ENGL 2332

Research Essay: Comparative Pop Culture Analysis (25% of Final Course Grade)

Topic: For your research essay, I want you to connect what we are reading this summer to what is going on artistically in the world today. Compare some aspect of one or more of our assigned syllabus readings to a contemporary work of art (movie, song or album, Netflix series or television show, novel or

short story, manga or anime, comic book or graphic novel, video game, etc.)

Some Examples (Note: These are illustrative examples only; please do not use these as your topics. Your

topic should be unique to you.)

• Agents of Shield: Achilles and Captain America as Epic Heroes

• The Sacrifice of the Leader: Rick Grimes in The Walking Dead and Aeneas as Guardians of Family and Civilization

• Dreams within Dreams: The Thousand and One Nights and Inception

• Team Jacob vs. Team Marie de France: “Bisclavret,” Twilight, and the Code of the Werewolf

• Let the Punishment Fit the Crime: Dante Alighieri’s Inferno and the Saw Films

• Save Your Tears: Prayers for Love in Sappho, Dido, and The Weeknd

A good analytical essay will make the reader see or understand the works in a new light. It is never just a summary of the story or movie.

• For your topic, make sure to have a clear argument/thesis.

• Support and back up your interpretation with specific lines or passages from your two primary

sources: your Norton textbook and the contemporary work of art. These will be your two

primary sources.

• In addition to the primary sources, you will use specific quotations, paraphrases, summaries,

and supporting evidence from your secondary outside research sources: academic articles from

the Lone Star Database. These will be your secondary sources.

• Plagiarism: Plagiarism is the intentional or unintentional copying of any written or unwritten

material or idea without attributing that material or idea to the original source. This includes material retrieved from the Internet. Research essays submitted that have copied, in whole or

part, material from a website or source with no attribution will automatically receive a zero. If you have any questions regarding plagiarism, please contact me.

Due Dates:

Research Essay Assignment Due Date

Rough Draft Sunday, June 26th by 11:59 p.m.

Final Draft with Works Cited Sunday, July 10th by 11:59 p.m.

Choose a Critical Lens to Focus Your Analysis

Consider also using a particular analytical/critical lens. What is your approach in analyzing your work of

art? For example, you could look at your artwork from any number of common academic critical

perspectives:

How are gender roles portrayed in your work of art? How are men and/or women depicted? Is the

artwork inclusive of different sexual orientations and identities?

Gender Studies (feminist theory/women’s studies/men’s studies/queer theory)

https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theory_and_school

s _of_criticism/gender_studies_and_queer_theory.html

https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theory_and_schools

_of_criticism/feminist_criticism.html

How is race portrayed in your work of art? Are there any racial or cultural stereotypes or does the

artwork break away from stereotyping? How are different ethnicities or cultures portrayed in your work

of art?

Critical Race Theory

https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theory_and_schools

_of_criticism/critical_race_theory.html

What is the role of money, economic factors, and/or social class in your work of art? Does the work of

art stereotypically portray people from poor or rich backgrounds in certain ways?

Marxist Theory

Example: Morrison Supergods: What Masked Vigilantes, Miraculous Mutants, and a Sun God from

Smallville Can Teach Us about Being Human

https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theory_and_schools

_of_criticism/marxist_criticism.html

What psychological aspects of the work of art stand out to you? Are there family conflicts in the work of art? Does the work of art delve into the unconscious or dreams, or focus heavily on death or sexual

desires? Does the work of art follow more mythological patterns, such as the journey of a hero through hell or an underworld, or utilize certain Jungian archetypes, such as a Trickster (clown) figure or the

Shadow self? Does the work of art contain hidden sexual imagery, such as Freudian phallic symbols like

a cigar or spear? Psychoanalytic Criticism (Sigmund Freud and Carl Jung)

Example: Morrison Supergods: What Masked Vigilantes, Miraculous Mutants, and a Sun God from

Smallville Can Teach Us about Being Human

https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theory_and_schools

_of_criticism/psychoanalytic_criticism.html

Does the work of art contain any autobiographical or semi-autobiographical elements from the artist’s

life? Was there a particularly traumatic or painful event in the artist’s life that inspired the creation of

the work of art? Biographical Approach

Does the work of art reflect any ideas, theories, or themes from a philosopher or philosophical school?

For example, Nietzsche’s dualistic concept of the Apollonian and Dionysian could be applied to many works of art.

Philosophical Approach

Example: Morrison Supergods: What Masked Vigilantes, Miraculous Mutants, and a Sun God from

Smallville Can Teach Us about Being Human

How does your chosen work of art compare/contrast to other similar artworks in a specific genre or

field? What can we learn from those similarities and/or differences? Comparison/Contrast

Approach

What artistic techniques does the work of art use to convey its message or themes? For example, how

does a song or poem utilize rhyme, onomatopoeia, similes, imagery, etc. to achieve its artistic effects?

Technique Analysis

What universal or cultural symbols does the work of art use to convey its message or themes? For

example, does the artwork utilize Christian or Biblical symbols, such as the cross or the Garden of Eden?

Does the work of art emphasize color symbolism, such as red for blood or passion or white for purity?

Does the artwork use number symbolism, such as 13 for something unlucky? Keep in mind, too, that

symbols and their associated meanings may vary across cultures. Symbolic Analysis

TIPS

AVOID SUMMARIZING! AVOID SPOILERS if at all possible!

Remember, too, that this is an analysis, not a review or a discussion of why you like something or not.

Your essay should be asking a question, or series of questions, of some kind about the work of art and

attempting an answer. We should learn something new from your essay or see the work of art from a

new perspective, not just hear again something most people already know.

Research Essay Requirements:

• Final Draft of Essay must be a minimum of 750 words. Please do not write over 1000 words.

• Please DOUBLE SPACE so that I have room for comments.

• Please use Times New Roman font, with a font size of 12 points.

• Use the 2021 MLA Style format (9th edition) or the 2016 MLA Style format (8th edition) and documentation of source(s), including parenthetical documentation (in-text citations) within the paper (See Useful Resources below). You should have a Works Cited as a separate, last page of

the paper, listing all sources used or consulted.

• Essay must include a minimum of 2 secondary sources other than your primary sources (i.e. the work from The Norton Anthology of World Literature (Shorter Edition) and current movie, song(s), comic book, television series, video game, etc.).

These 2 secondary sources must be from academic/scholarly publications or journals (i.e.

articles from the Lone Star Database). You are free to use other general websites and sources if you like, but these will not count toward your required 2 academic sources.

• Research can be done for both primary sources, for just one of the primary sources, or for a

more general theme, such as color or religious symbolism, historical/cultural research, biographical information on the creator of the work of art, etc.

• Students are expected to complete all phases of the assignment in a timely manner. This includes the Rough Draft and the Final Draft with Works Cited. If no rough draft is submitted, I will take off 20 points of the final grade for the final draft of the essay. In a similar manner, if the

final draft is not submitted or does not include any revisions, 20 points will be deducted from the final grade. This class is based on writing and revising as a process.

• I will give you grammar and content feedback (without a grade) on the first rough draft. I will grade the second final draft using a rubric (see below). While the rough draft does not have to

be complete, the more that you can provide me, the better and more useful my feedback.

• Rough Draft of Research Essay must be submitted online through our Lone Star D2L ENGL

course page under the Research Essay Rough Draft Assignment Dropbox under Course Activities:

Assignments. Due Date: Sunday, June 26th by 11:59 p.m.

• Final Draft of Research Essay must be submitted online through our Lone Star D2L ENGL course

page under the Research Essay Final Draft Assignment Dropbox under Course Activities:

Assignments. Due Date: Sunday, July 10th by 11:59 p.m.

• Late Papers: Essays that are submitted after the due date and time on D2L will be accepted with

a 10-point late penalty per day. Papers will not be accepted after 3 days beyond the due date

and will automatically receive a grade of zero (0).

Useful Resources

Useful Website: MLA Parenthetical In-Text Citations:

https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in

_text_citations_the_basics.html

Useful Website: MLA Works Cited Basic Format:

https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_w

orks_cited_page_basic_format.html

Useful Website: MLA Works Cited Sample Page:

https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_sa

mple_works_cited_page.html

Sample MLA Paper:

https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_sa

mple_paper.html

For correct MLA format, see also Excerpt from “On Superhero Stories: The Marvel Cinematic Universe

as Tolkienesque Fantasy” by A. G. Holdier [PDF in D2L].

Plagiarism: Plagiarism is the intentional or unintentional copying of any written or unwritten material or

idea without attributing that material or idea to the original source. This includes material retrieved

from the Internet. Any sources, such as websites, consulted for this assignment must be clearly noted.

Essays submitted that have copied, in whole or part, material from a website or source with no

attribution will automatically receive a zero. Please note that plagiarism also includes using or recycling

a student’s own work from a previous or concurrent course. If you have any questions regarding

plagiarism, please contact me.

A student who turns in a plagiarized essay will receive a grade of zero (F) for the assignment. In

addition, further penalties may be imposed, including, but not limited to, receiving a grade of F

(failure) for the course.

Research Essay Grading Rubric

Criteria Failure:

0 points

Poor:

70 points

Average: 80

points

Good:

90 points

Excellent:

100 points

Critical

Thinking

10%

No analysis; only

generic plot

summary. Essay

does not answer

any questions the

reader might have

about the primary

sources under

discussion or offer

any insight.

Very little original

thinking or analysis

of the primary

sources. More of a

summary of either

the primary or

secondary sources

rather than an

analysis.

Adequate analysis, but critical thinking could be

more developed. Not

particularly original or

unique in the ideas or

thoughts expressed.

Writer tends to

summarize the research

too much rather than

making his or her own

analysis.

Demonstrates

active

engagement and

thinking about the

primary sources

under discussion.

At least one or

two ideas are

unique or original

and stand out.

Demonstrates strong

critical/independent

thinking and

questioning of the

primary sources under

discussion. Several

particularly unique or

original ideas. Reader

is able to see and

understand the

primary sources in a

new way.

Specificity

10%

No specific details

or examples are

used from the

primary or

secondary sources

to support analysis.

Usually no essay

title or very generic

title.

A very general analysis with few specific details or

examples from the

works or research

to support

interpretation. Title

may be vague.

Adequate analysis that uses some specific examples or details from the primary and secondary sources, but still tends

toward the general.

Good use of several specific details,

quotations,

paraphrases, and

examples from

the primary and

secondary sources

to illustrate ideas

and make points.

Effectively and

powerfully utilizes

many well-chosen,

specific examples,

quotations,

paraphrases, and

details from the

primary and

secondary sources to

support analysis. Title

of essay is specific and

clearly signals to the

reader what the essay

will be discussing.

Effective Use of Quotations and Paraphrases

10%

No quotations or

paraphrases are

used from the

primary or

secondary sources

in the essay.

Very few

quotations or

paraphrases used

in the essay, and

quotations/

paraphrases are

often inaccurate/

misquoted or not

smoothly

integrated into

student’s own

sentences. Essay

may overuse

extremely long

quotations without

Quotations/paraphrases

are used in the essay,

but some may be

misquoted, inaccurate,

or not smoothly

integrated into

student’s own

sentences. Overly long

quotations with little

analysis may be an

issue.

Quotations/para-

phrases effectively

utilized in the

essay. Little to no

misquotes or

inaccuracies, and

quotations are

smoothly

integrated into

student’s own

sentences. If long

quotations are

used, they are

Quotations/para-

phrases well-chosen to

support analysis and

effectively utilized in

the essay. No

misquotes or

inaccuracies, and

quotations are

smoothly integrated

into student’s own

sentences. All

quotations, including

any longer ones, are

proportionate analysis. Writer may

tend to quote more

than paraphrase.

Paraphrases tend to

be poorly done.

Paraphrases may

be inaccurate or

too close to

original source.

thoroughly

discussed and

analyzed.

Paraphrases are

generally welldone.

thoroughly discussed,

analyzed, and support

main thesis. Essay has

an effective mix of

summaries,

paraphrases, and direct

quotes.

Essay Organization and Coherent Structure

10%

Essay does not have a unified, coherent structure. Paragraphs may appear random. No

clear

argument/thesis or

topic sentences.

Lack of transitions

between and within

paragraphs. Essay

tends to wander.

Poor overall essay

structure with little

coherence. Vague

thesis or topic

sentences may be

issues, such as using

a generalized

chronological

structure (ex. “First, I

will talk about. . .”).

Difficult to follow

main argument. Few

transitions between

and within

paragraphs. Essay

may tend to wander.

Essay has a

generally

coherent, logical

structure, but

there may be

some issues.

Thesis may be

too general or

topic sentences

may not clearly

relate back to

main argument.

Essay can be

followed, but

structure may not

be particularly

effective.

Transitions are

used, but could

be more frequent

and stronger.

Essay may still

feel “choppy.”

Essay has a unified

and coherent

structure for the

most part.

Argument/ thesis

and topic

sentences are

generally clear

and effective.

While transitions

might be stronger,

they are

effectively used

within and

between

paragraphs for the

most part. In

general, essay

feels “smooth.”

Essay utilizes a clear,

unified, and coherent

structure. Main

argument/thesis is

clearly stated and topic

sentences are specific

and clearly relate back

to main argument.

Examples are logically

structured within body

paragraphs, and the

essay builds to a strong

conclusion. Transitions

are frequent, effective,

and smoothly integrate

all parts of the essay

into a cohesive whole.

Criteria Failure:

0 points

Poor:

70 points

Average: 80

points

Good:

90 points

Excellent:

100 points

Appropriate and Engaging Academic Style and

Tone

5%

Writer seems “bored” and does little to engage the reader or consider audience. Offensive or stereotypical comments may be used. Style is

frequently too

casual or informal in

tone and essay may

use inappropriate

slang. Style tends

toward the overly

general or

repetitive. Usually

no essay title or

very generic title.

Introduction is

usually very

general.

Writer makes some

effort to engage the

reader, but overall

tone is still too

general, repetitive,

or informal. Essay

may have multiple

examples of slang.

Writer attempts

to engage the

reader and

considers

audience, but

there may still be

some issues.

While there are

some creative

touches, essay

may tend toward

the general or

informal.

Introduction or

title may be

generic. Essay

may contain

examples of

slang.

Essay for the most

part actively

engages and

interests the

reader, though

there is still room

for improvement.

There may be a

few issues with

inappropriate

tone, but overall

an analytical and

enjoyable read.

Essay will usually

contain a creative

introduction or

title.

Writer actively and

creatively engages the

interest of the reader

and consistently

considers audience.

Style is academic and

analytical but not “dry”

or boring. Tone is

appropriate, not too

casual or informal.

Essay is a consistently

interesting and

enjoyable read. Title of

essay is creative and

unique. Introduction

hooks the reader’s

interest and makes the

reader want to

continue reading.

Development

5%

Essay below

minimum length

requirements.

Essay meets min. length requirements,

but poorly developed

analysis. Essay seems

Essay meets min.

length

requirements,

though fuller

Good

development of

ideas and

thoughts. Essay is

Ideas are not just

mentioned but logically

and thoroughly

developed and

rushed and/or random. Argument

and analytical points

are not well-defined,

developed, or

supported. Essay

tends toward the

general and is not

particularly

persuasive.

development of ideas could be strengthened in some areas of the essay. Some intriguing ideas may be mentioned but

not fully

explored.

intellectually

interesting with

good supporting

details and

examples. Meets

minimum word

count.

explored. Writer does

not overgeneralize or

make assumptions.

Effective and strong

development of several

interesting ideas and

lines of thought. Meets

minimum word count.

Quality of

Sources

10%

Essay does not

utilize any

secondary sources

(research).

Essay utilizes secondary sources (research) but sources in general are of poor or questionable quality. Does not utilize at least 2 academic sources from the Lone Star Database.

Essay utilizes 2 academic secondary sources (research) from

the Lone Star

Database, but

sources may not

be the best

chosen to

substantiate the

writer’s main

analysis and

argument.

Essay utilizes 2 academic secondary sources

(research) from

the Lone Star

Database, which

are well-chosen

and add to the

overall argument.

Essay utilizes 2

academic secondary

sources (research) from

the Lone Star Database

that are especially

wellchosen and

persuasive, strongly

supporting the writer’s

analysis. Sources add

much depth to the

essay.

Criteria Failure:

0 points

Poor:

70 points

Average:

80 points

Good:

90 points

Excellent:

100 points

Proper

Citation of

Sources and

Parenthetical

Documentation

10%

Essay has no

documentation of

sources used within

the body

paragraphs

(parenthetical

citations).

Essay has little or inadequate documentation of sources within the body paragraphs (parenthetical citations). Main source(s) or secondary sources may not be correctly documented or formatted correctly according to 2021 or 2016 MLA style.

Essay documents all sources within the body paragraphs (parenthetical citations), though there may be some areas of incorrect parenthetical documentation or formatting according to 2021 or 2016 MLA style.

Essay well documents all sources within the body paragraphs (parenthetical citations), with few areas of incorrect parenthetical documentation or formatting according to 2021 or 2016 MLA style.

Well-documented and correctly formatted paper, with clear referencing of all primary and secondary sources within the body paragraphs (parenthetical citations). Parenthetical documentation and formatting follows 2021 or 2016 MLA style.

MLA Works

Cited Page

10%

No Works Cited

page. MLA Works Cited page has several significant issues, such as incorrect title or formatting, incorrectly alphabetized entries, not double-spaced, no secondary hanging indents, incorrect use of titles within entries (italics,

quotation marks,

etc.), inaccurate page

numbers of sources,

etc.

MLA Works Cited

page generally

formatted

correctly, though

there may be

some errors or

issues.

MLA Works Cited

page generally

formatted

correctly, with

only minor errors.

MLA Works Cited page

generally formatted

correctly, with few to

no errors.

Grammar and Proofreading

20%

Grammar and proofreading is of such poor quality that essay is difficult to read and

understand at

times. Writer

appears not to have

worked on grammar

areas for

improvement from

previous instructor

feedback.

Poor proofreading with more frequent and consistent, serious errors in spelling and mechanics, punctuation, and grammar. Little improvement from previous instructor feedback.

While there are errors in grammar, mechanics and spelling, and punctuation, they tend to be more minor and less frequent. Essay appears proofread. Some improvement can be seen in grammar areas from previous instructor feedback.

Minor errors in grammar, mechanics and spelling, and punctuation. Essay appears proofread. Improvement can be seen in grammar areas from previous instructor feedback.

Very few, minor errors in mechanics and spelling, punctuation, and grammar. Essay is quite polished and proofread. Improvement can clearly be seen in grammar areas from previous instructor feedback.

Plagiarism (Any information or research, such as quotes, not commonly known facts, and/or paraphrases, taken from websites or outside sources that are used in the essay but that are not documented anywhere in the paper): Automatic Grade of F (0) for Essay