Paper4LiteraryAnalysisGuidelines2.pdf

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Paper4LiteraryAnalysisGuidelines2.pdf

 

Prof. Hutchens ENGL 1121 Guidelines

LITERARY ANALYSIS PAPER 4 (200 POINTS)

 

LEARNING GOAL

1. To write this type of essay encourages readers to think about the author’s specific choices for particular reseasons.

SELECT ONE TOPIC. WRITE IN-DEPTH ANALYSIS.

1. Discuss the motif of auto racing in the novel. How does Denny, and by default, Enzo, use auto racing as a metaphor

for life?

• “A motif is a recurrent image, idea, or symbol that develops or explains a theme, while a theme is a central

idea or message” (“Motif”). Literarydevices.net

2. In what situations in The Art of Racing in the Rain is the quote below true and not true?

• “That which we manifest is before us; we are the creators of our own destiny. Be it through intention or

ignorance, our successes and our failures have been brought on by none other than ourselves” (43).

3. Describe and analyze the character of Eve in the novel.

• How does Enzo feel about Eve when they first meet? How does Eve feel about Enzo? How does this

relationship evolve in the course of the reading?

YOUR PAPER SHOULD

 Include a creative, original, two-part title (title and subtitle).

 Use an appropriate attention-getting device (introduction) as well as a concluding device (conclusion).

 Include a well-written thesis statement. Argumentative thesis formula is required (introduction).

 Use the novel as textual evidence (primary source). No outside research required.

 Include direct quotes from the novel. Quote Sandwich is required in each body paragraph.

 Follow the conventions of standard English. Correct use of spelling, grammar, and punctuation.

 Use the 8 sentence body-paragraph formula for each body paragraph.

 Include a works cited (cite the novel).

POINT OF VIEW

 Use 3rd person point of view. Remove any form of first person and/or 2nd person point of view.

MLA DOCUMENT DESIGN

 Document Settings. Times New Roman. 12-point font. 1” margins. Double-space.

 Identification Block. Name. Professor’s name. Course and section #. Due date.  Header. Include last name and page number.

LENGTH

 Essay Length. 3 full pages. Max 4 pages. Works Cited will be on the page 4 or 5 of essay (cite the novel).

DUE DATES

 Final draft. Submit FD to D2L assignment folder by _____________________ before_______.

 

 

Prof. Hutchens ENGL 1121 Guidelines

 NOTE: Any essay that is missing in-text citations within the text of the essay and / or missing a work cited page will earn a failing grade.

CATEGORY Check Plus 100%

(Exceeds Expectations)

Check 80%

(Meets Expectations)

Check Minus 70%

(Approaching Expectations)

Half Credit 50%or less

(Does Not Meet Expectations)

Introduction First paragraph is catchy. Thesis is

evident and point to be argued well

stated.

First paragraph has a weak

“grabber.” Thesis is mixed among

many sentences and hard to piece

together.

A catchy beginning was

attempted but was confusing

rather than catchy. Thesis is

not entirely apparent

although topic is evident.

No attempt was made to catch

the reader’s attention in the first

paragraph. Thesis is not apparent

nor is the topic of the essay.

Thesis Strong, clear thesis that presents an

argument and explains why it

matters. (Answers what is at stake?)

A thesis statement that states an

argument or interpretation but does

not complete the at stake issue.

A thesis statement that

interprets the text but does

not suggest a clear argument.

Not clear what the essay is about

from the first paragraph.

Appropriate

quotes from

story

Numerous quotes from novel. The

quotes develop the argument and go

beyond the most obvious; quotes

offer text that reveals a very close

reading.

Most quotes are appropriate and

develop the idea of the essay. It is

clear where the quotes come from

and analysis is given after each quote

relating the quote back to the thesis.

Quotes are used that are

related to the topic but more

explanation or analysis is

needed.

Quotes are not used or the

quotes used do not seem to help

develop the essay in any

meaningful way.

Analysis of

quotes

Each quote includes interesting and

thought-provoking analysis that

relates the quote to the thesis.

Interesting analysis of most quotes,

relating quotes to thesis.

Attempt to explain how the

quotes relate to the thesis for

most quotes.

No clear attempt is made to

explain the quotes that are used.

Conclusion The essay reminds the reader of the

argument and draws a conclusion.

The essay completes the argument

but does not suggest the significance

of the analysis.

The essay concludes by

restating the opening

paragraph without applying

the information to the

reader’s world of experience.

The essay finishes abruptly

without reiterating the argument

or a clear conclusion. (The last

evidence paragraph concludes

the essay.)

Grammar and

vocabulary

Varied, sophisticated, and accurate

vocabulary; no major grammar errors.

Clear and correct vocabulary; very

few grammar errors.

Simple or repetitive vocab. or

some grammar errors.

Many grammar and vocab.

errors.

Document Design

 

Typed; 1 inch margins; 12 Times New Roman; double spaced; last name and page number correctly placed; name, professor, class, date correctly placed; title

Writer makes 2-3 in formatting. Writer makes 3-4 in

formatting.

Writer makes more than 5 errors

in formatting.

In-Text Citations

 

Writer makes no errors.

In text citations:

(Last Name page #).

All resources on works cited page

found in paper; Less than 3 format

errors.

Most resources listed on

works cited found in paper;

Some MLA format errors;

Resources not easily identified

No Resources Cited

Works Cited

 

Required number of resources; Required types of resources; Alphabetical order; works cited page titled; double spaced; second hanging indent.

Less than 3 formatting errors: has all

required resources/types

MLA format not followed;

multiple errors

No works cited page

Length Meets the length requirement (meaning no large font, spaces, headings to take up space).

Meets the length requirement (meaning no large font, spaces, headings to take up space).

May or may not meet the

length requirement.

Generally does not meet the

length requirement.

Pathophysiology

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Pathophysiology

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Heart disease remains one of the top causes of mortality in the Unites States. Consider the various types of heart disease covered in class this week. For your discussion, complete these items:

The etiology of the selected heart disease
Modifiable factors
Non-modifiable factors
Use at least one scholarly source to support your findings. Examples of scholarly sources include academic journals, textbooks, reference texts, and CINAHL nursing guides. Be sure to cite your sources in-text and on a References page using APA format.

Persuasive speech outline

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Persuasive speech outline

PersuasiveTopicsThesisAssignment.docx

Persuasive Topics & 3 Point Thesis Statements

This assignment will be submitted as an MS word document. Please do NOT submit powerpoint presentations. Thanks.

Step 1: View the Prezi presentation about counter-arguments:

Counter Arguments Presentation

Step 2: View the Prezi presentation about logical fallacies

Logical Fallacies Presentation

Step 3: REVIEW:

Chapter 15: Persuasive Speaking

Chapter 16: Making Arguments

Step 4: Brainstorm for persuasive topics.

Be certain that the topic contains two distinct and opposing arguments. The topic should have a CLEAR COUNTER-ARGUMENT.

· In example, there are TWO DISTINCT OPPOSING OPINIONS about abortion or death penalty laws. That means they will work for this assignment.

· AVOID topics for which there are subjective arguments and/or that describe, for instance, “the benefits of exercise”. It is unlikely that there is a logical argument against those benefits.

Step 5: List 3 potential persuasive topics

Step 6: Create 3 potential three point thesis statements for those persuasive topics.

Step 7: List a potential counter-argument for each topic.

Step 8: Submit this assignment as a word document. Do not submit a powerpoint presentation.

 

philosophy essay

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philosophy essay

 

Essay Question for Chapter 11, “Who Am I?”

One of the issues not dealt with in the Wilkens and Padgett discussion of personal identity relates to how we understand the “self” in relation to other people. Notice that our identities or “senses of self” are formed while we’re dependent upon our parents, a stage that lasts from birth usually to age eighteen and sometimes well beyond! Perhaps you’ve seen the Geiko commercials that picture young people behaving like their older parents. The ads conclude with the comment: “Don’t be like your parents!” Watching the commercial probably just reminds us how much we are like our parents! Parental influence is not the only external factor in our identity development. Psychologists have noted as well that while we’re growing up our peers have at least as much influence on us (on the “self” we develop) as our parents.

While some of the qualities we “inherit” (like those mocked in the Geiko commercials, are not hard to uncover, the fact is that we are often virtually blind to significant elements of our character, elements that are obvious to everyone else around us. I recall in high school a friend made a casual observation about my character that totally caught me by surprise. It wasn’t a particularly flattering observation, but after reflecting on the comment, I decided the friend was spot on, and I was glad for the information so I could make the appropriate attitude adjustments.

Our identity being shaped by relationships is also at the heart of the Apostle Paul’s notion that our ability to know God is related to our “being known by him.” Listen to what Paul writes to the citizens of Galatia who had been converted from paganism to Christianity: “Formerly, when you did not know God, you were enslaved to beings that by nature are not gods. Now, however, that you have come to know God, or rather to be known by God, how can you turn back again to the weak and beggarly elemental spirits” (Galatias 4:8,9 NRSV; bold print mine). Similar texts occur in 1 Corinthians 8:1-3 and 13:12. Note, too, that Adam’s and Eve’s first reaction to their sin was to hide themselves from God and hide their nakedness from each other.

So, give some thought to your answer to these questions: “Who are you? What is your core identity? How has your sense of self been shaped by family? Friends? Are there elements of your identity that you feel and believe are independent of outside influence? What are they? Describe the conclusions of your reflection in a systematic, well-structured essay. Be as specific in detail as possible. The contents of this essay will be kept confidential and not shared with your classmates.

 

 

 

 

 

 

Poem

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1.) Write 3 poems. No length require but each poem should be 15 lines.

2.) 3 pages double-spaced minimum. Times New Roman, 12-point font. Address each question in 2-3 paragraphs.

1. Tell me about the “generating process” you went through in writing the first draft of this poem. How did you begin? Where did you get the idea, or did it just come to you? How did you proceed from there? How did you feel during the process? Excited, challenged, annoyed, confused, frustrated? Be specific.

2.  Now tell me about your “revision process” for the same or a different piece. How did it differ, for

you, from the generating process? Did you find it easier or more challenging, less or more

satisfying? How so? How did you go about revision? Did you look at workshop comments first,

then your own intentions, or the other way around. Be specific.

3.  Viewing the work you’ve created this semester as a whole collection—and yourself as a writer in

the broader sense—describe your writing in broad terms. Identify the recurrent themes in your work.

What kinds of questions does your writing explore? Do you write about love, death, sex, madness,

obsession, food, horses? The more specific you can be here, the better. Characterize your style and

voice. Discuss the types of characters you create, settings, images, metaphors or motifs that recur.

In short, give me a portrait of yourself as a writer and your work this semester.

4.  Why do we create art? It doesn’t really serve any “rational” or “practical” purpose, after all, does

it? Discuss your thoughts on this question. Consider one novelist’s, May Sarton’s, answer:

“Writing for me is a way of figuring things out . . . of making some sense out of the big questions

of life. For art is order but it is made out of the chaos of life.” Feel free to get philosophical on

this one.