literary writing

Literary Studies Writing Assignment Composition

Using research skills, interpretive modes, and writing styles appropriate for literary studies, you can evaluate textual evidence and interpret ideas relative to a topic in order to educate the reader, urge the reader to consider your perspectives, participate in dialogue about literature, and ultimately contribute to the body of knowledge. Objectives This assignment assesses your mastery of the Literary Studies Learning Unit objectives:

• Identify literary elements • Analyze and interpret literature • Communicate literary interpretations through writing

Writing Process 1. Complete all lessons in the Literary Studies Learning Unit 2. Complete the Peer Review assignment before the deadline 3. Revise and finalize 4. Submit electronic copy to eCampus and www.turnitin.com before the deadline

Areas of Emphasis Literary elements, argumentation, interpretation, and proper formatting. Format This letter shall be word processed in MS Word file format, utilizing a minimum of 400 words and a maximum of 600 words (two-three pages double spaced), formatted according to MLA guidelines presented in the Learning Unit Lessons. Since this paper represents your interpretation of literature, use the primary source only and include this one entry on your Works Cited page. Submission Submit an electronic copy of your paper in MS Word file format under the following title: Last Name-First Name-Literary Studies (e.g. Smith-John-Literary Studies) to www. turnitin.com and eCampus by clicking the “Submit Assignments” button.

Penalties Letters will be rejected without grading in the following cases:

• Plagiarized text • Does not address the topic/objectives • Late or missing submission to eCampus and/or www.turnitin.com • Incorrectly formatted (incorrect file and/or rhetorical form)

Topics Traditional Students: Topic A: In the short story “The Last Hunt of Dorax” by Olive Huck, Dorax seems quite different than the other sheep dogs on the ranch. What makes him different and how does this difference define his character? Does this symbolize anything? Topic B: In the short story “The Last Hunt of Dorax,” Olive Huck uses many tropes such as symbols, similes, metaphors, and irony. Choose one of these tropes and evaluate her use of this trope. Does this trope work well or does her trope need improvement? For example, Dorax is blamed for killing sheep, but he is protecting sheep and the ranchers. What does this situational irony mean? Topic C: In the short story “The Last Hunt of Dorax,” how does Olive Huck capture the local color of Texas in the early twentieth century? What does this mean for the story? Traditional and SAGE Student Topics: Topic A: In the short story “The Last Hunt of Dorax,” Olive Huck captures the ranching life of Texas. How can this story help urban readers understand nature, Texas ranching, or ranching life? Topic B: In the short story “The Last Hunt of Dorax” by Olive Huck, Dorax meets a tragic end. How does his death represent the conflict between industry, symbolized by the rancher’s firearm, and nature, symbolized by Dorax himself? Topic C: In the short story “The Last Hunt of Dorax” by Olive Huck presents a domesticated dog who “consorts” with a wolf pack and seemingly leads them to the sheep but turns to defend the sheep once the pack begins the hunt. What does this mean?

NLC English Department Literary Studies Paper Rubric

CRITERIA

Excellent (18-20 points)

Proficient (16-17 points)

Satisfactory (14-15 points)

Unsatisfactory ( 12-13 points)

Deficient (0-12 points)

Thesis

Engaging opening that introduces the paper’s topic, a problem, research question, purpose, and method for writing; the thesis is an easily identifiable, well- phrased argument that assesses literature and addresses a specific idea to be explored and argued; the thesis reflects sound critical, interpretive, and analytical thinking; title and author of work are appropriately identified.

Generally engaging opening; areas to be strengthened may include presentation of general topic, development of transition between general opening and specific thesis statement; thesis statement is phrased as an argument but may be strengthened through clarification of the main idea being offered and purpose.

Opening is functional but too brief and/or simplistic; topic is apparent but needs to be developed to engage the reader; weak sense of purpose and claim; paragraph topics are vague or disconnected from the thesis; thesis may be too general, vague, or imprecisely presented; thesis may not directly address the prompt.

Opening is ineffective, poorly organized, and underdeveloped; thesis statement may summarize plot points rather than present argument about text or may be missing; thesis may not address the prompt or a viable topic; author and/or title of text may not be referenced properly.

Fails to fulfill the requirements of the assignment.

Development

Each paragraph clearly connects to the thesis and offers identifiable, well- phrased ideas to be fully argued in each paragraph; concrete details are well-chosen and incorporated in the body paragraphs; paragraphs are well-organized to create a coherent, carefully developed and supported argument; transitions between ideas are logical and each idea builds on the preceding.

Each paragraph generally connects to the thesis but one or more main ideas may need to be clarified; concrete details are generally well- chosen though some may be irrelevant or insufficient as evidence to effectively support the thesis and/or paragraph; paragraphs are generally well- organized, although some transitions may be awkward; focus and control of argument may need improvement because the point of a paragraph

Supporting ideas within body paragraphs are present but weak in one or more following areas: main idea not discernible, a fact about the text is summarized, and/or unclear connections to thesis exist. Concrete details are present but weak because they provide insufficient evidence to support the body paragraph and/or lack insightful inference. Lack of coherent organization of ideas within paragraphs; abrupt transitions that impede flow.

Topic sentences absent or consistently lack focused ideas, either offering general, irrelevant comments or stating facts about the text; there is no discernible argument or point guiding the paper; concrete details are absent or ineffective/ insufficient; consistent lack of coherent organization of ideas within paragraphs and from one paragraph to the next; points of paragraphs are unclear.

Fails to fulfill the requirements of the assignment.

may not always be clear.

Literary Interpretation

Writing demonstrates analysis, critique, and interpretative functions; inferences are well developed so that all claims and points made are well-supported and persuasive; focuses on both thematic and stylistic elements of examined literature; demonstrates writer’s ability to interpret the function of literary devices in the service of thematic meaning; appropriate balance of quotes to writer's commentary; writer is clearly engaged with and moved by his/her thinking process and philosophy.

Writing generally reflects a critical, analytical, and interpretative understanding of the text but is uneven or vague; inferences demonstrate interpretive ability but could be developed further to better explain significance of detail and support thesis; some claims may be vague, generalized, or lacking in support; analysis could be stronger through focus on stylistic elements that create thematic meaning; some imbalance of quotes and writer's analysis.

Writing demonstrates basic comprehension, but not a critical, analytical, or interpretive understanding, as reflected by the following: interpretive analysis inconsistent or unsubstantiated; frequent summary of plot; writer restates the content of cited sources rather than draws significant inferences about sub-textual meaning; little or no analysis of how stylistic elements of the text create meaning. Writing weakened by frequent generalizations, unsupported claims, assumptions, vague statements.

Writing demonstrates some awareness of literary details but not a critical or analytical understanding of the text; points made are vague and unsubstantiated; plot summary is present; no literary interpretation present.

Fails to fulfill the requirements of the assignment.

Language & Style

Paper reflects an argumentative mode of writing appropriate for the topic; it is academic in tone; writer's voice is evident, confident, and sophisticated; vocabulary and phrasing are academically appropriate, persuasive, and sophisticated without being pretentious.

Writing is generally academic in tone; writer’s voice may not be consistently persuasive but is discernible; writing demonstrates an awareness of the purpose to persuade; vocabulary in some places may be simplistic or ineffective.

Writing tends to be mechanical in tone; writer’s voice is not discernible in the paper; writing demonstrates inconsistent awareness of the purpose to persuade; vocabulary tends to be simplistic, marked by instances of informal or imprecise diction.

Writing is mechanical in tone; writer’s voice is not discernible; writing demonstrates no awareness of the purpose to persuade; vocabulary is simplistic and/or inappropriate.

Fails to fulfill the requirements of the assignment.

Grammar & Mechanics

Paper includes sentence variety; effective syntax and grammar; demonstrates a mastery of writing conventions and

Paper’s sentences generally effective but may lack appropriate variety (some repeated opening words and structure); syntax

Essay sentences lack variety (frequently repeated opening words and sentence structure); awkward syntax and grammar confuse writer’s point and

Frequent syntax, grammar, and misspelling errors that distract the reader; lack of adherence to MLA guidelines which undermines the

No adherence to MLA guidelines (missing citations, lack of proper format); missing Works Cited page; paper is incomprehensible.

serves the author’s purpose; consistent adherence to MLA guidelines; accurate Works Cited page; absence of grammar, syntax, and punctuation errors.

and grammar may be awkward in places (but not distracting); a few grammar and mechanical errors (but not distracting); consistent adherence to MLA guidelines; accurate Works Cited page.

distract reader; misspellings, contractions, fragments, referring to “you” which diminishes the academic nature of the writing; inconsistent adherence to MLA guidelines (but does not compromise integrity of essay); Works Cited page may contain inaccuracies (but does not compromise the integrity of essay).

integrity of paper; inaccurate Works Cited page compromises integrity of essay.

TOTAL POINTS