Literary Analysis Paper 1 (2-3 pages, excluding Works Cited): This assignment asks you to select excerpts or important elements from one of the novels or short stories you have read so far. Unless I approve, you should not cite sources that have not been addressed in class. Your job will be to read and--more importantly--analyze those selections carefully, noting the significance of textual issues like point of view, imagery, word choice, metaphor, character development, structure, etc. to develop a clear, cohesive argument as to why those issues are important. Your first major writing assignment will be be a “close reading” of a text. A “close reading” means you will choose a specific focus within the text and make an argument about that focus by “closely reading”/analyzing a key quotation(s), scene(s), narrative technique(s), etc. You WILL NOT summarize or reflect; rather, you will make a persuasive argument based upon your interpretation of the text (this is your “thesis,” and it should be debatable, not a fact), using details from the novel (or short story) as supporting evidence. This essay will be double-spaced, with one-inch margins and Times New Roman font. N.b.: Not meeting the page minimum or using quotations from the text to support your reading will result in a lower grade. At the same time, too many lengthy quotations/blocked quotations will also result in a lower grade. Objectives of Literary Analysis Papers: • • • To demonstrate one’s ability to engage in complex, literary analysis (i.e. “close reading” of a literary text) To practice developing original arguments about a fictional text that highlight how the text creates meaning or achieves its purpose(s) To practice using concrete evidence from the fictional text (quotations, references to form/content, or methods such as point of view or characterization) in order to support one’s “reading” (your “close reading” refers to your argument or interpretation of the work) Things to avoid: • • • Summary (assume your reader is familiar with the text—spend all of your space arguing and analyzing evidence, not summarizing the plot) Generalizations (literary analyses depend upon using concrete evidence—usually in the form of quotations—to prove a point) Long quotations (I know all the tricks! Don’t fill your paper with huge block quotes just to fill up space. Use only the words necessary to prove your point—this usually means a phrase, or that you can even quote single words rather than entire lines. When choosing quotations, make sure they apply and that every part of them is necessary. If parts of the quote are not needed, use the […] sign to indicate you have skipped some of the words and only include what is relevant to your argument) • • Broad theses (be as specific and as narrow as possible—three to four pages is not a lot of space, so force yourself to refine your focus) Repetitive conclusions (you don’t need to repeat your thesis or your points in the conclusion—use the conclusion to do something new with your ideas instead) Guidelines to follow: • • • • 2-3 pages, typed, 12-point Times New Roman font, double-spaced, 1-inch margins Responses must be on one of the primary texts for the course MLA heading and header with last name and page number (see Purdue OWL for examples of what an “MLA Heading” looks like) MLA style and Works Cited page (All quotations must include a parenthetical citation including author’s last name and the page number. Ex: “Sally was sad” (Wilde 67). Or According to Wilde, Dorian “hates” art (67).) Again, visit Purdue OWL for examples of MLA citation style. No secondary or outside sources required (though you may incorporate other class readings if you so wish) Additional advice to help you get started: Literary analysis are the place for you to get creative. You’ve read the text, and surely you’ve had some ideas or opinions about what it is saying, the ideas it puts forth, and the methods it employs to achieve its themes and purpose. This is the time to develop those ideas into an arguable thesis and to support your thesis with concrete evidence from the text. These papers are not reflections (though you may spend some time reflecting within them). They are “serious” papers addressed to an academic audience that make a claim about the text and thoroughly support that claim through complex analysis of textual evidence. In other words, they are persuasive papers, meant to prove the validity of your particular interpretation of the novel. Since this paper is rather short (2-3 pages), you will need to be very specific within your thesis so that you can adequately prove your claim in the space allowed. This means you might want to focus on the significance of just one scene/character/quotation/chapter. Or you might want to analyze the function or significance of a particular relationship between characters. You may want to focus on the ways the author creates or develops a character or a component of the plot, or how setting adds to a text’s meaning, or how structure/form (things like point of view, style, organization, sentence structure, etc.) add to the meaning of the text. While we have addressed several issues such as representations of monstrosity, scatology/excrement as satire, constructions of knowledge, and depictions of nature, the paper’s focus is up to you—trust your instincts about what catches your attention as you read (it will help to take notes as you read and in class to keep track of things that interest you), and just go with it. See if you can develop that interest into a solid, arguable thesis. The major question to keep in mind when choosing a topic to write about is: How does this add or detract from the text? Additional questions to keep in mind are: How does X function in the larger scheme of things to create meaning? Why did the author choose to do things this way or include this? Is X working/not working? Why or why not? In other words, ask yourself the “so what?” question! Examples of unacceptable theses: 1. In The Scarlet Letter Hawthorne uses a red letter “A.” This thesis is unacceptable because it is not debatable—it is a fact, rather than an interpretation. No one could argue otherwise, which means there is nothing here for you to make an original argument about. This would make for a boring paper with no room for argumentation or development. This paper would receive a failing grade. 2. In The Scarlet Letter Hawthorne uses a red letter “A” and it is important in the novel. This thesis is better than #1, but it is still not acceptable because it merely states a fact (Hawthorne uses a red letter “A”) and gives a vague/general interpretation of the fact. For literary analysis papers, especially short ones like you will do, you need to be as specific as possible. Instead of making a generalization (“it is important in the novel”), give a specific argument (“it is important in the novel because ____”). This paper would receive a grade in the D—C- range. 3. In The Scarlet Letter Hawthorne uses the red letter “A” to symbolize adultery. This thesis is getting warmer. It is more specific than thesis #2 (now the “A” is important because it symbolizes something specific: adultery), and it does more than state a fact (now you are making an argument about the red letter: that it symbolizes adultery). This thesis, however, could still be better. You might say that this thesis is uncomplicated. It is fairly evident from the plot of The Scarlet Letter that the red letter “A” literally stands for “adulteress.” Therefore, your argument/interpretation, while valid, is not original or complex. This paper would receive a grade in the C range. Aim for more nuanced theses when you write, theses that allow you to explore original interpretations of the text and that acknowledge that something more complicated might be going on that what appears on the surface. Otherwise, your readers (me, in this case) will give a big yawn and fall asleep. You want to wow them with something they haven’t thought of before, something that takes more complicated thinking. Example of a good thesis: In The Scarlet Letter Hawthorne uses the ambiguous red letter “A” to symbolize how “otherness” can be both isolating and empowering. Here, you have a thesis that makes an original argument about a symbol (the “A”) in the text. This thesis is complex; it acknowledges that the “A” functions in more than one way within the plot of the novel. This interpretation will give you room to use evidence (quotes, scenes, paraphrases) from the novel to prove that your argument (or “close reading”) is valid. As a writer, you will work like a lawyer, gathering evidence from the book to persuade the jury (your readers) of your case (thesis). Rubric: Essays will be graded according to the following departmental rubric; you will receive a “number” grade to represent the range your work falls: A This grade represents excellent to distinguished work for the course. • • • • The work exceeds what is ordinarily expected in scope and depth. The work shows originality and creativity and/or demonstrates sound critical thinking. The work may demonstrate application of concepts studied to new situations; there is willingness for risk-taking to tackle challenging problems. The work demonstrates mastery of the material; it is organized and complete. • • • The argument, analysis, or problem-solving is complex. Writing and logic flow smoothly. The work contains few, if any, errors. B This grade represents work that exceeds the basic expectations for the course. • • • • • • The work demonstrates insight and critical thinking. The work is organized, clear, and generally correct in analysis and/or facts; it is complete and reasonably thorough. The work demonstrates a solid understanding of the material covered by the assignment. The work demonstrates sound problem-solving skills; there is evidence of some risktaking. The structure is sound and logical but the work may lack depth in some parts of the argument. The work contains few errors. C The work is competent, generally satisfying expectations, but reveals some gaps in student understanding, mastery or presentation for the course. • • • • • • • The work satisfies the major requirements for the assignment. The work demonstrates competent problem-solving skills; it may manage straightforward problems well but have problems making connections and/or applying concepts to new situations. The work may leave some questions about understanding of parts of the course material because it is not quite complete or because there are noticeable oversights. It is less thorough and lacks details. The work is generally correct but contains some organizational or structural problems. The ideas have merit, but they may not be clearly presented or fully developed. The ideas may be obvious or somewhat superficial. The work may be weakened by grammar or punctuation errors. D The work is of a poor quality; it is substandard in several areas for the course. • • • • • • • F The work may not satisfy all requirements for the assignment. The work contains serious flaws in logic or omissions of information. The work reflects noticeable gaps in mastering the material and concepts studied. The work reflects oversight or incomplete analysis. The thinking is flawed except for that on the most basic of problems. The work may be unclear and poorly organized. The work may be disrupted with grammar or mechanical errors. The work is not acceptable; it is substandard in many areas for the course. • • • • • The work does not achieve the goals of the assignment. The work reflects little understanding of the material and concepts studied. The work contains serious errors, oversights, incomplete analysis, or carelessness. There is little evidence of the ability to recall information and relate it to the concepts studied. The work is incomplete and/or provides evidence of little thought. The work may not address the assignment. • The work may be disrupted with serious errors in grammar and mechanics.
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