The document provides instructions for writing a 3-5 page fiction response essay analyzing one or more short stories read in class. Students must choose from 9 prompts examining themes, characters, symbols or other elements and support their analysis with evidence from the stories. An outline is included as an example for organizing the essay around a clear thesis statement with an introduction, 3 body paragraphs addressing topic sentences, and a conclusion. The rubric lists requirements for scoring including a strong thesis, clear organization, relevant arguments and evidence, analysis connecting evidence to claims, and proper writing mechanics.

1. Respond to one of the following prompts in a 3-5 page fiction
response essay. Your essay
should be in MLA format, make use of support from the story or
stories chosen (using
quotation, summary and/or paraphrase) and should include
citations in-text and on a
Works Cited page. You must choose a story or stories that we
have read within this class.
Remember to avoid summarizing a story – instead, focus on
answering the question(s) and
explaining why the quotes and passages you’ve chosen are
significant. You do not need to
consult research or outside sources for this paper.
1. Consider the stories we have read that feature young
narrators or protagonists.
Compare how two young adults respond to the challenges and
opportunities
presented to them in the story. In what ways are their lessons
intended for the
audience as well?
2. Choose a story with a first person narrator. How does the
narrator’s bias, personality,
and reliability affect the story? Are readers given false or
biased impressions of other
characters? How does this impact the meaning of the overall
story?
3. Compare two stories that focus on the same idea or central

2. topic. How do they use
literary devices to create their themes? In what ways do they
differ significantly?
How do they each arrive at the same point in the end?
4. Write an essay examining the variances between two authors
who have distinctly
different styles (for instance, Faulkner and Hemingway). How
do each use literary
devices? To what effect? How do each craft a clear narrative in
such different ways?
What are the primary stylistic differences? How do those
differences impact the tone
and theme?
5. Write an essay examining how a story of your choosing
makes a statement about a
social issue (class, race, gender, ageism, cultural identity).
What claim does the story
seem to be making? How does it use literary devices to
illustrate its point? What
characters seem to be speaking on behalf of the theme?
6. Select two stories and show how, although their plots differ,
they explore a similar
theme. How do they arrive at the same point? How do they
employ literary devices?
Use specific lines and passages from both stories to support
your claims.
7. Compare and contrast the themes regarding familial
relationships in two stories.
What statement does each story make about family bonds? How
does each story use
literary devices to illustrate its theme?

3. 8. Choose a story that makes use of significant symbolism. How
do symbols support
and establish the theme in the story? What symbols are
significant and how does
each create or reinforce the story’s central theme?
9. Explore the relationships between setting and symbol in a
story of your choosing.
How does the author establish a sense of place and why is this
setting significant?
Use examples and explain how symbols enhance the setting and
relate to the theme.
I. Introduction
a. Quick summary of short story
b. Include name of story and author
c. Thesis statement: The story “Story Name Here” makes a
clear and strong statement
regarding race and class in American in the 1950s. The
characterization, symbols and setting
details demonstrate the negative impact that racism and poverty
has on people and on
relationships.
II. First main point: Characterization illustrates how the racism
in America in the 1950s, as
well as the struggles of poverty negatively impact the lives of
the main characters.
a. Quote from story (integrated into my own sentence)
b. Example from story

4. c. I explain how these examples prove my point
III. Second main point: Symbols in this story also emphasize the
challenges caused by
racism and poverty.
a. The door is a symbol of racism, because Steve can’t go
through the door…
b. The ring is a symbol of Steve’s oppression because….
c. The lost shoe is a symbol of the weight of poverty, because…
IV. Third main point: Setting details further illustrate the
negative impact of racism and
America’s class system in the 1950s.
a. Social environment details like Steve’s job and home
b. Details about the neighborhood
c. Quote about how the bus system doesn’t go to his
neighborhood
V. Conclusion
a. brief restatement of thesis
b. brief reminder of main idea
Things to notice about this outline:
1. It is organized around the thesis. Each of the main points
comes from the thesis.
2. All arguments are supported with examples from the story.
Quotes would be integrated into
your own sentences, and examples would be summarized.
Evidence does not have to be given in
order of the story – in fact, avoid putting things in order to help

5. you avoid summary.
3. All body paragraphs (II, III, and IV) end with the author’s
explanation of how the evidence proves
the point. No paragraphs will end with quotes or facts.
4. This outline can be used as a blueprint when writing the
paper. Each main point is its own
paragraph.
I. IntroductionII. First main point: Characterization illustrates
how the racism in America in the 1950s, as well as the struggles
of poverty negatively impact the lives of the main
characters.III. Second main point: Symbols in this story also
emphasize the challenges caused by racism and poverty.IV.
Third main point: Setting details further illustrate the negative
impact of racism and America’s class system in the 1950s.V.
ConclusionThings to notice about this outline:
Fiction Essay Rubric
Thesis
• Arguable
• Supportable
• In introduction
• To go beyond an average score, your thesis should also raise
interesting questions or make especially original or
insightful points.
Organization
• Essay is organized around arguments
• Paragraph each have a clear purpose

6. • Evidence (quotes and summary) is sorted and placed
appropriately
• To go beyond an average score, your essay would also include
smooth and professional transitions.
Arguments (Also called Topic Sentences or Claims)
• Each topic sentence supports thesis statement
• Topic sentences are clear and stated (one per body paragraph)
• Topic sentences directly align with thesis (they match the
thesis)
• Claims are relevant, meaningful
• To go beyond an average score, your arguments should be
insightful and powerfully worded.
Evidence
• Sufficient (Enough to prove a point)
• Appropriate (Directly relates to the argument)
• Clear (Put into context and explained)
• Integrated (Put into your own sentences smoothly)
• To go beyond an average score, your use of evidence should
be clear, direct, and especially effective.
Analysis / Commentary / Explanation
• In each paragraph, you connect evidence to claims
• In each paragraph, you make clear connections to thesis
• Essay seems cohesive (is not repetitive or list-like)
• To go beyond an average score, your analysis would develop a
writerly voice.
Clarity
• Essay is obviously proofread
• Clear sentence structure
• Few spelling or wording errors
• Clear meaning throughout
• To go beyond an average score, your essay would be written
with few to no errors.

7. Notes: Plagiarism results in zero. No outside sources should be
consulted or cited. Students who over-rely on summary
will not achieve a passing score.
ThesisOrganizationArguments (Also called Topic Sentences or
Claims)EvidenceAnalysis / Commentary / ExplanationClarity