional for you. Students who scored 8 or 9, relax and enjoy your success.  Revision points will be added directly to essay score, potential for up to one grade raised.  All students: Staple your reflections to your original essays.  Students with revision work: Staple your reflection and your typed and highlighted revision to your original essay.  Due Tuesday. Points for essay pend the return of original essay + reflection and/or revision work. (In other words, turn the essay back in or lose all the points!)

My “codes”  i/o = instead of  b/t = between  b/c = because  w/o = without  w.c. = word choice (something seems off, wrong word chosen?)  esp. = especially  K.’s – Kingsolver’s  s/b = should be  c/b = could be  t.s = topic sentence  m.p. = main point  A squiggly line under a sentence, section or phrase or a vertical line(s) drawn along the side means you’ve done something good.