THE PROMPT:

MY TPR:

R=global issue

Topic: (Icarus and Antigone)
Position: (Content and Form)
Rationale: (To demonstrate the unjust ruling that is controversial in different cases.)

I. Introduction (1 minute)

A.  Hook to capture the reader’s interest and attention - Introduce the name of the literary work or passage or poem, the author, and the topic being discussed

The righteous actions of people in a rough situation.

B. Provide brief background about the literary work and the non-literary work, then about each respective extract

-What is the summary/description of the “whole” literary work you’ve chosen? Write 1-2 bullet points.

-What is the summary/description of this particular extract you’ve chosen and why? Write 1-2 bullet points.

-What is the summary/description of the “whole” non-literary body of work you’ve chosen? Write 1-2 bullet points.

-What is the summary/description of this particular extract you’ve chosen and why? Write 1-2 bullet points.

-What is the link or connection between the literary and the non-literary work/text and how do they connect to the global issue in question?

Antigone is a play written by Sophocles, before the 441BCE.

Icarus is a documentary released in January of 2017 with the main producer, Brian Fogel.

Both of these pieces demonstrate the tough situations of one finding themselves in a place where the rules aren’t fit for them, despite being on the right side of the moral compass.

C. Claim (thesis) – What does the piece try to teach the reader about a topic (global issue; think TPR)? Alternatively, what is a question you could pose that would frame your exploration?

Topic: (Icarus and Antigone)
Position: (Content and Form)
Rationale: (To demonstrate the unjust ruling that is controversial in different cases.)

Thesis: Through Icarus and Antigone’s content and form, the works demonstrate the unjust ruling that is controversial in different cases.

II. Body Paragraph 1 - Literary Work (4 minutes)

T 

Main claim/argument for this portion of the IO: ______________

Transition word or phrase + topic of BP1:

1. Background on your claim—give the reader context

In Antigone, she wanted to stand up for her brother because he fought like every other soldier and died just as miserably, but couldn’t be given a proper burial because of from whom he was inherited from. So Antigone breaks the law in order to do what she believes is the right thing to do.

i-e-a

B. Evidence 1 (Zoom in on specific extract)

(Repeat the evidence and the unpacking as many times as you need. There’s no set number here as to how many examples you must have or how many choices you must discuss in relation to meaning.)

Evidence (context: who says it, who are they saying it to, when do they say it?)

While Antigone was talking to her sister, Ismene, about the burial of their brothers, Antigone explains that Polyneices should’ve gotten the same respect as other brothers.

Embed evidence: While Antigone was talking to her sister, Ismene, about the burial of their brothers, Antigone explains that “Polyneices, who fought as bravely and died as miserably” should’ve gotten the same respect as other brothers.

Analysis: Unpacking of the evidence - Name the formal or technical choice(s) in your evidence and add your analysis and interpretation of how meaning is created:

i-e-a

C. Evidence 2 (Zoom out to whole literary work)

(Repeat the evidence and the unpacking as many times as you need. There’s no set number here as to how many examples you must have or how many choices you must discuss in relation to meaning.)

Transition with main claim/argument for this portion of the IO:

Introduce quote: (context: who says it, who are they saying it to, when do they say it?)

Embed quote: Ismene explains to Antigone that the consequences are serious, such as stoning to death. Antigone responded with confidence, knowing in her mind that she is correct and on the right side of the moral compass. She says “Creon is not strong enough to stand in my way.”

Analysis: Unpacking of the evidence - Name the broader authorial choices or how the choices in the extract are continued in the whole literary work. Make sure to add your analysis and interpretation of how meaning is created:

+C

D. Tie concluding sentence back to the topic sentence and to the rationale (R of TPR)

There are laws for every country, but in some situations these laws are unfit. And there are two perspectives, one could be seen as the more modern perspective. And that perspective is the one that thinks the same law should be applied but tweaked so that it fits the situation. Some people may have been in a situation where it was necessary for them to cross the lines, like self-defence. However, another perspective is that breaking the law is simple, it’s just crossing that line and it’s over.

III. Body Paragraph 2 - Non-literary work (4 minutes)

T 

Main claim/argument for this portion of the IO: ______________

Transition word or phrase +connection to previous paragraph/claim +  topic of BP2:

In Icarus, a similar situation happens

2. Background on your claim—give the reader context

where the obvious law of not cheating with substances during the Olympic games. However, the Russian government forces Rodchenkov into helping the athletes dope and pass drug tests. Though, even during a situation where he was forced to break the law, he was helping the athletes obtain clean substances.

i-e-a

B. Evidence 1 (Zoom in on specific extract)

(Repeat the evidence and the unpacking as many times as you need. There’s no set number here as to how many examples you must have or how many choices you must discuss in relation to meaning.)

Evidence (context: who says it, who are they saying it to, when do they say it?)

In an interview with Fogel, Rodchenkov explains the situation that he was in.

Embed evidence:  I was saving national team from purchasing dirty steroids.

Analysis: Unpacking of the evidence - Name the formal or technical choice(s) in your evidence and add your analysis and interpretation of how meaning is created:

i-e-a

C. Evidence 2 (Zoom out to whole non-literary work)

(Repeat the evidence and the unpacking as many times as you need. There’s no set number here as to how many examples you must have or how many choices you must discuss in relation to meaning.)

Transition with main claim/argument for this portion of the IO:

Introduce quote: (context: who says it, who are they saying it to, when do they say it?)

Embed quote: We know he was forced into it, because as his chain of commands showed he “Reports to Putin”, after the few sports ministers in Russia.

He had to do what he had to do. Sure, there were the wrongs but he was the head of the lab that would construct the drugs for the athletes and allow the to surpass the tests. He happened to be the smart one at the wrong time where he made these special substances that the athletes and the government would need.

Analysis: Unpacking of the evidence - Name the broader authorial choices or how the choices in the extract are continued in the whole literary work. Make sure to add your analysis and interpretation of how meaning is created:

+C

D. Tie concluding sentence back to the topic sentence and to the rationale (R of TPR)

Rodchenkov, along with many others have broken the law, but like mentioned a while ago, the rules should be applied but modified to be fit to the situation. Rodchenkov was forced into something that he surely could’ve stopped, but then, the consequences might’ve been worse than breaking the rules of olympics. So instead, he did what he had to, and found the best way to still do good to people and allow himself to be on the right side of things.

V. Conclusion (1 minute)

A. Restate claim (thesis) in new words

Transition word or phrase + restate thesis:

Through Icarus and Antigone’s content and form, the works demonstrate the unjust ruling that is controversial in different cases.

The unfit rules that are controversial in awkward situations are demonstrated through Icarus and Antigone.

B. Summarize the main points of your body paragraphs.

Antigone breaks the law to help her family, be loyal to the family. The law sure does tell her the consequences but she still does the things she believed to be right, and she ended up landing on the right side of the situation.

Similar to Antigone, in Icarus, Rodchenkov found himself in a situation where he had to do the right thing to help himself and the people. He sure did break the law like Antigone did.

But ultimately we saw both of these figures being pointed at by the moral compass, showing that they are on the right side of the controversy despite playing parts on crossing the line.

C. What does your analysis of the topic show about your theme? What are the implications of this analysis? What lessons can we learn from this literary work or passage?

This has shown that perspectives matter and it’s never so easy to view something just in a concrete way. Even a one-way street has the wrong direction, and sometimes, that might be the path to be taken.