Essay Jane Schaffer

5 Paragraph Jane Schaffer Essay OutlineResponse to LiteratureI.Introduction paragrapha.Hook: The year is 1942 in the small town of Mulching, Germany, a suburb of the Nazi headquarters in Munich. Death awaits old and young souls alike waiting for the dawn of war. Struggle was upon the living, and travesty was upon the dead who will fight for the wrong things.b. Title, Author, Genre: The Book Thief, Markus Zusak, Fictionc. Brief overview of story/text:Young Liesel Meminger was uneducated from the start. Forced to live with a family of strangers, and to idolize the one man she distrusted the most, without understanding herself, she was pushed to find strength in herself, through books, knowledge, Max, Hans, and Rudy, and to overcome her life’s misfortunes.d. Assertion/Thesis Statement: Although Liesel Meminger faced travesty during this time period, there were other people that faced worse hardships during this era, such a Max and many other Jews alike from this time. If it hadn’t been for the rising of Adolf Hitler, Liesel may not have been the focus of the story at all; better yet she wouldn’t be the book thief.II.Body Paragraph #1a. Topic Sentence:During this time period of the Holocaust, Liesel, like many other Germans who were part of the minority in not following Hitler, had faced hardships and misunderstanding as to how there were this many followers. In comparison to Max Vandenburg, Liesel may have actually had it easy. Max was a Jew, which is basically a sign on your back that says “Kill me, torture me.” This accurately portrays the majority of Jews during Hitler’s Third Reich.

Below are two Schaffer-model paragraphs students wrote together as a class. The legend at right is for the abbreviations at the beginnings of sentences.

Example One
  1. Topic Sentence (TS)
  2. Concrete Detail 1 (CD 1)
  3. Commentary (CM 1A)
  4. Commentary (CM 1B)
  5. Concrete Detail 2 (CD 2)
  6. Commentary (CM 2A)
  7. Commentary (CM 2B)
  8. Concrete Detail 3 (CD 3)
  9. Commentary (CM 3A)
  10. Commentary (CM 3B)
  11. Concluding Sentence (CS)

TSSchool lunch at Beck can be gross. CD1For example, I got a piece of cold, slimy pizza the other day. CM1AThe cheese was falling off the pizza. CM1BI absolutely didn’t want to eat it. CD2Another reason lunch is gross is the milk, which is sometimes lumpy and chunky. CM2AWhen you open the milk, it stinks to high heaven. CM2BSometimes, it even looks like butter! CD3Finally, the chili can be so greasy that you see the grease floating. CM3AThere’s no way to eat it like that. CM3BYou have to strain it. CSFrom these examples, it’s clear school lunch can be nasty.

Example Two
  1. Topic Sentence (TS)
  2. Concrete Detail 1 (CD 1)
  3. Commentary (CM 1A)
  4. Commentary (CM 1B)
  5. Concrete Detail 2 (CD 2)
  6. Commentary (CM 2A)
  7. Commentary (CM 2B)
  8. Concrete Detail 3 (CD 3)
  9. Commentary (CM 3A)
  10. Commentary (CM 3B)
  11. Concluding Sentence (CS)

TSAlthough I generally don’t like it, cafeteria food can sometimes be quite good. CD1To begin with, their fries are tasty. CM1AThey’re good and salty like fries should be. CM1BIf you’re lucky enough to be at the end of the line, you could get some really fresh, crunchy fries as well. CD2The best cafeteria food is during Thanksgiving, when they make turkey and ham. CM2AThe turkey is tender and juicy; CM2Bthe ham tastes just like my grandmother’s. CD3Finally, there’s nothing better than baked spaghetti, and the cafeteria makes this perfectly. CM3AThe cheese on top is at least half a mile thick, and the sauce is better than my mom’s! CM3BThat’s saying a lot, because my mom is Italian. CSSo while you might not take your date there, the cafeteria can cook some tasty meals!

0 thoughts on “Essay Jane Schaffer

Leave a Reply

Your email address will not be published. Required fields are marked *