Critical/Analytical Response to the novel A Thousand Splendid Suns by Khaled Hos

Critical/Analytical Response to the novel A Thousand Splendid Suns by Khaled Hosseini (2013)
The Assignment
Please respond to the following topic:
Discuss the idea(s) developed by the author in your chosen novel about the role adversity plays in shaping an individual’s identity.
Read the assignment carefully and determine your PURPOSE. Be sure to underline important ideas.
Brainstorm. Use some type of graphic organizer that works best for you.
Transfer your ideas into an essay outline. You may want to use the essay outline to help organize your ideas.
Start composing your response.
Edit your work.
Guidelines for Writing:
Plan your composition carefully. Decide on an appropriate method of introducing, developing, and concluding your essay. Remain focused on the assigned topic and on developing your thesis. Be sure to include the title of the novel and author in your introductory paragraph.
Carefully choose your support. Provide only details and examples that support and develop your thesis.
Guidelines for Marking and Outline
Read the novel A Thousand Splendid Suns by Khaled Hosseini (2013) and follow the following guidelines.
You will be asked to write about how the topic is reflected in the ideas developed by the author(s).
You are expected to write a thoughtful, well-developed composition in which you synthesize your thinking about the topic and your interpretation of your chosen text(s).
Your composition will be assessed on the basis of your ability to express your understanding of the literary text(s), relate that understanding to the ideas in the text(s) to the assignment, and support your ideas with evidence from your chosen text(s).
What does this mean?? KNOW YOUR TEXTS!!
On the diploma exam, you must focus your composition on a text or texts other than those provided in the examination booklet. Compositions that refer only to the texts provided in the examination or that make no reference to literature studied are assessed as Insufficient.
When considering the text(s) that you will discuss, select literary examples that you know well, that are meaningful to you, and that are relevant to the topic. Choose from short stories, novels, plays, screenplays, poetry, films or other literary texts that you have studied in ELA 30-1.
Suggestions for Writing the Critical/Analytical Response to Texts Assignment on the Diploma Exam
As you plan and proceed, be sure that your selection and treatment of the text(s) reflect and develop the topic in enough detail to sustain a thorough discussion of the topic and the text(s) at the English Language Arts 30–1 level.
We recommend focusing on just one of the texts. If you choose to support your ideas with more than one text, make sure that each text purposefully supports and develops the unifying or controlling idea in your response.
You will need to identify the text(s) you will discuss in your response. Remember, markers do not read compositions written on literary texts they do not know well.
You also need to clarify your reasons for choosing the literature you have identified. You will be asked to reflect on the strategies you used when making this choice in the exam booklet. This step is intended to help you clarify the ways in which the topic is addressed by the text (or texts) you select. This step is designed to help you think about what you are doing.
When planning, carefully consider your controlling idea or how you will create a strong unifying effect in your essay.
Your supporting evidence must relate clearly to the topic and support your literary interpretation(s). To demonstrate the validity of your idea(s), use only those events, circumstances, or details that will support or enhance your discussion. Your work will then illustrate your ability to shape your composition and enhance the unifying effect.
Carefully integrated supporting evidence such as quotations or paraphrases will show the reader that you have internalized or that you have appreciated the significance of the text(s) you have chosen. However, supporting evidence, while it is a significant requirement of the assignment, does not speak for itself. The function of evidence is to illustrate an idea you have expressed in your own words. Do not merely retell the sequence of events in the text(s). It should be evident that you have deliberately chosen support to reinforce your ideas. Not only are you responsible for the use you make of the supporting evidence—paraphrased and quoted text(s) must accurately represent the source.
Generally, it is best to refrain from quoting the text except (1) when the quotation lends greater authority to an idea than a paraphrase would or (2) when the quotation is so apt or emphatically stated that a paraphrase would not recapture the eloquence of the text. Paraphrase whenever the exact words are not as important as the details they present. Practice the skillful integration of supporting evidence, and refer to your English Language Arts handbooks for guidance regarding embedding quotations and avoiding plagiarism when you summarize or paraphrase.
You should be cautious about embedding lengthy quotations, footnotes, or references into first-draft writing because they often impede the unifying effect and the creation of an authentic voice. Providing authorized bibliographic material or page references for your supporting evidence is not required in your composition, may be inappropriate, and may consume time you might use better in other aspects of your preparation for and writing of the examination.
How to write a critical and analytical response to text

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