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The Lord of the Flies

Week 4

February 13-February 17
Monday, Feb. 13 Tuesday, Feb. 14 Wednesday, Feb. 15 Thursday, Feb. 16 Friday, Feb. 17

Institute Day Corrective Chapter 8 LOTF Symbolism in Chapter 9 LOTF

(NO SCHOOL) Instruction Ch. LOTF
1-7 Assessment

Name:_____________________________
This packet is due on Tuesday, February 21st!

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Vocabulary List 3

Chapter 8 Page

glowered 127 Looked at or stared angrily or sullenly

rebuke 128 To criticize sharply; check or repress

Chapter 8 Page

serenading 125 To entertain through music

fervor 133 intense passionate

Treatment or circumstance to cause someone to lose their

indignity 137
dignity
Chapter 9 Page

corpulent 146 Excessively fat

sauntered 150 To walk at a leisurely pace; stroll

Chapter 9 Page

corruption 146 dishonest or fraudulent behavior by those in power

blundered 152 to move clumsily; make a mistake

Chapter 9 Page

inquisitive 154 curious or inquiring

1!
 Vocabulary: Short Story
In the space below, write a short narrative using all 10 vocabulary words. Make sure to use
the words in their correct context as well as underline/highlight the vocabulary words.

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2!
 Lesson 1: Tuesday, February 14th
Learning Targets:
CCSS.ELA-LITERACY.W.7.4:

Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3
above.)
CCSS.ELA-LITERACY.W.7.5:

With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience
have been addressed.

Do Now:
In the space below, graph your overall score, your organization score, your evidence score, and your
conventions score for the essay question ALL IN THE FORM OF A PERCENT (2/4= 50%).

100

90

80

70

60

50

40

30

20

10

Overall Mid-Term Class Overall RL 7.2 RL 7.4 RL 7.6 T E P A C TEPAC

3!
Tracker Reflection:
1. What were your strengths on this assessment? What do you need to improve on?

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2. How did you compare to the class? What will you do to ensure that you are progressing towards Mastery
(>80%)?

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Chapter 1-7 Mid-Term Assessment Corrective Instruction

Directions:
You will be given 3 example TEPACs to review and grade.

1. In Partners label each part of the TEPAC in the paragraphs below: If

there are missing sections make sure to mark what is missing.
2. After you label the sections, use the rubric below to assess each
response. Make sure to explain WHY the response deserves the grade that
you provided.

4!
 TEPAC EXAMPLE 1: Score: ____/20

Learning Targets (Content) Strong Evidence 4 Some Evidence 3 Little Evidence 2 No Evidence 1

Main point/claim
is implied (needs
Topic sentence Introduces main to be directly Unclear or
Introduces the stated) missing a topic
point/claim
main point/claim May need to be sentence
Introduces the main May need to be
Clear, precise, arguable or more
point/claim. arguable or more
and arguable precise
precise

Evidence Evidence is
unrelated to the
Supports or main point/claim
Provides evidence that Supports the (needs evidence
somewhat
supports the main main point/claim that supports Missing evidence
supports the main
point/claim (such as: Relevant and topic sentence)
point/claim
examples, quotes, facts, logical May need proper
Minor errors in
statistics, stories, Proper citations citations (MLA
citations (MLA
descriptions, definitions...). (MLA Style) Style)
Style)

Repeats what the Copies author

author states directly
Paraphrase of evidence Restates Needs to restate
Restates
information/ ideas in a new version
information/ ideas OR
expressed by the the key
Original version of expressed by the
author information/ ideas
information expressed by author
May be lengthy or expressed by the No evidence of
someone else. Accurate, concise,
too similar to the author paraphrasing
and original
authors version

Explains,
Analysis of evidence interprets, and Needs to provide
Explains,
discusses the an interpretation
interprets, and
evidence of how the
Breaks apart the evidence discusses how
Logical evidence supports Missing analysis
(referring to specific words, the evidence
interpretation the main
phrases, or ideas) and supports the main
Does not fully point/claim
explains how it supports point/claim
explain how this Retells (rather
the main idea/claim. Logical and
evidence supports than analyzes)
insightful
the main evidence
point/claim
Concluding statement An implied Concluding
connection is statement is off
Emphasizes the made between topic
Emphasizes how the connection the evidence and Missing a
Needs to make a
evidence connects to the between the the main point/ concluding
connection
main point/claim. evidence and the claim statement
between the
main point/claim
evidence and the
main point/claim

1) Why did they receive this grade? 2) What feedback would you provide for revisions?
1. ________________________________________________________________________________
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2. ________________________________________________________________________________
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5!
 TEPAC EXAMPLE 2: Score: ____/20

Learning Targets (Content) Strong Evidence 4 Some Evidence 3 Little Evidence 2 No Evidence 1

Main point/claim
is implied (needs
Topic sentence Introduces main to be directly Unclear or
Introduces the stated) missing a topic
point/claim
main point/claim May need to be sentence
Introduces the main May need to be
Clear, precise, arguable or more
point/claim. arguable or more
and arguable precise
precise

Evidence Evidence is
unrelated to the
Supports or main point/claim
Provides evidence that Supports the (needs evidence
somewhat
supports the main main point/claim that supports Missing evidence
supports the main
point/claim (such as: Relevant and topic sentence)
point/claim
examples, quotes, facts, logical May need proper
Minor errors in
statistics, stories, Proper citations citations (MLA
citations (MLA
descriptions, definitions...). (MLA Style) Style)
Style)

Repeats what the Copies author

author states directly
Paraphrase of evidence Restates Needs to restate
Restates
information/ ideas in a new version
information/ ideas OR
expressed by the the key
Original version of expressed by the
author information/ ideas
information expressed by author
May be lengthy or expressed by the No evidence of
someone else. Accurate, concise,
too similar to the author paraphrasing
and original
authors version

Explains,
Analysis of evidence interprets, and Needs to provide
Explains,
discusses the an interpretation
interprets, and
evidence of how the
Breaks apart the evidence discusses how
Logical evidence supports Missing analysis
(referring to specific words, the evidence
interpretation the main
phrases, or ideas) and supports the main
Does not fully point/claim
explains how it supports point/claim
explain how this Retells (rather
the main idea/claim. Logical and
evidence supports than analyzes)
insightful
the main evidence
point/claim
Concluding statement An implied Concluding
connection is statement is off
Emphasizes the made between topic
Emphasizes how the connection the evidence and Missing a
Needs to make a
evidence connects to the between the the main point/ concluding
connection
main point/claim. evidence and the claim statement
between the
main point/claim
evidence and the
main point/claim

1) Why did they receive this grade? 2) What feedback would you provide for revisions?
1. ________________________________________________________________________________
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2. ________________________________________________________________________________
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6!
 TEPAC EXAMPLE 3: Score: ____/20

Learning Targets (Content) Strong Evidence 4 Some Evidence 3 Little Evidence 2 No Evidence 1

Main point/claim
is implied (needs
Topic sentence Introduces main to be directly Unclear or
Introduces the stated) missing a topic
point/claim
main point/claim May need to be sentence
Introduces the main May need to be
Clear, precise, arguable or more
point/claim. arguable or more
and arguable precise
precise

Evidence Evidence is
unrelated to the
Supports or main point/claim
Provides evidence that Supports the (needs evidence
somewhat
supports the main main point/claim that supports Missing evidence
supports the main
point/claim (such as: Relevant and topic sentence)
point/claim
examples, quotes, facts, logical May need proper
Minor errors in
statistics, stories, Proper citations citations (MLA
citations (MLA
descriptions, definitions...). (MLA Style) Style)
Style)

Repeats what the Copies author

author states directly
Paraphrase of evidence Restates Needs to restate
Restates
information/ ideas in a new version
information/ ideas OR
expressed by the the key
Original version of expressed by the
author information/ ideas
information expressed by author
May be lengthy or expressed by the No evidence of
someone else. Accurate, concise,
too similar to the author paraphrasing
and original
authors version

Explains,
Analysis of evidence interprets, and Needs to provide
Explains,
discusses the an interpretation
interprets, and
evidence of how the
Breaks apart the evidence discusses how
Logical evidence supports Missing analysis
(referring to specific words, the evidence
interpretation the main
phrases, or ideas) and supports the main
Does not fully point/claim
explains how it supports point/claim
explain how this Retells (rather
the main idea/claim. Logical and
evidence supports than analyzes)
insightful
the main evidence
point/claim
Concluding statement An implied Concluding
connection is statement is off
Emphasizes the made between topic
Emphasizes how the connection the evidence and Missing a
Needs to make a
evidence connects to the between the the main point/ concluding
connection
main point/claim. evidence and the claim statement
between the
main point/claim
evidence and the
main point/claim

1) Why did they receive this grade? 2) What feedback would you provide for revisions?
1. ________________________________________________________________________________
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2. ________________________________________________________________________________
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 1. What separated a HIGH scoring TEPAC response from a MEDIUM scoring TEPAC
response? What made the difference between the two?

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2. What separated a MEDIUM scoring TEPAC response from a LOW scoring TEPAC
response? What made the difference between the two?

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3. Reflect on your own Mid-Term TEPAC. Looking at the high-scoring example, is there
something you could have done differently to improve your score? If you got full credit
for each section of your TEPAC, would you be willing to lead a future group session
about effective methods of writing a TEPAC Paragraph?

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8!
 Lesson 2: Wednesday, February 15th
Learning Targets:
CCSS.ELA-LITERACY.W.7.1

Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.7.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.

DO Now: If you were stranded on this island, which character would you act most like and why?

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Chapter 8: Gift for the Darkness

Dont forget to write down quotes in your Quote Tracker! We are only reading 2 Chapters this week
so you should write down at least 5 today!

Written in the 4th century B.C.E., the Greek philosopher Aristotle compiled his thoughts on the art of rhetoric into
On Rhetoric, including his theory on the three persuasive appeals. Many teachers of communication, speech, and
rhetoric consider Aristotles On Rhetoric to be a seminal work in the field. Indeed, the editors of The Rhetoric of
Western Thought: From the Mediterranean World to the Global Setting call it the most important single work on
persuasion ever written. It is hard to argue this claim; most advice from modern books can be traced back to
Aristotles foundations. Aristotles work argued that there exists three necessary persuasive techniques: pathos,
logos, ethos

Ethos
Before you can convince an audience to accept anything you say, they have to accept you as credible.
There are many aspects to building your credibility:

Does the audience respect you?

Does the audience believe you are of good character?
Does the audience believe you are generally trustworthy?
Does the audience believe you are an authority on this speech topic?

Regardless of your confidence, experience, or expertise, your audience must know this. Ethos is your level of

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credibility as perceived by your audience.

Pathos
Pathos is the quality of a persuasive presentation which appeals to the emotions of the audience.

Do your words evoke feelings of love? sympathy? fear?

Do your visuals evoke feelings of compassion? envy?
Does your characterization of the competition evoke feelings of hate? contempt?

Emotional connection can be created in many ways by a speaker, perhaps most notably by stories. The goal of a
story, anecdote, analogy, simile, and metaphor is often to link an aspect of our primary message with a triggered
emotional response from the audience.

Logos
Logos is synonymous with a logical argument.
Does your message make sense?
Is your message based on facts, statistics, and evidence?
Will your call-to-action lead to the desired outcome that you promise?

Aristotle believed that logos should be the most important of the three persuasive appeals. As a philosopher and
a master of logical reasoning, he believed that logos should be the only required persuasive appeal. That is, if you
demonstrated logos, you should not need either ethos or pathos.

However, Aristotle stated that logos alone is not sufficient. Not only is it not sufficient on its own, but it is no more
important than either of the two other pillars. He argued that all three persuasive appeals are necessary.

Directions:
Given Aristotles 3 persuasive techniques (logos, pathos, ethos), analyze Jacks speech in the beginning of
Chapter 8 and reflect on which persuasive techniques he is using. In a minimum of 1 TEPAC elaborate on his
speechs effectiveness and whether you feel Jack would make a more capable leader. Be sure to use specific
textual evidence with citations!
Things to consider: Does his audience respect him (ethos)? Does his message rely on facts and logic
(logos)? Does he evoke feelings of fear (pathos)?

Jacks Speech - Chapter 8

Quiet! shouted Jack. You, listen. The beast is sitting up there, whatever it is--
Perhaps its waiting-
Hunting-
Yes, hunting.
Hunting, said Jack. He remembered his age-old tremors in the forest. Yes. The beast is a
hunter. Only- shut up! The next thing is that we couldnt kill it. And the next thing is that Ralph
said my hunters are no good.
I never said that!
Ive got the conch. Ralph thinks youre cowards, running away from the boar and the beast.
And thats not all.
There was a kind of sigh on the platform as if everyone knew what was coming. Jacks voice
went on, tremulous yet determined, pushing against the uncooperative silence.
Hes like Piggy. He says things like Piggy. He isnt a proper chief.
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Jack clutched the conch to him.
Hes a coward himself.
For a moment he paused and then went on.
On top, when Roger and me went on-he stayed back.
I went too!
After.
The two boys glared at each other through screens of hair.
I went on too, said Ralph, then I ran away. So did you.
Call me a coward then.
Jack turned to the hunters.
Hes not a hunter. Hed never have got us meat He isnt a prefect and we dont know anything
about him. He just gives orders and expects people to obey for nothing. All this talk-
All this talk! shouted Ralph. Talk, talk! Who wanted it? Who called the meeting?
Jack turned, red in the face, his chin sunk back. He glowered up under his eyebrows.
All right then, he said in tones of deep meaning, and menace, all right.
He held the conch against his chest with one hand and stabbed the air with his index finger.
Who thinks Ralph oughtnt to be chief?
He looked expectantly at the boys ranged round, who had frozen. Under the palms there was
deadly silence.
Hands up, said Jack strongly, whoever wants Ralph not to be chief?

Topic Sentence:
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Evidence Paraphrase Evidence Analysis of Evidence Concluding

Statement

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The Death of the Pig
Here, struck down by the heat, the sow fell and the hunters hurled themselves at her. This dreadful
eruption from an unknown world made her frantic; she squealed and bucked and the air was full of
sweat and noise and blood and terror. Roger ran round the heap, prodding with his spear whenever
pig flesh appeared. Jack was on top of the sow, stabbing downward with his knife. Roger found a
lodgment for his point and began to push till he was leaning with his whole weight The spear moved
forward inch by inch and die terrified squealing became a high-pitched scream. Then Jack found the
throat and the hot blood spouted over his hands. The sow collapsed under them and they were heavy
and fulfilled upon her. The butterflies still danced, preoccupied in the center of die clearing

Directions:
William Golding writes this scene with such vivid and violent imagery. In a minimum of 1 TEPAC, what
purpose do you think this imagery serves at this point in the story, and most importantly what do you
think the way they killed this sow symbolizes in relationship to Jack, Roger, and the rest of his hunters?
Be sure to use textual evidence with citations!

Things to consider: Notice which characters are involved and what they have come to symbolize!
How would our discussions about being civilized or being savage relate here? Are the children
proud or remorseful about how they killed this pig?

Topic Sentence:
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Evidence Paraphrase Evidence Analysis of Evidence Concluding

Statement

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 Lesson 3: Thursday, February 16th
Learning Targets:
CCSS.ELA-LITERACY.W.7.1

Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.7.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.

DO Now:
At this point in the story, what do you anticipate is one of the primary themes of the novel that
William Golding is hinting at? It might help to think about Goldings perception of humanity, or the
theme in the perspective of World War II. (Respond in 2-4 sentences, do your best :])

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Symbols in Lord of the Flies

A symbol is something concrete that represents another thing or idea. In Lord of the
Flies a lot of things we encounter are given a symbolic meaning.

The Conch Shell

The conch shell stands for ______________________________________. It
is an actual vessel of political legitimacy and democratic power. As the island
civilization erodes and the boys descend into savagery, the conch shell loses its
power and in!uence among them.

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The Glasses
The glasses represent ________________________________________. This
is clear from the start of the novel, when the boys use the lenses from Piggys glasses
to focus sunlight and start a "re.

The Fire
The "re symbolizes ___________________________________________.
When the "re burns low or goes out, we realize that the boys have lost sight of their
desire to be rescued and have accepted their savage lives on the island.

The Island
At the beginning the island might be considered paradise on earth (before the arrival
of the boys), but soon it is clear that it rather represents
_______________________________________. It is a microcosm
representing the world.

The Parachutist
The parachutist is a sign from the world of the grown ups, a sign of
________________________________.

The Masks
The masks represent the
___________________________________________.

16!
The Beast
The imaginary beast that frightens all the boys stands for the primal instinct of
_________________________ that resides within all human beings, the dark
side of human nature. The boys are afraid of the beast, but only Simon reaches the
realization that they fear the beast because it exists within each of them. By the end
of the novel, the boys are leaving it sacri"ces and treating it as a totemic god.

The Lord of the Flies

The pigs head impaled on a stake stands for
_____________________________________. This complicated symbol
becomes the most important image in the novel when Simon confronts the pigs
head in the glade and it seems to speak to him, telling him that evil lies within every
human heart. Lord of the Flies is a literal translation of the biblical name
Beelzebub, a powerful demon sometimes thought of as the devil himself.

Other Notes:

Project: Using Symbols

Directions: In groups, you will be assigned one of
the symbols we discussed in class. You will create
a poster that includes the following components:

1. Draw an artistic representation of the

symbol
2. Find at least 3 quotes about the symbol
and provide an explanation for why each is
important.
3. Write a 3-5 sentence explanation of how
the symbol is used in the story.
4. Tie the symbol to a theme you believe is in
the story.
a. In other words, how does that
symbol help teach a lesson?

17!
 Lesson 4: Friday, February 17th
Learning Targets:
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.

CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.

CCSS.ELA-LITERACY.W.7.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience
have been addressed.

DO Now:
Review the Mid-Term prompt options so that you can be on the lookout for quotes that you
will be able to use while we read Chapter 9! Circle the prompt you will be writing about.

Difficulty-Level (1)

Prompt 1: Compare and contrast Ralph and Jack as leaders on the island. What do they both represent as symbols and
what similarities and differences do these characters illustrate in their leadership styles?

Difficulty-Level (2)

Prompt 2: Of all the characters, it is Piggy who most often has the useful ideas and identifies the best way to organize
the boys on the island. Yet, the other boys rarely listen to him and frequently abuse him. Why do you think this is the
case? In your experience where have you seen this type of behavior and in what ways does it demonstrate a theme of
the novel?

Difficulty- Level (3)

Prompt 3: The pigs head (Lord of the Flies) and the conch shell each wield a certain kind of power over the boys. In
what ways do these objects powers differ? In what way is Lord of the Flies a novel about power and control?

Chapter 9: A View to a Death

Your quote tracker needs to be completed with AT LEAST 10 quotes by the end of this
Chapter! Make sure you are choosing quotes that will help you with your essay!

18!
 Lord of the Flies Midterm Outline
Directions:
Lord of the Flies is rich with symbolism and a variety of themes relating to Nature vs. Nurture concepts.
To demonstrate your knowledge of this book, and your ability to analyze in the written form you will be
writing a 3-Paragraph ESSAY about 1 prompt listed above. To prepare, you are required to write an
Outline so that you will have enough time to complete your final draft which will be due Wednesday,
February 22nd. You will have 40 minutes on Tuesday, and 40 minutes on Wednesday to type.

Your essay must include:

An introduction paragraph H.O.T. paragraph
A body paragraph TEPAC analytical paragraph
A Concluding paragraph S.T.O.P. paragraph

Outline for Lord of the Flies Essay

DIRECTIONS:
Use this outline if you feel as though you need some extra support getting started on your essay. Write
each section beneath the boxes prompting you for each part of your essay. An example for each section is
provided (using a different prompt!) to help you if you get stuck.

1. What is your prompt? _____________ex: Prompt 1

2. What is your position/argument/stand/THESIS?

Although statement: Ex: Although much of Goldings Lord of the Flies is open to interpretation...
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Stand/Argument: Ex: I would argue that Goldings central point in the novel touches on a moral allegory
that illustrates the conflict between humanitys impulse towards civilization and a evil, savage state...

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One reason: because the characters and objects in the novel clearly represent a spectrum of ideas that point
at the balance between a stable society, and a dystopic savage existence.

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 Introduction Paragraph (H.O.T.)
Hook ( engage your reader by telling a story, finding a powerful quote or asking a question):
Fancy thinking the Beast was something you could hunt and kill! You knew, didnt you? Im part of you?
Close, close, close! Im the reason why its no go? Why things are what they are (Golding, 143).

Overview ( provide necessary background for your topic): Lord of the Flies is an allegorical novel
written by Nobel prize winning William Golding in 1954. The novel follows the events of a school of boys
stranded on an island after their plane crashes. This quote above highlights the climax of the novels
allegory when The Lord of the Flies literally explains that his existence is not a physical form, but
rather a presence within the soul of every man in the world (including the boys on the island). When the
Beast shares this conversation with Simon, he is arguing that he is the reason why order is falling apart,
and chaos is ensuing on the island. Golding uses this beast, as well as many other characters and objects
in the novel, to argue that humanity will inevitably fall into an evil, savage state.

Thesis (one sentence follow the formula below): Although much of Goldings Lord of the Flies is open
to interpretation I would argue that Goldings central point in the novel touches on a moral allegory that
illustrates the conflict between humanitys impulse towards civilization and a evil, savage state because
the characters and objects in the novel clearly represent a spectrum of ideas that point at the balance
between a stable society, and a dystopic savage existence.
[Although statement] [take a stand make your main claim] because [reason 1]

20!
 Body Paragraph (TEPAC)
T (topic sentence use your first reason from your thesis statement as your claim): As noted earlier,
each of the main characters and objects in the novel represents an idea or aspect of morality in our
society.The spectrum between civilization and savagery is well represented with characters like Ralph,
Jack, Piggy, and Roger as well as objects like the conch, the glasses, and the sows head.

E (Evidence- introduce evidence with proper citations): [Transition word] Ralph, for instance,
embodies the impulse to remain civil when he says, Shut up, said Ralph absently. He lifted the conch.
Seems to me we ought to have a chief to decide things" (Golding 23).

P (Paraphrase- place the authors ideas into your own words): Ralph strives throughout the novel to
maintain order and build a stable society that will allow the boys to maintain a sense of home while
waiting to be rescued. By using the conch, Ralph instils a sense of order on the island.

21!
A (Analyze- explain the significance of the evidence and its connection to the novel): [Transition
word], Various characters embody thematic concepts in the novel, a number of objects do as well. Piggy
represents the scientific and intellectual aspects of civilization while Jack embodies decline toward
savagery and the unchecked desire for power and domination. Even more extreme is Roger, who
represents the drive for violence and evil in its purest form. he conch shell, which is used to summon the
boys to gatherings and as a emblem of the right to speak at those gatherings, represents order,
civilization, and political legitimacy. Piggys glasses, which are used to make fire, represent the power of
science and intellectual endeavor. The sows head in the jungle, meanwhile, embodies the human impulse
toward savagery, violence, and barbarism that exists within each person.

C (Concluding sentence- summarize your main point found in your Topic Sentence): In all, the
central concern of Lord of the Flies is the conflict between two competing impulses that exist within all
human beings: the instinct to live by rules, act peacefully, follow moral commands, and value the good of
the group against the instinct to gratify ones immediate desires, act violently to obtain supremacy over
others, and enforce ones will.

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 Conclusion Paragraph (S.T.O.P)

Examples of Start offs:

Consequently As a result Clearly Furthermore

Additionally
Moreover In short However Nevertheless
Admittedly
Certainly Undoubtedly Remarkably Similarly
In conclusion
Obviously No doubt First and foremost It could be argued

SumUp (one sentence formula: [start off], [take a stand].)

*Take a stand is the same as in Thesis.
In conclusion the Lord of the Flies includes a variety of allegories, most importantly, the moral allegory
that focuses on aspects of civilization versus savagery.

Thesis (REWORD Your original thesis statement from your Intro paragraph!): Although Lord of the
Flies is often depicted as an allegory of World War II, I would argue that Golding also touches heavily on
humanitys relationship to morality and the balance between civilization and savagery given his use of the
main characters and main objects of the novel.

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Outreach (3-4 sentences explain how this topic is important or why readers should care): This
topic is important because it addresses the question of what makes humans evil. What drives humanity to
engage in war, or hateful behavior? This is no more important today than ever given our global political
climate. If we take note of Golding, he would argue that whether its children, adults, civilization, or the
wild; evil exists within us.

POW! (one sentence make your final sentence of your essay interesting leave the reader
thinking!): Generally, however, Golding implies that the instinct of savagery is far more primal and
fundamental to the human psyche than the instinct of civilization which explains both the behavior of the
children on the island, and the behavior of adults during World War II.

If you finish early, partner up with someone that is also finished! Your partner can write comments
below about any suggestions for improvement:

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