Write a four to five page, typed, interpretive argument about a work from the Victorian Period by an author we have or will cover.  Support your argument with direct evidence 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.  Here are some possibilities for 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);

       compare and contrast how two works treat a similar theme in different ways (talk to me about your approach before committing to this one);

       DO NOT WRITE LINE-BY-LINE EXPLICATIONS—I'm looking for unified arguments.

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 Browning uses personification in different ways, but explain how he uses this device for a particular purpose (to make a specific point).  See me if you are uncertain about your topic. I strongly encourage you to submit your thesis to me early in the process.  The essay will be due Thursday 9/13.

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.)

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.  MOST STUDENTS WHO CONFERENCE AHEAD OF TIME, WRITE BETTER PAPERS--BIG SHOCK!

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 eight hours on this essay (spread out over a period of time).

Do not use outside sources on this essay without my written approval.  (I'll gladly give permission if you ask, but I want to know the kind of research you're doing.) You may not use or consult Cliffs Notes or a comparable study guide.  If I determine that you have consulted a study guide on either essay, you will fail this course.

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/english.html  for guidelines on in-text citations—pay special attention to item #10 on novels, plays, and poetry.

 Common mistakes:

Putting the period in the quotation instead of after the parenthetical note.

Incorrect: Wordsworth said that "poetry is emotion recollected in tranquility." (345)

Correct: Wordsworth said that "poetry is emotion recollected in tranquility" (345).

Failing to include slash marks to indicate line breaks.

Incorrect: The Mariner tells how cold he was: "My lips were wet, my throat was cold, My garments all were dank" (305-6). 

Correct: The Mariner tells how cold he was: "My lips were wet, my throat was cold, / My garments all were dank" (305-6). 

Failing to block quotes of four or more lines.

Incorrect: Wordsworth contributed this stanza to Coleridge's "Rime of the Ancyent Mariner": Water, water every where, / And all the boards did shrink; / Water water, every where, / Nor any drop to drink" (119-22).

Correct:   Wordsworth contributed this stanza to Coleridge's Rime of the Ancyent Mariner:

Water, water every where,

And all the boards did shrink;

Water water, every where,

Nor any drop to drink. (119-22)

Note that there are no quotation marks around block quotes (unless there are quotes around the original quote as in dialogue).  Also note that the period follows the quote and there is no period after the parenthetical note.

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

The writer. . .

Topic/Thesis

Development/Analysis

Organization

Sentence Structure/Mechanics/Diction

Overall Impression