I will try to be good about updating this post every day with the day’s reading assignment

1/16/19: pages 1 – 21

1/17/19: pages 22-46

Additional foreshadowing assessment for first 46 pages: pmtforeshadow

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Learning Targets for Archetype Essay

These are the learning targets you will be graded on and what each specific grade would look like


Read over these while you construct your final draft




I can support a claim with proper supporting paragraph structure

  1. Supporting paragraph is attempted with fewer than 2 sentences
  2. Attempted supporting paragraph that does not support the claim, or does not have text evidence.
  3. Supporting paragraph has a topic sentence, attempted background, reference to evidence from the book, attempted analysis of how the evidence proves the claim. Citation may be incorrect or missing.
  4. Supporting paragraph has a topic sentence that addresses the claim and the paragraph’s idea; background that provides the reader some context; direct text evidence, and analysis to show how the evidence proves the claim. Background may only address the archetype definition OR story summary; reasoning might only explain archetype connection without fully addressing the claim.
  5. Supporting paragraph has a specific topic sentence, specific background for the point the paragraph is proving, correctly cited text evidence, and reasoning/analysis that clearly supports the FULL claim and develops the reader’s understanding of the essay. At a five-level, you should be explaining the archetype definition AS WELL AS necessary story summary.



I can organize an essay

  1. No Essay
  2. One big chunk of text
  3. Separate Intro/Supports/Conclusion, but fewer than three supporting paragraphs
  4. An intro borrowed from the teacher example; Three supporting paragraphs; A conclusion that is mostly borrowed from teacher example
  5. An original introduction; at least three supporting paragraphs; an original conclusion
  6. An original introduction; at least four supporting paragraphs including one about short stories/fables, all at a 5 level; an original conclusion



I can use proper 8th-grade grammar and spelling

  1. Spelling and grammar mistakes get in the way of understanding the essay
  2. Spelling and grammar mistakes are obvious and occur regularly
  3. Spelling and grammar mistakes happen infrequently. Titles are spelled correctly; there are almost no capitalization mistakes. There is an attempt at correct citations after evidence. Commas to show clauses are attempted.
  4. Spelling and grammar have very few mistakes. Punctuation around quotations are correct most of the time. Titles are spelled and indicated correctly. Proper nouns are capitalized. There may be some out of place commas.
  5. Spelling and grammar are nearly perfect. Punctuation around quotations are flawless, the play title is either italicized or underlined and devoid of quotation marks (and spelled correctly), and fable titles are in quotation marks. Proper nouns are capitalized and names are spelled correctly. Commas are used correctly.


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Sample Essay


The world has a variety of people who come from different backgrounds. Authors try to display all the different types of personalities by using archetypal characters. Archetypes define and place characters into a certain category so readers can predict the character’s role in the story. They also create a strong plot and build interest in the story. Without these archetypes, stories move slowly and are confusing. Authors use archetypal characters in a variety of stories in order to develop the story.

In the fable “The Boy Who Cried Wolf,” Aesop uses the trickster archetype to create the plot. The famous story is very simple: a boy herding sheep is very bored, so to pass the time he pretends there is a wolf attacking the flock of sheep. He knows this will bring the townspeople running, which they do. Eventually, of course, an actual wolf comes, and now he is not believed. He fits the trickster archetype because he possesses knowledge (the townspeople will react a certain way if he shouts “wolf!”) and uses that knowledge just for his amusement. This ends up developing the plot when, after the real wolf comes and no help is offered, the villagers “went up the hill to find the boy. They found him weeping” (Aesop, 1).  The reader feels like the boy’s sorrow is a fitting punishment BECAUSE he fits the trickster archetype, so a one-page story ends up feeling fully developed.

                Shakespeare uses the rebel archetype in the character of Hermia to develop the plot of A Midsummer Night’s Dream. The rebel archetype is a character that goes against society’s rules. Hermia’s father wishes her to marry a man named Demetrius. However, she is in love with Lysander. Unfortunately there is a law in Athens that states a child must obey their parents or be punished by death. She goes against her father’s wishes and breaks the law when she and Lysander decide to “fly this place” (Shakespeare, 21). This develops the plot because the bulk of the story takes place in the woods, and when she runs away there, other characters follow.

                Towards the end of the same play, we are given closure on this relationship because of the use of the philosopher archetype illustrated by Theseus. This archetype shows a character that acts not according to day-to-day rules, but their own conscience. After all the adventures in the woods, it is still ultimately Theseus’s decision on whether or not the lovers may marry, and in fact he is technically bound to follow the law that would force Hermia to marry Demetrius. However, Theseus is struck by the devotion the lovers have to one another, and “overbear[s Egius’s] will” by announcing that “these couples shall be eternally knit” (Shakespeare, 133). This means that he will allow the two other couples to be married at his own wedding ceremony, and so the play ends with all three couples paired off the way they (and the audience) prefer, and this happy ending is developed through the philosopher archetype.              

There are many different archetypes that a writer can utilize to advance the plot. A trickster fooling townspeople about a wolf for his own amusement leads to us feeling his punishment is justified. A rebel running away from an unjust law that plunges all the characters into a magical adventure. And a philosopher going against an unjust law and allow true love to prevail. Archetypes are not just ways to show us things about characters: they help develop the story.

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Conclusion examples


  • Explain your own experiences/ideas about your claim


Archetypes help audiences identify characters quickly. I have read books before where authors have spent pages upon pages describing characters and, to me, it slows down the plot. But when a character has a few key characteristics that make me think of other characters or people I’ve met, I can form a quick opinion of what they are like. These types of books can get back to the story itself quicker, and it holds my attention more. Archetypes are a helpful tool that let characterization happen fast and the story to be the star of the show.




  • Summary of all your main points that ends with re-affirming your claim


There are many different archetypes that a writer can utilize to advance the plot. A trickster fooling townspeople about a wolf for his own amusement leads to us feeling his punishment is justified. An ego demanding his daughter marry someone against her will pushes her to run away and discover new lessons about love. A loyal friend not willing to give up a child can bring her husband’s jealousy to cause absurd repercussions. And a philosopher can go against an unjust law and allow true love to prevail. Archetypes are not just ways to show us things about characters: they help develop the story.




  • Explain how your claim relates to the real world


Stories are not the only place for archetypes. Whenever we meet new people in real life, we usually judge them by first impressions. Obviously one conversation isn’t enough time to know everything there is to know about someone, but because we’ve had experiences with other people, we can relate the little we gain about someone new to past relationships. This is basically categorizing real people into archetypes. Deciding that someone is a “jerk,” a “nerd,” “cool,” etc. is our way of using real-life archetypes. So really, seeing archetypes in stories is practice for our real lives.



  • Say “in conclusion”
  • Use a new quote/piece of evidence (it shouldn’t feel like another supporting paragraph)
  • Repeat your introduction
  • Say “I hope you enjoyed my essay” or “As I have shown…”
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Video Version of Midsummer…

ACT 1: First 16 minutes

ACT 2: 16 – 35:28

ACT 3: 35:30 – 1:05:00

ACT 4: 1:05:02 — 1:17:17

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Sample Supporting Shakespeare Paragraph

Shakespeare uses the rebel archetype to help develop his play A Midsummer Night’s Dream.  The rebel archetype is a character that goes against society or other characters. Hermia is this archetype because she refuses to marry Demetrius, who is the man her father wants her to marry. There is even a law that states she must obey her father or be put to death. She insists on marrying Lysander, and “fly this place” (Shakespeare, 21). This develops the story because she and Lysander going to the woods causes Demetrius and Helena to follow them. The rest of the play takes place there, so her being a rebel and running away gets the characters to the setting of the story.

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Midsummer Characters and potential Archetypes

Nick Bottom – EGO – Thinks super highly of himself/wants to play all the parts

Hermia – REBEL – Goes against her father and the law

                        PASSIONATE – Motivated by love

Lysander – LOYAL – willing to get in trouble to stay with Hermia

PASSIONATE – Motivated purely by love

The craftsman (BESIDES Nick Bottom) – EVERYMAN – typify normal people

Helena – Passionate – She’s willing to sell out her friend JUST for love

                        Trickster – She has secret knowledge and uses it against others

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