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Akabane19
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files (4)ENGL1302Essay2AssignmentSP23.docx
LiteraryAnalysisLectureNotes.docx
NLCEnglishDepartmentLiteraryStudiesPaperRubricupated-PassedAdobeVersion.pdf
- C2E2StudentExampleEssayaccessible.pdf
ENGL1302Essay2AssignmentSP23.docx
Essay 2: Literary Analysis
Why: This assignment should teach students to analyze a piece of literature. This encourages thinking deeper than surface level in situations beyond the English classroom.
What: Choose one of the pieces of literature assigned in this Unit to analyze in a paper of 3-5 pages (full pages) in length. Students can choose from either a poem or short story assigned in this course or the novel assigned in this course.
How:
· Answer the following questions: What is the deeper meaning or social commentary made in the text? What literary elements are provided in the text as clues toward that deeper meaning or social commentary?
· Students should ensure to use direct quotations from the text they choose to analyze in order to prove their points. Please see the student essay(s) provided in this unit as an example.
· Students should use the Toulmin Method to write their body paragraphs in addition to the methods for writing introductions and conclusions specifically taught in this course.
· Students should use proper MLA formatting and should include a Work(s) Cited page citing their piece of literature (remember: a Works Cited entry is *not* simply a link to a website).
· Students should not use any website or the brain of anyone else outside of this course to help them write their paper.
· You will submit essays to Brightspace before the due date/time specified in the course calendar.
LiteraryAnalysisLectureNotes.docx
Unit 2 Notes:
A. Steps for reading/analyzing a text:
Find the surface level interpretation. Look for and label literary elements. Use the literary elements to lead you to the deeper meaning or societal commentary present in the text.
1. Read the text for the surface level interpretation of the text. Read the text again. Read it several times in order to attempt to fully understand the surface level of the text . You should work to answer the following questions: Who? What? When? Where? Why? How? (You may not be able to answer all of these questions for every text you read.)
2. Read the text for clues about the deeper meaning in the form of literary elements. Look through the text for pieces that stand out. Review the Literary Terms Guide posted in Unit 2, if you’re unfamiliar with various literary elements . Mark the literary elements as you read and make notes about what you think the elements mean.
3. Move beyond the surface level while using the literary elements as clues toward assessing the deeper meaning or societal commentary that the text is making. For example, a text might infer that poetry is alive and should be treated as such (deeper meaning) or a text might be written to communicate that the society of the time treated women unfairly (commentary on society).
B. Annotating:
When annotating, write notes on the surface level pieces. As you find answers to the questions: “who, what, when, where, why?” label them . Write comments you might have about the text. Write insights you might have while reading. Mark literary elements and write out what you think the literary elements mean or your interpretation of them. When annotating, make note of the 3 steps mentioned above (in step A) as you read. (I will post an example of what annotations *should* look like for the text you choose to write your essay on at the bottom of this page.)
Writing your essay:
C. Thesis statement model:
The thesis statement is the last sentence of your introduction. It should look like so for this essay: Although (counterclaim) __________________________________________, ^this should be where you state the surface level interpretation of the text I argue that (claim) _______________________________________________ ^this is your main argument. You will be arguing that the text has a deeper meaning or deeper commentary here and you will state what that meaning or commentary is because of the text’s use of _____, ______, and ________. ^these are your subclaims and should be a list of the literary elements you found in the text that you’ll use as evidence to support your interpretation of the text’s deeper meaning or commentary **Please note that, though I’ve separated this thesis statement into 3 parts, your thesis statement is made up of one sentence.**
Example thesis statement: Although “Short Story Title” appears to simply be about a teacher who is losing her mind, I argue that the story makes a commentary on the society of the time that the treatment of teachers and women as if they were prisoners was unfair and unacceptable. This commentary is obvious through the story’s use of similes, metaphors, and symbolism.
D. Toulmin Method (model for writing paragraphs):
Each paragraph should be 5-8 sentences long and should include the following 3 elements:
Claim: topic sentence, should reference one of the subclaims in the thesis statement ^this should be 1 sentence or so ^this is where you tell me which literary element you will discuss in this paragraph
^REMEMBER: don’t mention the author!
Data: direct evidence from the text of the literary element you want to discuss ^you may use the signal phrase “For example,” here. You should only reference one example from the text in each paragraph ^this should be one or, maybe, 2 sentences
Warrant: This is where you tie everything together. This is your explanation and is the most important piece of every paragraph
There are 3 steps to follow when writing your warrant: 1. How is this example (the data) the literary element you say it is? EX: how is this a simile? (Your sentence might say “This is a simile because …”
2. Interpret the data you provided in your words. Essentially, explain further here.
^you can use the signal phrase “this shows that…”
3. Tie everything back to your thesis statement. Answer the following question: how does the data/evidence/literary element example you provided help lead you to the deeper meaning/commentary you stated that the text is making?
E. A quick note on Introductions and Conclusions:
Introductions: Your introduction should be at least 5 sentences long. Your introduction should move from a broad topic to the specific topic of your essay. You should begin your introduction without referencing the text you are analyzing -- you should, instead, discuss a broader idea or topic that relates somehow to the text you’re analyzing. Do not begin your essay by saying something about the text or author; instead, discuss the importance of teachers in general (in reference to the example thesis mentioned above). Your introduction should then move from the broad topic toward the specific and will, eventually, reach the thesis statement.
Conclusions: Your conclusion should do the opposite of your introduction and should also be at least 5 sentences. You should review the thesis statement and your essay’s topic in 2-3 sentences and then should move to a broad topic. Consider answering the question “why should someone read this text?” “Who cares about this deeper meaning or commentary and why should someone care?” The last 2 - 3 sentences of your essay should NOT reference the thesis, the text, the author of the text, or anything specifically referenced in your thesis statement.
Example of what annotations should/could look like for the text on which you choose to write your essay (scroll to the next page):
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NLCEnglishDepartmentLiteraryStudiesPaperRubricupated-PassedAdobeVersion.pdf
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 may not always be clear.
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.
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
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.
meaning. Writing weakened by frequent generalizations, unsupported claims, assumptions, vague statements.
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 serves the author’s purpose; consistent adherence to MLA guidelines; accurate Works Cited page; absence of grammar, syntax, and punctuation errors.
Paper’s sentences generally effective but may lack appropriate variety (some repeated opening words and structure); syntax 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.
Essay sentences lack variety (frequently repeated opening words and sentence structure); awkward syntax and grammar confuse writer’s point and 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).
Frequent syntax, grammar, and misspelling errors that distract the reader; lack of adherence to MLA guidelines which undermines the integrity of paper; inaccurate Works Cited page compromises integrity of essay.
No adherence to MLA guidelines (missing citations, lack of proper format); missing Works Cited page; paper is incomprehensible.
TOTAL POINTS
