english 1102 t3 2019 essay 6 research paper requirements minimum 1500 words

These are meant as models for Essay 6 Thesis Statements–remember, a thesis should set up or forecast the direction of the paper–it should be opinionated and judgmental. A summary or a general statement will not suffice.

So, here are a few that might serve as models–don’t repeat these, but you may engage similar ideas as you like:

The play Trifles, the poem ‘White Lies’ and the short story ‘Everyday Use’ suggest to us that crisis moments reveal who women like Mrs. Peters, Mama and Dee, and Tretheway’s speaker really are as women.

Fences, ‘Theme for English B,’ and ‘Barn Burning’ explore what it means for a young person to grow up and have to learn to stand on their own two feet.

Othello, ‘My Last Duchess,’ and ‘Barn Burning’ show us various forms of toxic or controlling masculinities, and show us how literary works explore gender roles that are positive and negative.

English 1102 T3/2019 Essay 6: Research Paper Requirements: Minimum 1500 words

Draft Due: Submit Essay 6 “Research Paper” by 3.6 for full comments towards revision; drafts received on 3.7-9 will receive short, cursory comments only Revision Due: 3.10

Research Requirement: Four Professional, Peer-Reviewed Sources that MUST have appeared in your Annotated Bibliography/Essay 5

Assignment: A compare and contrast paper; you will compare and contrast how three works from the three genres (papers must examine at least one short story, one poem, one drama) treat similar topics. If none of the topics works for you, please see me to discuss possible alterations or alternatives. You may engage the same story, poem, and/or play you used in Essay 2, 3, and 4 if you like and the sources from Essays 3 and 4.

1. Compare and contrast the depiction of race or gender issues in any three substantial works in Backpack Literature (the play must be either Trifles, Othello, or Fences however—any paper that fails to follow this requirement will fail the assignment). Obviously, ‘issues’ is fairly broad, so you will want your thesis to be fairly narrow in scope.

2. Compare and contrast the depiction the maturation of young people into adulthood or adults into a better understanding of themselves in any three substantial works in in Backpack Literature (the play must be either Trifles, Othello, or Fences however—any paper that fails to follow this requirement will fail the assignment). Again, ‘maturation’ is fairly broad, so you will want your thesis to be fairly narrow in scope.

3. Compare and contrast any three substantial works in Backpack Literature (the play must be either Trifles, Othello, or Fences however—any paper that fails to follow this requirement will fail the assignment) through a theme of your own invention with consultation with the instructor (i.e., no papers accepted without prior acceptance from me) such as the use of technology, the depiction of work/labor, or images of children, e.g. which might work.

How it will be graded:

15% Introduction: You establish a context for the significance of your thesis in regards to the literary works as a whole. How does your argument contribute to understanding the authors’ major literary/thematic concerns? What can other readers learn from your analysis? How does your analysis/critique fit in with other critical responses of the author/literary works?

15% Thesis: You state your main point (or argument) in 1-2 sentences. The thesis is the culmination of your introduction.

30% Organization. Your essay should follow that of typical literary critiques:

Since your focus must be on analyzing three works, your essay must contain wellstructured supporting paragraphs that contain a topic sentence, quotes from the primary text, at least one quote from three different sources, an explanation/discussion of the significance of each quote you use in relation to your thesis, and a concluding sentence or two that situates the entire paragraph in relation to the thesis. Your thesis will focus on some kind of critical analysis of the primary text, so your supporting paragraphs should contain quotes from the text that illustrate your thesis/argument; in addition, you should include at least one quote from three different secondary sources to support your argument. Do not simply sprinkle random quotes into your paper and then ignore them; your supporting paragraphs should be organized around each of the quotes you use, explaining the significance of the quotes and why (or how) they illustrate your main point, but you also need to make sure that your paragraphs contain strong transitions and at least six (or more) sentences.

10% Conclusion: Regardless of the argument you make, you want a conclusion that avoids summarizing what you’ve just said, and please avoid writing, “In conclusion.…” Your aim in a conclusion is to place the discussion in a larger context. For example, how might your critical analysis of a literary character relate to the other characters in a work? How might your thesis be applied to other aspects of the text, say for example, setting or symbolism?

15% Grammar and mechanics: Your paper avoids basic grammar mistakes, such as dropped apostrophes in possessives, subject/verb disagreement, arbitrary tense switches, etc. The paper demonstrates a commitment to proofreading by avoiding easy-to-catch typos and word mistakes (effect for affect, for example). The paper adheres to MLA formatting style for in-text and bibliographic citations.

15% Presentation: Your paper meets the minimum length criteria of 1200 words, is typed with a title and your name on it. You follow your individual professor’s instructions for formatting (margins, placement of the name, etc).

A failing paper, either a “D” or an “F,” will either be completely off-topic, so short as to be negligible, and/or be so marred by mechanical errors that meaning is lost. Further, the argument may not be grounded in a thesis or else lack examples or explain why the examples given mean for the interpretation. A paper that fails to include the required research or that fails to quote directly from all sources cannot be scored above a “D.” • A “C” paper is one that manages to competently convey information to the reader—each part has a logical organization with clear thesis statements, contains coherent and complete sentences, appropriately answers the essay prompt, and does not have so many mechanical flaws that legibility suffers. A “C” paper may also weakly use the sources—quotes are dropped into the essay without a clear purpose or attributive phrases or that fail to show why the outside source is useful to the essay.

A “B” paper has all the characteristics of a “C,” and in addition displays effective insights into the essay prompt (possibly acknowledging multiple perspectives on the issues, or making particularly good choices about what material to address), has fewer mechanical flaws, and has an organizational scheme and general tone appropriate to the material. • An “A” paper has all the characteristics of a “B,” and in addition displays few or no mechanical flaws, pays attention to appropriateness of word choice and shifting tonality through the essays, displays a command of pacing and sentence variety appropriate to the varied content of the essays, and may display particularly thoughtful insights, of contain stylistic devices which illuminate the material.

 

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