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The document outlines an essay comparing how effectively two versions of "The Most Dangerous Game" communicate the story's theme. The essay will make claims about how the setting, characters, and plot differ significantly between the versions due to genre conventions. For each claim, the essay will provide facts as evidence of the differences, analyze how the differences make one version more effective at conveying the theme, and summarize how the evidence supports the claim. The focus standards address comparing texts, writing arguments with evidence, producing clear writing, and gathering and integrating information from sources.

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66 views3 pages

Tmdgessayoutline

The document outlines an essay comparing how effectively two versions of "The Most Dangerous Game" communicate the story's theme. The essay will make claims about how the setting, characters, and plot differ significantly between the versions due to genre conventions. For each claim, the essay will provide facts as evidence of the differences, analyze how the differences make one version more effective at conveying the theme, and summarize how the evidence supports the claim. The focus standards address comparing texts, writing arguments with evidence, producing clear writing, and gathering and integrating information from sources.

Uploaded by

api-342655140
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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TMDG Essay Outline

Focus Standards attached at end

Major claim/Thesis:
The (movie/short story) The Most Dangerous Game is
more effective at communicating the theme of the story,
[state theme] than the (movie/short story) version
because of significant variations in the setting,
characters, and plot necessitated by the genre.
*You should take mini SEAO notes during the filmwhich I will collect after the essay- on differences in
setting, characters, and plot in the film and WHY those
changes were made based on the film genre. Youll use
significant changes as evidence in your essay.

Claim 1: (topic sentence)


Setting (opinion statement about it)

Data/Evidence:
(a fact, an example of a difference btwn the two versions)

Warrant(s):
Analysis of how/why difference shows one version to be more effective
Summary connecting data to claim

Data/Evidence:
(a fact, an example of a difference btwn the two versions)

Warrant(s):
Analysis of how/why difference shows one version to be more effective
Summary connecting data to claim

Claim 2:
Characters (opinion statement about it)

Data/Evidence:
(a fact, an example of a difference btwn the two versions)

Warrant(s):
Analysis of how/why difference shows one version to be more effective
Summary connecting data to claim

Data/Evidence:
(a fact, an example of a difference btwn the two versions)

Warrant(s):
Analysis of how/why difference shows one version to be more effective
Summary connecting data to claim

Claim 3:
Plot (opinion statement about it)

Data/Evidence:
(a fact, an example of a difference btwn the two versions)

Warrant(s):
Analysis of how/why difference shows one version to be more effective
Summary connecting data to claim

Data/Evidence:
(a fact, an example of a difference btwn the two versions)

Warrant(s):
Analysis of how/why difference shows one version to be more effective
Summary connecting data to claim
YES, YOU MAY HAVE MORE CLAIMS/S IF YOU WANT/NEED.

Focus Standards for this Assessment:


CCSS ELA R9

Analyze how two or more texts address


similar themes or topics in order to
build knowledge or to compare the
approaches the authors take.
CCSS ELA W1

Write arguments to support claims in


an analysis of substantive topics or
texts using valid reasoning and
relevant and sufficient evidence.
CCSS ELA W4

Produce clear and coherent writing in


which the development, organization,
and style are appropriate to task,
purpose, and audience.
CCSS ELA W8 & 9

Gather relevant information from


multiple print and digital sources,
assess the credibility and accuracy of
each source, and integrate the
information while avoiding plagiarism.
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.

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