LIT 100 Milestone Two: Outline Worksheet
Refer back to the Milestone One
Thesis Statement Worksheet.
1. Introduction
Introduce your chosen text (or texts if you selected poems) and explain why you chose
the text(s). Summarize the author’s overall intended message or draw connections
between the author’s time period, culture, etc., and the text as a whole. Craft a thesis
statement that clearly states your position and argument.
During this course, I have found myself drawn to William Shakespeare’s “Sonnet
130” and Marge Piercy’s “Barbie Doll.” At this point, I am assuming that the poets
intended to use their literary works to express love and the stereotype placed on feminine
beauty. Love is a constant theme in literature as well as a common emotion. However,
the stereotypical views of beauty have always plagued society. In this essay, I will
analyze how the poems use tone, symbols, and both similes and metaphors to reveal this
experience to the audience.
Example:
The story I connected to the most was “The Tell-Tale Heart,” written by Edgar Allen Poe.
The reason I chose this text is because it discusses guilt, as well as the issue of madness.
Both of these emotions are felt in current society. One emotion is more general, while
the other emotion speaks about the torments of psychological madness. This text
reveals this experience though the use of symbols, tone, and setting.
Note: You may choose to focus more on the impact of the author’s time period and
culture on the text, but this example is an idea of what your introduction may look like.
Body Paragraphs
Each body paragraph must contain one supporting argument (for a total of three) and
begin with a topic sentence that makes the connection between the thesis statement
and the body paragraph clear. Then, you must provide evidence from the text that
supports the topic sentence.
2. Body Paragraph/Supporting Argument #1
Topic Sentence/Idea: What is the main information that will be discussed in this
paragraph? How does this information relate to the major themes in the text?
Firstly, Shakespeare and Piercy show love and the stereotypical views of female
beauty found in our society through the tones used in each poem.
You may provide a general statement and
develop it into a topic sentence later,
OR
You may draft a topic sentence here in
your outline.
Example:
I am going to discuss the topic of symbols in this
relates to the major themes (madness and guilt) in the story.
paragraph, as it
OR
Poe’s story reveals the issues of madness and guilt in society through multiple symbols
found in the text.
Supporting Points: What evidence from the text will you use to support your topic
sentence? You should provide 2–3 points.
Shakespeare’s tone is used to mock the lady love in other literary works.
o “Coral is far more red than her lips’ red”
o “And in some perfumes is there more delight; Than in the breath that from
my mistress reeks.”
His tone then becomes protective as he goes on to defend his mistress by stating
that regardless of her physical flaws his love for her is real.
Marge Piercy’s tone is angry and sarcastic as she speaks of the gifts given to the
girlchild.
o Society feels the need to provide young girls with items that prepare them
for their lives as caretakers and nurturers as well as dolls in the images of
supermodel.
o This imprints the need for girls to grow into women that mimic the dolls
image.
The tone of the speaker in “Barbie Doll” then becomes ironic.
o “Doesn't she look pretty? everyone said. Consummation at last.”
o It is ironic because before her death people were not saying how pretty the
girl was. They only spoke of how she needed to change her appearance
and hide her intelligence.
You may use point form for your outline
and develop your arguments into
paragraphs before submitting your essay
Example:
The vulture’s eye as a symbol of madness and guilt
The heart as a symbol of guilt and increasing madness
--“Meantime the hellish tattoo of the heart increased. It grew quicker and
quicker, and louder and louder every instant.”
3. Transition Sentence
Effective transitions create a logical flow from paragraph to paragraph, making it easier
for your reader to follow your message. For the purpose of this outline, you may provide
your initial thoughts for your transition sentences, then refine your transitions as you
develop your interpretive essay.
Although the poets do a great job of illustrating the themes and the effects on society
using the tone, they also use the implementation of similes and metaphors to convey the
themes.
Transition from Body Paragraph #1 on
symbols to Body Paragraph #2 on tone
Example:
I will create an ending sentence that says something like symbols are not the only way
that cultural meaning becomes apparent in the story. Tone also creates the meaning of
guilt and madness.
4. Body Paragraph/Supporting Argument #2
Topic Sentence/Idea: What is the main information that will be discussed in this
paragraph? How does this information relate to the major themes in the text?
Secondly, the authors’ metaphors and similes are elements that help to convey the
cultural stereotype of beauty, romantic love, and the lack of love for one’s self.
This is an example of a general topic
sentence to be used as a starting point
Example:
Guilt and madness are present in the tone of “The Tell-Tale Heart.”
Supporting Points: What evidence from the text will you use to support your topic
sentence? You should provide 2–3 points.
“Sonnet 130” uses metaphors to compare the mistress to the common beauty
found in most literary pieces.
o Shakespeare calls his love’s hair rough and untamed in the following line
of the poem, “If hairs be wires, black wires grow on her head,”
o Most love poem speak of a woman with smooth silky hair.
William Shakespeare’s poem also contains similes and what many will say were
almost similes.
o “My mistress’ eyes are nothing like the sun.”
Piercy emphasize that the girl’s good nature has been broken by the constant
strain to fit into the mold of beauty that society has created.
o “Her good nature wore out; like a fan belt.”
o This line also shows that the young woman’s love for herself has been
destroyed due to pressure placed on her by society to be the beautiful like
the Barbie doll.
Example:
The narrator presents an attitude/tone about madness in the beginning of the
paper.
--“TRUE!—nervous—very, very dreadfully nervous I had been and am; but
why will you say that I am mad? The disease had sharpened my senses—
not destroyed—not dulled them.”
Bedroom scene presents a tone of horror and madness.
-- “And every night, about midnight, I turned the latch of his door and opened
it—oh so gently! And then, when I had made an opening sufficient for my
head, I put in a dark lantern, all closed, closed, that no light shone out, and
then I thrust in my head.”
5. Transition Sentence:
The use of metaphors and similes also relates to the symbols found in the poems as they
all connect the reader to the themes of beauty and love.
Example:
Like the other paragraph, I will end with a statement saying something like the tone of
this story also relates to setting in connection to madness and guilt.
6. Body Paragraph/Supporting Argument #3:
Topic Sentence/Idea: What is the main information that will be discussed in this
paragraph? How does this information relate to the major themes in the text?
Lastly, I am going to discuss how the use of symbols in the selected poems relates to the
themes.
Example:
The last literary element that reveals madness and guilt is that of setting in the “TellTale Heart.”
Supporting Points: What evidence from the text will you use to support your topic
sentence? You should provide 2–3 points.
The goddess in Shakespeare’s poem is symbolic to the cliché of feminine beauty
that is found in other literary works.
o The image that is conjured from other works is of a woman with
otherworldly beauty. (Perfection!)
Her breast are a classic symbol of feminine beauty.
o The speaker compares the dull brownish color of his love’s breast to the
purest white snow. This forces the reader to think of breast of women
from other romance novels, movies, and other literary outlets.
The Barbie doll in Piercy’s poem is a symbol to the standards of perfection that
society has set for young girls.
o In the poem the young girl is the doll and is being taking through a
makeover to fit the goddess-like beauty of society.
The “fat nose on thick legs” is everything that society saw as wrong with the girl
child regardless of her strength and intelligence.
It is possible that the cutting off of her nose and legs is symbolic to plastic
surgery.
o Many people in today’s culture will undergo cosmetic surgery to become
what society says is beautiful.
o This also is a symbol of a loss of love for self as the girlchild gives her life
to try fit societal standards of beauty.
As demonstrated in this example,
supporting arguments can be general
discussion, or direct lines from the text
Example:
Unknown location—We are unaware of the place in this story and it gives a
sense of uneasiness. This helps to highlight the madness of the scenes. It is in a
random bedroom.
The ending scene brings about the feeling of guilt in connection to the scene. “I
foamed—I raved—I swore! I swung the chair upon which I had been sitting, and
grated it upon the boards, but the noise arose over all and continually increased.
It grew louder—louder—louder!”
6. Transition Sentence:
The tone, symbols, and the use of similes and metaphors all helped to showcase the love
and the cultural issue of feminine beauty.
The last transition statement will be a brief summary of
all body paragraphs, and a transition to the conclusion.
Example:
For this transition, I will state that the symbols, tone, and setting all contribute to a
larger cultural issue present in the short story.
7. Conclusion
Your conclusion should summarize your overall argument and expand on that
interpretation, leaving the reader inspired or reflective. The conclusion to your
interpretive essay must address each of the following:
Restate your thesis, summarizing your overall interpretation of the text
Apply your argument to a larger context
Explain how culture could impact interpretations of the text
Explain how the text could impact culture
Discuss the relationship between this piece of literature and identity
As you can see, a conclusion is much more than just a summary of an essay. Keep these
points in mind as you draft a conclusion in this outline.
In conclusion, both works discuss love and the issue of stereotypical beauty as
seen in society. Shakespeare used humor and wit to address the constraint placed on love
and feminine beauty where Piercy opted to take the angry, sarcastic route. However, both
poems touch on a basic emotion as well as a topic that have plagued society for centuries.
My argument is valid because I am speaking of the real love for one’s self and others in
connection to stereotype that society has set for feminine beauty. Due to the beauty
stereotype, there is a misperceived conception of real, untainted love in society. The
reality is that beauty is not about perfection and does not equate to love.
This is just a start; your conclusion will
likely evolve as you develop your
arguments. For this outline the goal is to
get a few main ideas drafted.
Example:
Poe’s short story “The Tell-Tale Heart” discusses the issues of guilt and madness that
often occur when someone does something distinctly wrong in society. While the topic
of murder is extreme in connection to cultural identity, most people have done
something wrong in society and have felt a major uneasiness in connection to their
wrongdoings. As such, this story may be discussing a very dramatic form of identity
(guilt and descent into madness), but also an emotion that is felt at a basic level. My
argument is important, because I am talking about an issue that reveals social ills and
wrongdoings that are in today’s society. The issue of murder and insanity are issues that
we face as a society constantly. Literature helps us to think about these social wrongs
and how these stories can reflect horrors that we may not think about in the real world.
LIT 100 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of an interpretive essay.
The ability to interpret written works is a skill that transfers across not only literature, but all disciplines. The ability to critically read and interpret a text and
then logically communicate and support an argument based on what you have read will serve you in many different areas of your life. Throughout this course,
we have specifically applied these skills to literary works in multiple genres. We have also explored ways in which identity and culture shape literature and vice
versa. You will apply what you have learned to complete this final project.
For the final project, you will select a text from the course and write an interpretive essay of that work. You will focus on creating a strong thesis statement
related to your selected text, and then you will build an interpretive essay that supports your thesis statement. You must use appropriate terminology
throughout your essay as you develop your argument in support of your interpretation of the selected text.
Reminder: If you are thinking of choosing poetry as a basis for your interpretive essay, you will have to select two poems with common themes. Contact your
instructor by Module Five if you require assistance.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final submission is due in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Discern basic themes and fundamental elements of literature through critical reading
Explain the larger significance and importance of literary elements using appropriate terminology
Explain how literature, culture, and identity shape each other based on fundamental exploration of literary texts across genres
Write introductions, transitions, and conclusions that logically communicate meaningful interpretations of literary texts
Prompt
Select a literary work and write an interpretive essay. Apply the process of literary interpretation to create a thesis statement related to your selected text, and
structure an essay that supports your thesis statement.
Specifically, the following critical elements must be addressed:
I.
Introduction: In this section you will introduce your chosen text, including the author's background and context, and your thesis statement.
A. Text: Briefly introduce your chosen text and its author to set the stage for your thesis and provide context for your analysis.
B. Message: Summarize the author’s overall intended message or draw connections between the author’s time period, culture, etc., and the text as
a whole.
C. Rationale: Explain why you chose this text and/or author to provide context for your reader. What in your life or experiences led you to select
this text for your interpretive essay?
D. Thesis Statement: Craft a thesis statement that clearly states your position and argument. This should provide a clear road map for your reader
for what will be presented in the essay.
II.
Body: In this section you will create sub-arguments or analyses that support your stated thesis. You should develop no fewer than three supporting
arguments (three body paragraphs), each based on textual evidence. Be sure to use appropriate literary terminology in your arguments.
A. Supporting Arguments: Develop three supporting arguments, beginning with topic sentences, that are based on your critical reading of the text
and that relate back to your thesis statement. Your supporting topics should discern basic themes or elements of the text that support your
thesis.
B. Topic Sentence Structure: Use topic sentences (your supporting argument statements) that are clear and serve to logically organize the essay.
C. Textual Evidence: Incorporate textual evidence that supports each of your sub-arguments. In other words, what themes or fundamental
elements from the text support your topic sentences?
D. Integration: Integrate your textual evidence in a way that allows each paragraph to flow from topic sentence to explanation of the evidence. In
other words, make sure there is a logical flow from the topic sentence to your specific quote or paraphrase of the text to your explanation of the
quote or paraphrase.
E. Analysis of Textual Evidence: Explain how the evidence you selected from the text supports your sub-arguments and thesis statement, using
appropriate literary terminology In other words, how do the facts or reasons you cited from the text support your thesis?
F. Transitions: Use effective transitions from idea to idea and paragraph to paragraph so the essay flows logically to allow the reader to follow your
message.
III.
Conclusion: In this section you will summarize your overall argument and expand on that interpretation, leaving the reader inspired or reflective.
A. Thesis Restatement: Summarize your argument to communicate your overall interpretation of the text, including a restatement of your thesis
statement.
B. Context: Explain the larger impact or significance of your argument to literature. In other words, apply your argument to a larger or wider
context.
C. Cultural Significance: How could culture impact interpretations of the text? How could the text impact culture?
D. Identity: Discuss the significance of identity in relation to your argument and the text. In other words, what is the relationship between this
piece of literature and identity?
Milestones
Milestone One: Draft of Thesis Statement
In Module Three, you will submit a draft of your thesis statement and introduction. Using the provided Thesis Statement Worksheet, you will create a thesis
statement and introduction that will help you better understand the final paper for this course. Your thesis statement should provide a clear road map for your
readers, allowing them to understand your position and the purpose of the essay. This milestone is graded with the Milestone One Rubric.
Milestone Two: Interpretive Essay Outline
In Module Five, you will submit an outline of your interpretive essay. Using the provided Outline Worksheet, you will complete an outline for your interpretive
essay. The intention for this milestone is not to construct a perfect essay, but to organize your ideas in a way that you may use as a starting point for developing
a structured essay in the coming modules. This milestone is graded with the Milestone Two Rubric.
Final Submission: Interpretive Essay
In Module Seven, you will submit your interpretive essay. Your final submission must be a structured essay that addresses all of the critical elements listed above.
Pay particular attention to critical elements that you may not have incorporated into the milestones, such as topic sentence structure, integration of textual
evidence, and analysis of textual evidence. All of the ideas you outlined in Milestone Two should be developed in your final interpretive essay so that it is a
complete, polished artifact reflecting the incorporation of feedback gained throughout the course. This final submission will be graded using the Final Project
Rubric (below).
Final Project Rubric
Guidelines for Submission: Your interpretive essay must be 5–6 pages in length, with 12-point Times New Roman font, double spacing, and one-inch margins. All
sources must be cited in MLA format.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information,
review these instructions.
Critical Elements
Introduction: Text
Exemplary (100%)
Meets “Proficient” criteria, and
introduction exceptionally sets
the stage for the thesis and
analysis
Proficient (85%)
Briefly introduces the chosen
text and its author to set the
stage for the thesis
Needs Improvement (55%)
Introduces the chosen text and
its author to set the stage for the
thesis, but introduction lacks
clarity or is too wordy
Not Evident (0%)
Does not introduce the chosen
text and its author to set the
stage for the thesis and provide
context for the analysis
Value
5
Introduction:
Message
Meets “Proficient” criteria and
provides unique insight
regarding the author’s overall
intended message or
connections between the
author’s time period, culture,
etc., and the text as a whole
Summarizes the author’s overall
intended message or draws
connections between the
author’s time period, culture,
etc., and the text as a whole,
based on experiences with texts
across genres
Does not summarize the
author’s overall intended
message or draw connections
between the author’s time
period, culture, etc., and the text
as a whole
7.8
Introduction:
Rationale
Meets “Proficient” criteria and
provides unique insight into
personal experience and the
chosen text and/or author
Meets “Proficient” criteria and
thesis statement exceptionally
articulates the argument and
main points of the essay
Meets “Proficient” criteria and
demonstrates sophisticated
understanding of the basic
themes or elements of the text
that support the thesis
Explains why this text and/or
author was chosen
Summarizes the author’s overall
intended message or draws
connections between the
author’s time period, culture,
etc., and the text as a whole,
based on experiences with texts
across genres, but summary
lacks clarity or is too wordy
Explains why this text and/or
author was chosen, but
explanation is illogical or lacks
clarity
Crafts a thesis statement, but
thesis statement is too wordy or
does not clearly state the
position and argument
Develops three supporting
arguments, beginning with topic
sentences, that are based on
critical reading of the text, but
topic sentences do not relate
back to the thesis statement or
supporting arguments are
illogical or contain inaccuracies
Does not explain why this text
and/or author was chosen
7.8
Does not craft a thesis statement
7.8
Does not develop three
supporting arguments, beginning
with topic sentences, that are
based on critical reading of the
text
7.8
Introduction:
Thesis Statement
Body: Supporting
Arguments
Crafts a thesis statement that
clearly states the position and
argument
Develops three supporting
arguments, beginning with topic
sentences, that are based on
critical reading of the text and
that relate back to the thesis
statement
Body: Topic
Sentence Structure
Body: Textual
Evidence
Body: Integration
Body: Analysis of
Textual Evidence
Body: Transitions
Conclusion: Thesis
Restatement
Conclusion:
Context
Meets “Proficient” criteria and
demonstrates sophisticated use
of topic sentence structure to
logically organize the essay
Meets “Proficient” criteria and
demonstrates sophisticated
understanding of using textual
evidence that will support each
sub-argument
Meets “Proficient” criteria and
demonstrates masterful
integration of textual evidence
Uses topic sentences that are
clear and serve to logically
organize the essay
Uses topic sentences, but they
lack clarity or do not logically
organize the essay
Does not use topic sentences
5
Incorporates textual evidence
that supports each subargument
Incorporates textual evidence,
but evidence is illogical or
irrelevant or does not support
each sub-argument
Does not incorporate textual
evidence
7.8
Integrates textual evidence in a
way that allows each paragraph
to flow from topic sentence to
evidence to explanation
Does not integrate textual
evidence
5
Meets “Proficient” criteria and
provides unique insight
regarding how the evidence
selected from the text supports
sub-arguments and thesis
statement
Meets “Proficient” criteria and
demonstrates masterful
utilization of transitions between
ideas and paragraphs
Meets “Proficient” criteria and
demonstrates sophisticated
interpretation of the text
Explains with appropriate
terminology how the evidence
selected from the text supports
sub-arguments and thesis
statement
Integrates textual evidence, but
integration is not all logical or
does not allow each paragraph
to flow from topic sentence to
evidence to explanation
Explains how the evidence
selected from the text supports
sub-arguments and thesis
statement, but explanation is
illogical or contains inaccuracies
or inappropriate terminology
Uses transitions between ideas
and paragraphs, but transitions
are not all effective or logical
Does not explain how the
evidence selected from the text
supports sub-arguments and
thesis statement
7.8
Does not use transitions
between ideas and paragraphs
5
Does not summarize the
argument to communicate the
overall interpretation of the text
5
Meets “Proficient” criteria and
provides unique insight
regarding the larger impact or
significance of the argument to
literature
Explains the larger impact or
significance of the argument to
literature
Summarizes the argument to
communicate the overall
interpretation of the text, but
summary lacks clarity or does
not include a restatement of the
thesis statement
Explains the larger impact or
significance of the argument to
literature, but explanation is
illogical or contains inaccuracies
Uses effective transitions
between ideas and paragraphs
Summarizes the argument to
communicate the overall
interpretation of the text,
including a restatement of the
thesis statement
Does not explain the larger
impact or significance of the
argument to literature
7.8
Conclusion:
Cultural
Significance
Conclusion:
Identity
Articulation of
Response
Meets “Proficient” criteria and
provides unique insight
regarding how culture could
impact interpretations of the
text and how the text could
impact culture
Meets “Proficient” criteria and
demonstrates sophisticated
understanding of the significance
of identity in relation to the
argument and text
Submission is free of errors
related to citations, grammar,
spelling, syntax, and organization
and is presented in a
professional and easy-to-read
format
Explains how culture could
impact interpretations of the
text and how the text could
impact culture
Discusses the significance of
identity in relation to the
argument and text
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Explains how culture could
impact interpretations of the
text and how the text could
impact culture, but explanation
is illogical or contains
inaccuracies
Discusses the significance of
identity in relation to the
argument and text, but
discussion is illogical or contains
inaccuracies
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas
Does not explain how culture
could impact interpretations of
the text or how the text could
impact culture
7.8
Does not discuss the significance
of identity in relation to the
argument and text
7.8
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
4.8
Total
100%
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