Assignment Sheet: The Giver Persuasive EssayUtopia or Dystopia?

The Giver describes a society in search of perfection, which is a recurring theme in literature. Somebody in Jonas’s society decided that eliminating or limiting choices and feeling, among other things, would ultimately create a perfect place in which to live. By eliminating and/or limiting choices and feelings, the creators were able to implement Sameness, which would then provide a conflict-less environment in which to exist.

To most kids in our society, the changes in Jonas’s world would be difficult to accept because we in North America value our freedom to choose and to voice our desires. Did the creator’s of Jonas’s community truly improve society as we know it today?

Your assignment is to write a persuasive essay in which you decide whether the society in The Giver (which has eliminated and/or limited choices and desires) is an improvement from ours in 2014 or a deterioration.

Persuasive Essays can be done in different ways, but you are asked to follow the outline that I have provided. Study the format.

Assignment Requirement: 1) Rough drafts must be revised and edited when turned in with

the Final Draft.2) ALL (rough and final) Drafts, typed with 12-point Times New

Roman font, and follow all other Writing Guidelines.3) The Final Draft must not exceed two pages and must not be

shorter than 1 ½ pages. One-inch margins are to be used.

THE OUTLINE

Introduction Paragraph:1) Start with an attention-grabbing sentence to introduce the issue of

creating a perfect society.2) Briefly describe the society in The Giver. 3) Thesis Statement: In one sentence, state your opinion by taking ONE

side of the issue. Be clear and concise.

Body #1: Choices 1. Supporting Evidence comes from paraphrasing information from the book

about the role and effect that eliminating and/or limiting choices has on the community.

A) TOPIC SENTENCE: By depriving/protecting the citizens of/from choices, the creators of Jonas’s society made their community an improvement / a deterioration from our world.

B) ONE DIRECT QUOTE: Use one direct quote to illustrate your points from the Supporting Evidence. A QUOTE CANNOT POSSIBLY BE YOUR ONLY EVIDENCE.

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2. Commentary: Provide clear analysis as to why eliminating and/or limiting choices either improves or deteriorates the citizen’s life experience. Explain thoroughly and specifically how eliminating and/or limiting choices will cause the citizens to have a better or worse life experience. Be sure to explain how their lives are improved or deteriorated because of the lack of choices.

Body #2: Feelings 1. Supporting Evidence comes from paraphrasing information from the book

about the role and effect that eliminating and/or limiting deep feelings has on the community.

A) TOPIC SENTENCE: By depriving/protecting the citizens of/from their feelings, the creators of Jonas’s society made their community an improvement / a deterioration from our world.

B) ONE DIRECT QUOTE: Use one direct quote to illustrate your points from the Supporting Evidence. A QUOTE CANNOT POSSIBLY BE YOUR ONLY EVIDENCE.

2. Commentary: Provide clear analysis as to why minimizing citizens’ feelings either improves or deteriorates each citizen’s life experience. Explain thoroughly and specifically how eliminating and/or limiting deep feelings will cause the citizens to have a better or worse life experience. Be sure to explain how their lives are improved or deteriorated because of the lack of deep, meaningful feelings.

Body #3: REBUTTAL1. Start with a TOPIC SENTENCE that introduces the OPPOSITE opinion of your

Thesis Statement.2. Give the strongest two arguments that the opposing side would use to

support the opposite opinion of your thesis. (No Quotes Required for this Paragraph.)

3. COMMENTARY (5-7 sentences for EACH separate argument: After EACH argument, explain why the opposition evidence is wrong.

Conclusion:1. Restate your Thesis Statement in a new and interesting way by briefly

reminding the reader of your strongest argument(s).

2. So-what: Consider the following ideas:a) Can a utopia ever be achieved?b) How can a society or culture ever improve if people will always disagree

on how to improve?c) If utopia cannot be achieved, where can we find hope for betterment?d) How can an individual overcome a failing society?e) Original ideas:

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Writing a Thesis Statement

How do I write a thesis statement? You should not write your thesis statement until you have thoroughly considered the essay topic and/or question. Once you have decided how you are going to address the question and/or topic, you need to write a sentence that includes the question stem or topic and your assertion. If you are writing about a text, you need to include the title, author and genre in your thesis statement.

Most importantly, ensure you have enough ideas and information to support/prove your thesis. If you find you do not have enough support, you will need to change your thesis.

Examples:Question: Compare and contrast the North and South during the Civil War.

Weak: The North and South fought the Civil War for many reasons, some of which were the same and others different.

Stronger: Although both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the south fought to preserve its own institutions.

Topic: Huckleberry FinnWeak: The novel Huckleberry Finn by Mark Twain is a great American novel.

Stronger: In the novel Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

Although…because Format: This is particularly useful when writing an argumentative essay. Begin by stating the major point of the side you are disagreeing with:

Although many students claim dress codes hinder their individuality,

Then, state your side of the argument:

they are important for the functioning of a school

Finally, give the major reason you are supporting this side (you will need to prove this throughout your essay):

because they eliminate disruptions previously caused by wardrobe choices.

Remember, whenever you are writing about literature you should include TAGA in your thesis statements.

TitleAuthorGenreAnswer to the question

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A thesis statement is always one sentence that answers your assignment question and/or states your assertion (belief) about a topic. A thesis statement usually includes a forecast (brief preview of your arguments).

(I believe) ____________________ because of argument 1, argument 2, and argument 3.

Example:

Your Assignment: Is the society in The Giver (which has eliminated and/or limited choices and desires) an improvement from ours in 2014 or a deterioration?

Writing Thesis Statements

Step one: You must first decide on the topic of the literary work. Choose an abstract concept like unrequited love, freedom, abuse, jealousy, self-pity, or fear of the dark that the work explores. Then, finish this sentence:

The ____________________________ ______________________ by ____________________ (genre) (title) (author)

is about _____________________________________________________________________. (topic/abstract concept)

Step two: Now, you need to state what the literary work expresses/show the reader about the topic. If a poem or short story is about jealousy, what idea does it express about that concept? Finish by inserting a clause to complete the following statement:

The __________________ __________________________________ by __________________ (genre) (title) (author)

is about _________________________________________________________ and reveals that (topic/abstract concept)

_____________________________________________________________________________. (opinion statement about topic

Step three: Now, you need to state what three areas you will examine to prove your literary work expresses the opinion you have decided upon about the topic. If a poem or short story is about jealousy, which three areas will you examine? (Remember: put the ideas in the order you will write about them.)

By examining _____________________________________ , ___________________________, (Idea 1-so body paragraph 1) (Idea 2-so body paragraph 2)

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and ________________________________________ it is clear that (Idea 3 - so body paragraph 3)

the ______________ _________________________________ by ________________________ (genre) (title) (author)

is about _____________________________________ and reveals that ___________________ (topic/abstract concept)

____________________________________________________________________________. (opinion statement about topic)

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Hooks / LeadsWhen writing, it is important to hook your reader into your essay from the beginning.

Below are several types of hooks you can use for your essay. It is important to remember that the type of hook you use should match the topic and tone of your writing. You also need to keep your intended audience in mind

when creating a hook.

Hook What is it? Example

Anecdote (narrative or analogy)

Anecdote: A brief story that makes a point.

Analogy: A comparison of similar objects to help clarify one of the objects.

He walked proudly through the hallways of AMS with his new blue mohawk glistening magnificently in the florescent lighting of the hallway, but then he saw Mr. Caruthers. He felt the wax in his hair start to melt.

Question Rhetorical Question: A question designed to invoke thought. No answer is intended. Note: If the question can be answered without any thought, it should NEVER be used to begin an essay.

Do schools have the right to tell kids how to dress?

Hyperbole (Overstatement/ Exaggeration)

Overstatement/Exaggeration: Stretching the truth to make a point or paint a clearer picture.

For the past 300 years in this country, schools have been crushing the artistic freedom of students with oppressive dress codes!

Setting / Background Info

Background Information: Important information the reader needs to know to understand the essay.

At Centerville Middle School, a controversy is brewing. Walk down the hallways, and amidst a tranquil sea of khaki pants and navy blue polo shirts, the blades of a fuchsia mohawk cut through the peaceful learning environment.

Alliterative Phrase Alliterative: Short Statements or words to provoke a response in your reader or make them have to stop and think.

Timeless. Tasteful. Tried and true. The traditional school uniform is the foundation of a true learning environment.

Quotation Quotation: Something written or said by someone else that connects to your topic.

“Give me liberty or give me death.”

Shocking Information (Statistic or fact)

Fact: Use a statement, fact, or statement that is unusual, bizarre, interesting, or shocking that is related to your topic to catch the reader’s attention.

On a recent anonymous survey, over ninety percent of high school males admitted to secretly enjoying the music of ‘N Sync and to practicing their “hot dance moves.”

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Conclusions or Go Beyond

Go-beyonds are designed to leave the reader with something to think about. It is important to conclude on a strong note, leaving the reader with something to think about. Writers need to be careful not to open up an entire new subject at the conclusion of their essay.

Play the “So What” Game. If you’re stuck and feel like your conclusion isn’t saying anything new or interesting. Whenever you make a statement form your conclusion, say “So what?” or “Why should anybody care?” Then ponder that question and answer it.

Below are three possible go-beyonds:1. Revisit your hook and conclude that idea.2. A rhetorical question that causes the reader to think more deeply about the issues

discussed in the essay.3. A scenario for the reader to consider after reading your essay.

Quote Integration

1. What is a quotation? A quote is not just something someone said. It is anything you take verbatim (word for word) from a source. If you pull something from a text or a speech, place quotation marks around it to show that the words are not your own.

2. When should I use one? We use quotations to prove points. Taking information from experts helps strengthen your argument and prove your points.

3. How do I use them? In order to use quotations in your essays, you must first integrate them into your argument. It is important to remember that quotations support your point, they don’t make the point for you. Therefore, before you use the quotation you must introduce your supporting idea. Then, integrate the quote into your argument. Finally, analyze how the quote supports your point.

Internal Citation FormatWhen you use anything word for word from a source, you need to put quotation marks around it and cite it. Immediately following the quotation, you place the author’s last name and page number where you got the quote in parenthesis. Example: (Welsh 45).

Example 1 : Your Words + Quote Scout developed a mature way of thinking. When Atticus asked her if she understood why they were not going to accuse Boo of Bob Ewell’s murder, she intelligently replied, “it would be like killing a mockingbird” (Lee 168). Scout finally understood that taking someone who has done a good deed and driving him or her into the limelight where they would be uncomfortable is sinful.

Example 2 : Quote + Your Words Over time, the animals seemed to forget what they had set out to achieve. In fact, some of the animals were acting more and more like Mr. Jones. “Walking on two feet” (Orwell 124) became normal for Napoleon and the pigs. This demonstrated that they were taking a position of superiority in the community.

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Example 3 : Your Words + Quote + Your Words Equality has always been a controversial issue in the United States. When the writers of the Declaration of Independence wrote, “all men are created equal” it is obvious that they were only referring to white males. At the time, African Americans and women did not have the same rights as white men.

SENTENCE STARTERSThe Giver Persuasive Essay

Sentence Starters for Body Paragraph 1 - Choices

Suggested Sentence Starters for Supporting Evidence of Body 1: Revise wording as needed. Decide on the most logical order in which to put sentences.☺In The Giver, citizens are given. . . ☺Additionally, they are only allowed to… ☺Some choices that the citizen are deprived of/shielded from are… ☺Citizens can only… which causes… ☺Most importantly, the community is… which ultimately causes/allows the citizens to be …☺The community values… by deciding to…

Suggested Sentence Starters for Quotes in Body 1: Anyone who forgets to introduce his/her quote or forgets to provide relevant context, will drop his/her final draft grade by 20%!!

☺One scene that best illustrates… comes when …☺In this conversation…☺At that moment, The Giver informs/responds/tells/points out/suggests that…☺In that instance, Jonas suggests/questions/shows/feels/tells/ points out that…☺During a conversation with . . . [the character] said, “. . . .,” (page). By this, [the character] meant . . ., which shows…☺In Chapter , we see that … which illustrates the idea that . . .☺In one important scene, . . .☺This idea is best illustrated in the book when . . .

Suggested Sentence Starter for Commentary in Body 1: Revise wording as needed. Decide on the most logical order in which to put sentences.

☺By eliminating choices, the community is deprived of/protected from… which is a positive/negative change because…

☺People need…because…☺People can do without… because…☺A person’s life is more… when…which is why…☺In order to feel a sense of… a person requires… which is why…☺The most convincing element of improvement / deterioration is that … because …

Sentence Starters for Body Paragraph 2 - FeelingsSuggested Sentence Starters for Supporting Evidence for Body 2: Revise wording as needed. Decide on the most logical order in which to put sentences.☺The community values… by deciding to…☺In The Giver, citizens are given. . . ☺Additionally, they are only allowed to…

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☺In order to eliminate and/or limit deep feelings such as …, the citizens are only allowed to…☺Some feelings that the citizen are deprived of/shielded from are… ☺Citizens can only… which causes… ☺Most importantly, the community is… which ultimately causes/allows the citizens to be …

Suggested Sentence Starters for Quote in Body 2: Anyone who forgets to introduce his/her quote or forgets to provide relevant context, will drop his/her final draft grade by 20%!!

☺One scene that best illustrates… comes when …☺In this conversation…☺At that moment, The Giver informs/responds/tells/points out/suggests that…☺In that instance, Jonas suggests/questions/shows/feels/tells/ points out that…☺During a conversation with . . . [the character] said, “. . . .,” (page). By this, [the character] meant . . ., which shows…☺In Chapter , we see that … which illustrates the idea that . . .☺In one important scene, . . .☺This idea is best illustrated in the book when . . .

Sentence Starter for Commentary in Body 2: Revise wording as needed. Decide on the most logical order in which to put sentences.

☺By eliminating and or limiting deep feelings, the community is deprived of/protected from… which is a positive/negative change because…

☺People need…because…☺People can do without… because…☺A person’s life is more… when…which is why…☺In order to feel a sense of… a person requires… which is why…☺The most convincing element of improvement / deterioration is that … because …

Sentence Starters for Body Paragraphs 3 (the Rebuttal):

Suggested Sentence Starters for Supporting Evidence in Body 3:One /Another argument opponents might give is that. . .The opposition may argue that . . .Opponents believe / think / point out / like to point out / focus on the fact that . . .Although the opponents may assert that . . . , I maintain that . . .The main argument opponents point to is that..

Suggested Sentence Starters for Commentary in Body 3:To such an argument, I would counter that . . .Still, I maintain that.. because. . .Although such arguments have some merit, I still argue that . . .To answer this, I would point out that . . .To respond to such allegations, I would argue . . .Though such arguments might seem logical, the real truth is that . . .Logically, an argument about . . . makes no sense because . . .

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The Giver Revision Handout

Peer or Self?

Introduction Paragraph:1) . Start with an attention-grabbing sentence to introduce the issue of

creating a perfect society.2) . Briefly describe the society in The Giver. 3) . Thesis Statement: State your opinion by taking ONE side of the issue.

Body #1: Choices 1) . The writer has a topic sentence that correctly introduces that topic of

eliminating choices.

Supporting Evidence:2) . The writer gives a thorough explanation of how the community

eliminated and/or limited choices.3) . The writer gives a thorough explanation of the purpose for eliminating

and/or limiting choices.4) . The writer gives a thorough explanation of the effects of eliminating

and/or limiting choices has on either improving or deteriorating the community.

Quote : 5) . Writer used ONE direct quote from the book. 6) . The direct quote is either narration or dialogue, not both.7) . The quote should NOT be its own sentence by itself. Example of what

not to do: “We really have to protect people from wrong choices” (99). See below for positive example.

8) . Writer used quotation marks and citations correctly. Incorrect answers: (page 54) and (p. 54) Use your notes or you’ll be sorry!

9) . The writer introduced the quote and provided context for the quote (i.e. who said it, when, why, to make what point)

An example of a quote with good introduction and context. Learn from it!! One scene that illustrates the reason that the community eliminated choices occurs when Jonas voices his desire to have colors. After The Giver explained that allowing citizens to choose colors would lead to their desire for more decisions and about more important issues, Jonas realizes that protection is more important than freedom when he says, “We really have to protect people from wrong choices” (99).

Commentary10) . The writer smoothly transitioned into explaining why eliminating and/or

limiting choices improves or deteriorates the community. Do NOT allow the student to start their Commentary in these ways: This scene proves… This quote shows… The quote means..

11) . The Commentary is at least 5 sentences. 12) . The Commentary clearly explains why citizens’ lives are better OR are worse

because of the elimination and/or limiting of choices.13) . The writer tells specifically how a citizen’s life improves or deteriorates

because of the lack of choices.14) . All the sentences in this body paragraph take only ONE position of the essay,

not both.

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15) . Writer used transitions to help organize ideas throughout the paragraph. (e.g. To begin with, First of all, however, In order to, For these reasons, Consequently)

16) . The writer used the sentence starters correctly.

Body #2: Feelings 1) . The writer has a topic sentence that correctly introduces that topic of

eliminating and/or limiting deep and meaningful feelings.

Supporting Evidence:2) . The writer gives a thorough explanation of how the community

eliminated and/or limited deep feelings.3) . The writer gives a thorough explanation of the purpose for eliminating

and/or limiting deep feelings.4) . The writer gives a thorough explanation of the effects of eliminating

and/or limiting deep feelings has on either improving or deteriorating the community.

Quote : 5) . Writer used ONE direct quote from the book. 6) . The direct quote is either narration or dialogue, not both.7) . The quote should NOT be its own sentence by itself. Example of what

not to do: “We really have to protect people from wrong choices” (99).8) . Writer used quotation marks and citations correctly. Incorrect

answers: (page 54) and (p. 54) Use your notes or you’ll be sorry!9) . The writer introduced the quote and provided context for the quote

(i.e. who said it, when, why, to make what point)

Commentary10) . The writer smoothly transitioned into explaining why eliminating and or

limiting deep feelings improves or deteriorates the community. Do NOT allow the student to start their Commentary in these ways: This scene proves… This quote shows… The quote means..

11) . The Commentary is at least 5 sentences. 12) . The Commentary clearly explains why citizens’ lives are better OR are worse

because of the elimination and/or limitation of deep feelings.13) . All the sentences in this body paragraph take only ONE position of the essay,

not both.14) . Writer used transitions to help organize ideas throughout the paragraph. (e.g.

To begin with, First of all, however, In order to, For these reasons, Consequently)15) . The writer used the sentence starters correctly.

Body Paragraph 3: The Rebuttal1) . Topic Sentence introduces the opposing argument.2) . Supporting Evidence 1: First argument is clear and logical.3) . First argument is thoroughly explained.4) . Commentary 1: The writer used transitions or sentence starters to begin

countering the opposition’s first argument.5) . The writer maintains the position that he/she stated in the thesis.6) . The writer logically and completely proves the opposition’s first argument is

wrong.7) . Supporting Evidence 2: Second argument is clear and logical.8) . Second argument is thoroughly explained.9) . Commentary 2: The writer used transitions or sentence starters to begin

countering the opposition’s second argument.10) . The writer maintains the position that he/she stated in the thesis.

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11) . The writer logically and completely proves the opposition’s second argument is wrong.

12) . The paragraph is well organized.13) . The paragraph doesn’t sound schizophrenic.

Conclusion:1. The writer restated the Thesis Statement and briefly reminded the reader of the

strongest argument(s).2. So-what: The writer ended smoothly with some kind of concluding idea. Circle the

idea that the writer used.a) Can a utopia ever be achieved?b) How can a society or culture ever improve if people will always disagree on how to improve?c) If utopia cannot be achieved, where can we find hope for betterment?d) How can an individual overcome a failing society?e) Original ideas:

General Comments:

1. Make sure the writer did not use “eliminated and/or limited.” The writer must use one of the words, depending on the point of the sentence.

2. What were the strengths of this essay?

3. What were the weaknesses of this essay?

Transitional Words and Phrases

Illustration      Thus, for example, for instance, namely, to illustrate, in other words, in particular, specifically, such as.  

Contrast On the contrary, contrarily, notwithstanding, but, however, nevertheless, in spite of, in contrast, yet, on one hand, on the other hand, rather, or, nor, conversely, at the same time, while this may be true.  

Addition And, in addition to, furthermore, moreover, besides, than, too, also, both-and, another, equally important, first, second, etc., again, further, last, finally, not only-but also, as well as, in the second place, next, likewise, similarly, in fact, as a result, consequently,

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in the same way, for example, for instance, however, thus, therefore, otherwise.  

Time After, afterward, before, then, once, next, last, at last, at length, first, second, etc., at first, formerly, rarely, usually, another, finally, soon, meanwhile, at the same time, for a minute, hour, day, etc., during the morning, day, week, etc., most important, later, ordinarily, to begin with, afterwards, generally, in order to, subsequently, previously, in the meantime, immediately, eventually, concurrently, simultaneously.  

Space At the left, at the right, in the center, on the side, along the edge, on top, below, beneath, under, around, above, over, straight ahead, at the top, at the bottom, surrounding, opposite, at the rear, at the front, in front of, beside, behind, next to, nearby, in the distance, beyond, in the forefront, in the foreground, within sight, out of sight, across, under, nearer, adjacent, in the background.  

Concession Although, at any rate, at least, still, thought, even though, granted that, while it may be true, in spite of, of course.  

Similarity Of Comparison

Similarly, likewise, in like fashion, in like manner, analogous to.  

Emphasis Above all, indeed, truly, of course, certainly, surely, in fact, really, in truth, again, besides, also, furthermore, in addition.  

Details Specifically, especially, in particular, to explain, to list, to enumerate, in detail, namely, including.  

Examples For example, for instance, to illustrate, thus, in other words, as an illustration, in particular.  

Consequence Or Result

So that, with the result that, thus, consequently, hence, accordingly, for this reason, therefore, so, because, since, due to, as a result, in other words,

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then.  

Summary Therefore, finally, consequently, thus, in short, in conclusion, in brief, as a result, accordingly.  

Suggestion For this purpose, to this end, with this in mind, with this purpose in mind, therefore.

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The Giver Essay Rubric

CATEGORY Level 4 (80% - 100%) Level 3 (70% - 79%) Level 2 (60% - 69%) Level 1 (Below 60% )Knowledge/ UnderstandingThesis Statement: States a clear position or perspective in support an argument

Thesis statement clearly states opinion about the topic.

Thesis statement gives opinion about the topic.

Thesis statement is unfocused and does not give a clear opinion

Thesis statement is missing.

ThinkingReasons (Evidence):Describes the points in support of the argument

Essay includes three or four clear reasons to support the thesis statement.

Reasons are clear and relevant to the topic.

Essay includes two reasons in support of thesis statement.

Reasons are clear and relevant to the topic.

Essay includes reasons in support of thesis statement.

Reasons are unclear or irrelevant to the topic.

Essay includes few/no reasons in support of thesis statement.

Reasons are unclear or irrelevant to the topic.

Opposition: Anticipates and addresses readers’ concerns and counter-arguments.

Essay anticipates at least one opposition argument.

Essay refutes at least one opposition argument using evidence from the text.

Essay anticipates at least one opposition argument.

Essay refutes at least one opposition argument.

Essay anticipates at least one opposition argument.

Essay does not refute opposition argument.

Essay does not anticipate or refute opposition arguments.

CommunicationGrammar and Academic language:(Spelling, Punctuation, Capitalization, Vocabulary)

Demonstrates accurate spelling, academic language and the correct use of grammar

Demonstrates mostly accurate spelling academic language and the correct use of grammar

Demonstrates some accurate spelling and/or academic language and the correct use of grammar

Demonstrates little accurate spelling and/or academic language and the correct use of grammar

ApplicationMaking Connections to text and essay format (quotes, proper citation, essay format and organization)

Demonstrates connections to text with a high degree of effectiveness

Demonstrates connections to text considerable effectiveness

Demonstrates connections to text with some effectiveness

Demonstrates connections to text with limited effectiveness

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