(Updated 11/28/2008 )

You will write a four-five-page, typed essay this semester.  You should make an interpretive argument about a work we've read that you support with direct evidence (quotations) from the text and your own analysis and reasoning.  Your essay will be your opinion, but you must support your opinion with reasons, explanation, and quotations.  All essays should have an introduction and clearly stated thesis framing the argument.  Make sure your topic is narrow enough to develop in the prescribed length.  See academic honesty statement below.

Here are some possibilities for other topics: 

• discuss an author’s use of standard literary devices (i.e., imagery, metaphor, rhythm,  conflict,  symbol, allusion) for a particular purpose (i.e., to reinforce a theme or to create a particular effect);

• show how an author uses a particular pattern that is appropriate for the idea s/he is trying to develop (i.e., animal references, mythic plots, etc.) ;

• explain how historical context is critical to understanding the ideas an author is trying to develop (avoid the obvious references—definitely talk to me if you go this route);

• DO NOT WRITE EXPLICATIONS—I'm looking for unified arguments, not line-by-line analyses;

• Expand one of your reaction papers into a fuller interpretation (the "teaching" ones you wrote may not be appropriate).

There are many other possibilities, but no matter what topic you select, make sure you answer the so what? question in your essay (subtly clarify why your topic is worthwhile).  For example, don’t just argue that Ellison uses symbolism, but explain how he uses this device for a particular purpose (to make a specific point about religion).  See me if you are uncertain about your topic. I strongly encourage you to submit your thesis to me before getting too far along.  MAKE SURE TO TAKE YOUR ARGUMENT BEYOND CLASS DISCUSSION.

Departmental Minimum Standards Policy

For English majors: Writing is central to the English major; therefore, the Department of English has implemented a policy to encourage excellence in writing: 

 The faculty in the Department of English will return papers written by English majors, if they

• do not follow correct MLA documentation (including failure to integrate quotations correctly, misplaced punctuation, incorrect work cited entries, etc.);

• include more than one major grammatical error (run-on sentences [including fused sentences and comma splices], subject-verb agreement errors, and fragments);

• contain excessive minor errors (i.e., misuses of commas, semicolons, misspellings, etc. which display a failure to proofread).

 Instructors will return papers, final papers will be reduced by one letter, and students will have forty-eight hours to revise and re-submit papers. In many cases, instructors will not have read the entire paper once they have determined that an essay fails to meet the minimum requirements; consequently, students will need to review and revise essays from beginning to end to make corrections. If essays fail to meet these minimum standards after re-submission, students will earn Fs for those assignments.

General Suggestions/Guidelines for Writing about Literature:

1. GET HELP FROM ME AT ANY STAGE IN THE WRITING PROCESS (PARTICULARLY THE TOPIC STAGE).

2. Select a work and a topic in which you are interested; otherwise, the essay will be more painful than necessary to write.

3. Examine the work carefully.  Review it several times, look for patterns or repetitions related to issues you’re interested in, and make careful annotations before you refine your thesis.

4. Construct your argument with an organized plan or outline in which you determine 1) what you aim to do in each section; 2) how you will do it; and 3) what evidence/quotations you will use.  (This is part of the pre-writing process).

5. Develop a clear, specific, unified thesis and argue for it; include the thesis at the end of your first paragraph or in a forecasting paragraph that follows your introduction.  (You may decide to change your thesis after drafting a couple of times.) E-mail your preliminary thesis to me, so I can give you some feedback. 

6. Use specific quotations to argue for and develop your thesis.  Clearly explain the importance of your evidence to your discussion.  Avoid strings of quotations that you fail to explain and relate to your topic. 

7. Write beyond an obvious discussion; avoid plot summary and simple explication.  Remember, your audiences (your peers and I) have read the work. (Note: some teachers ask you not to make this assumption (which is certainly acceptable); however, be aware that I do.)

8. Discuss your topics/essays with me during office hours before you get too far along. 

9. Write with a variety of clear, concise, grammatically correct sentences.

10. Use clear topic sentences for paragraphs. 

11. Use effective transitions between sections and points.

12. Write literary analysis essays in present tense.

13. Write a few drafts and wedge time between revisions. Ask peers to review your papers before you submit them.  Don’t start the essay the night before it is due.  

14. Get help from the writing tutors in Mellinger Learning Center.

15. I expect you to spend at least six to eight hours the essay.

Do not use any outside sources on short essays without my written approval.  You may not use or consult Cliffs Notes or a comparable study guide.  If I determine that you have consulted a study guide or outside source (without my permission) on the essay, you will fail this course. I encourage you to use historical sources if you are making an argument about history--just ask permission. 

Academic Honesty:  Plagiarism is copying the words or ideas from another person and not giving that person credit.  I have a ZERO TOLERANCE policy for plagiarism and students who plagiarize will fail the class. (For more information, see also p. 26 "Academic Dishonesty" in the college's 2000-01 catalog and The Bedford Handbook.)

Documentation/Works Cited/Format

Use Modern Language Association (MLA) parenthetical documentation and a Works Cited page. Visit Bedford’s wonderful website at http://www.dianahacker.com/resdoc/humanities/intext.html for guidelines on in-text citations—pay special attention to item #10 on novels, plays, and poetry.

Essay Evaluation Sheet

English 350—

Grading Checklist  √+ = very good    √ = adequate    √- = needs work           - = poor

The writer. . .

Topic/Thesis

Development/Analysis

Organization

Sentence Structure/Mechanics/Diction

Overall Impression