Literature final

rubicliterature.docx

Submit your paper here as a Word attachment only. Late papers will not be accepted. Please check your paper for plagiarism; you have up to three submission attempts, so use them wisely. DO NOT SUBMIT GOOGLE links.

Rubric

ENG 232: Literary Analysis Research Paper Copy Copy

ENG 232: Literary Analysis Research Paper Copy Copy

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeContent and Focus

Writer introduces background of the issue clearly; thesis statement clearly presents an argument about the literary text; topic is sufficiently narrowed to a single purpose; follows basic directions of paper: 5-8 pages, 5 sources (4 scholarly articles, 1 literary text). Body paragraphs function to support the thesis statement and do not fall into plot summary of literary text

20 pts

Exceeds expectations

16 pts

Good

13 pts

Fair

10 pts

Poor

5 pts

Inadequate

20 pts

This criterion is linked to a Learning OutcomeDevelopment and Organization

Writer manages details effectively; synthesizes research and details of literary text effectively without summarizing; shows awareness of common themes; reasons and evidence are sufficient and credible; writer, through arguments and writing, is presented as credible and objective; argument is completely explored, including by presenting all sides of the argument objectively; conclusion presents a strong and effective discussion of the topic that doesn't repeat ideas or phrases; organized based on themes and not articles; transitions effectively move reader through the argument, from paragraph to paragraph, idea to idea; all body paragraphs have strong topic sentences that express ideas being explored in the paragraph; internal organization of paragraphs is effective.

20 pts

Exceptional

16 pts

Good

13 pts

Fair

10 pts

Poor

5 pts

Inadequate

20 pts

This criterion is linked to a Learning OutcomeStyle

Level of diction and tone is appropriate for audience and addresses them appropriately. Sentences are varied and flow from one to another smoothly. Writing is vivid and enjoyable to read. There is fluency in language and style of writing and transitions.

20 pts

Exceeds expectations

16 pts

Good

13 pts

Fair

10 pts

Poor

5 pts

Inadequate

20 pts

This criterion is linked to a Learning OutcomeMechanics

Paper is free from major errors: run-ons (comma splice, fused sentences), sentence fragments, subject/verb agreement errors; Free from minor errors, such as verb errors (verb tense, possessive errors, faulty parallelism, pronoun usage (errors in case, pronoun-antecedent agreement error, unclear pronoun reference), punctuation errors, misspellings, capitalization errors, use of slang, clichés; there is no use of first-person or second-person pronouns

20 pts

Exceeds expectations

16 pts

Good

13 pts

Fair

10 pts

Poor

5 pts

Inadequate

20 pts

This criterion is linked to a Learning OutcomeMLA Formatting

Sources are cited correctly using MLA style; paper is formatted correctly and includes proper heading; Sources in the Works Coted page include 5 sources (4 scholarly articles and 1 literary text) and they are formatted correctly according to MLA rules. Quotes are integrated effectively and smoothly with signal phrases and parenthetical citations. There are no dropped-in quotes.

20 pts

Exceeds expectations

16 pts

Good

13 pts

Fair

10 pts

Poor

5 pts

Inadequate

20 pts

developingagoodtheses.docx

14.3 Developing a Thesis Statement

1. Once you've read the story or novel closely, look back over your notes for patterns of questions or ideas that interest you. Have most of your questions been about the characters, how they develop or change?

For example: If you are reading Conrad's The Secret Agent, do you seem to be most interested in what the author has to say about society? Choose a pattern of ideas and express it in the form of a question and an answer such as the following:

Question: What does Conrad seem to be suggesting about early twentieth-century London society in his novel The Secret Agent? Answer: Conrad suggests that all classes of society are corrupt.

Pitfalls: Choosing too many ideas. Choosing an idea without any support.

2. Once you have some general points to focus on, write your possible ideas and answer the questions that they suggest.

For example: Question: How does Conrad develop the idea that all classes of society are corrupt? Answer: He uses images of beasts and cannibalism whether he's describing socialites, policemen or secret agents.

3. To write your thesis statement, all you have to do is turn the question and answer around. You've already given the answer, now just put it in a sentence (or a couple of sentences) so that the thesis of your paper is clear.

For example: In his novel, The Secret Agent, Conrad uses beast and cannibal imagery to describe the characters and their relationships to each other. This pattern of images suggests that Conrad saw corruption in every level of early twentieth-century London society.

4. Now that you're familiar with the story or novel and have developed a thesis statement, you're ready to choose the evidence you'll use to support your thesis. There are a lot of good ways to do this, but all of them depend on a strong thesis for their direction.

For example: Here's a student's thesis about Joseph Conrad's The Secret Agent.

In his novel, The Secret Agent, Conrad uses beast and cannibal imagery to describe the characters and their relationships to each other. This pattern of images suggests that Conrad saw corruption in every level of early twentieth-century London society.

Directionsforeverydayusealicewalker.docx

I need a research paper done on the poem, “EVERYDAY USE” BY ALICE WALKER. YOU DID THE PEER REVIEW OF THIS FOR ME WHICH I AM SENDING TO YOU TO USE IF NEEDED. THIS NEEDS TO BE 5-6 PAGES. MAKE SURE TO BE CAREFUL WITH THE USE OF AI WRITING BECAUSE THE TEACHER IS AWARE OF THIS TOOL. MAKE SURE TO HAVE ADEQUATE RESOURCES FOR THIS PAPER.

4.4 What Makes a Good Literature Paper

What Makes a Good Literature Paper?

An argument

When you write an extended literary essay, often one requiring research, you are essentially making an argument. You are arguing that your perspective-an interpretation, an evaluative judgment, or a critical evaluation-is a valid one.

A debatable thesis statement

Like any argument paper you have ever written for a first-year composition course, you must have a specific, detailed thesis statement that reveals your perspective, and, like any good argument, your perspective must be one which is debatable.

Examples

You would not want to make an argument of this sort:

Shakespeare's Hamlet is a play about a young man who seeks revenge.

That doesn't say anything-it's basically just a summary and is hardly debatable.

A better thesis would be this:

Hamlet experiences internal conflict because he is in love with his mother.

That is debatable, controversial even. The rest of a paper with this argument as its thesis will be an attempt to show, using specific examples from the text and evidence from scholars, (1) how Hamlet is in love with his mother, (2) why he's in love with her, and (3) what implications there are for reading the play in this manner.

You also want to avoid a thesis statement like this:

Spirituality means different things to different people. King Lear, The Book of Romans, and Zen and the Art of Motorcycle Maintenance each view the spirit differently.

Again, that says nothing that's not already self-evident. Why bother writing a paper about that? You're not writing an essay to list works that have nothing in common other than a general topic like "spirituality." You want to find certain works or authors that, while they may have several differences, do have some specific, unifying point. That point is your thesis.

A better thesis would be this:

Lear, Romans, and Zen each view the soul as the center of human personality.

Then you prove it, using examples from the texts that show that the soul is the center of personality.

everydayusepeerreview.docx

1

Student Name

Course

Lecturer

Date

"Everyday Use" by Alice Walker

Introduction

In the exploration of Alice Walker's "Everyday Use," this essay ventures into the intricate tapestry of heritage and cultural identity woven throughout the narrative. The focal point lies in unraveling a family's divergent perspectives on heritage and understanding how these perspectives intricately shape their individual identities. The chosen title, "The Cultural Struggle for Heritage in 'Everyday Use,'" is carefully crafted to encapsulate the essence of the ensuing struggle within the story. This struggle is embodied by each character, each representing a distinct outlook on their shared cultural background. Through a nuanced analysis of their interactions and choices, the essay aims to illuminate the complexities of heritage, not merely as a static concept but as a dynamic force that influences personal and communal identities.

Thesis

At the core of this paper stands a compelling thesis that asserts Alice Walker's intentional use of characters include Mama, Dee, and Maggie as symbolic vessels embodying contrasting perspectives on heritage. These characters serve as conduits for the broader societal dynamics of African American identity during the tumultuous 1960s. The microcosm of their interactions and choices serves as a powerful lens through which the larger struggles of the African American community are refracted. Walker's deliberate characterization of Mama, Dee, and Maggie enables a profound exploration of the tensions inherent in reconciling with a complex past and defining a cultural legacy in a society marked by transformative social changes. The thesis not only positions the characters as literary devices but also as representatives of a broader historical and cultural narrative, inviting readers to engage with the multifaceted dimensions of heritage within the context of African American identity during a pivotal period in history.

Paragraph Analysis

1. Introduction of Characters and Setting: The initial paragraphs set the stage by introducing the characters of Mama, Dee, and Maggie, providing a brief overview of their relationships and the rural Southern setting. This establishes the context for the subsequent exploration of heritage and cultural identity.

2. Thesis Development: The thesis is clearly stated, emphasizing the symbolic role of each character in representing divergent views on heritage. The explanation is concise but sets the groundwork for a detailed analysis of the characters' traits and actions.

3. Analysis of Mama's Perspective: A dedicated section analyzes Mama's perspective on heritage, highlighting her practical and utilitarian approach. The paragraph delves into specific instances from the text that exemplify Mama's connection to her roots and how she views heritage as a lived experience.

4. Dee's Perspective and Conflict: The draft then transitions to Dee's character, exploring her desire for heritage as artifacts and symbols rather than lived experiences. The conflict between Dee and Mama becomes evident, reflecting the broader tension between tradition and modernity in African American culture.

5. Maggie's Role and Resolution: The role of Maggie is examined, emphasizing her quieter but more profound connection to heritage. The paragraph explores how Maggie's character represents a synthesis of tradition and personal experience, offering a resolution to the familial conflict.

Conclusion

The concluding paragraphs summarize the key findings, reiterating the symbolic significance of the characters and their respective perspectives on heritage. It emphasizes the broader implications of the familial struggle for heritage within the context of African American identity.

Works Cited

Walker, Alice. "Everyday Use."