Critical Paper Guidelines
Topic: Select one of the provided topics.
Your goal is to construct a thorough analysis of the text you choose. You will closely examine the aspect of the
novel you choose. Remember, this is not a five-paragraph essay – it should be many paragraphs. Paper
length: 6-7 pages + works cited page, double spaced, size 12 font, normal margins.
Components –
_______________ DUE April 15:
Brainstorming and initial working thesis (10 points)
_______________ DUE April 20:
Detailed preliminary outline of the proposed argument based on primary text
research only (10 points)
_______________ DUE April 22:
primary notes (25 points)
_______________ DUE April 29:
20 secondary notes and 4 secondary source notes (25 points)
_______________ DUE May 6:
intro and body #1 due (10 points)
_______________ DUE May 11:
full first draft with finalized outline (20 Points)
_______________ DUE May 13:
final copy with turnitin.com receipt (220 points)
All submissions must be hard copy. Be sure to keep an electronic copy for yourself. Absent? Have someone
drop it off to me by 2:15 pm in K237. No exceptions. Plan ahead!
Critical Paper Writing Tips
How to Write a Thesis Statement
Any work of literary analysis must contain a thesis – an attitude or position taken by a writer with the
purpose of proving or supporting it. Your goal as you write your critical paper is to prove that your thesis, which
you state in your introductory paragraph, is true. First, however, you have to generate the thesis itself.
The topic list you have been given is not written in sentence form. Your first step, therefore, is to develop
that topic into a statement of opinion that does not include phrases such as “I think that” or “I believe.” In
expository writing you should simply state your opinion as if it is fact and then provide sufficient supporting detail
and analysis to support your thesis.
Once you have generated a sentence that expresses an opinion about your topic, you will go on to
find support for this thesis from both the text as well as from critical articles written by professionals. In writing
your paper, you will blend the critics’ ideas with your own, being careful to document, or cite, which ideas you
have taken from the critical articles.
Your thesis will grow and take shape as your research progresses since it should, in addition to making a
statement of opinion, reflect the overall structure of your paper. Therefore, the first thesis you submit will be less
complex than the final thesis of your paper, which will include references to the major topic areas (usually three
or four) within your paper.
In order for the writer to focus precisely upon the topic for research or critical analysis, two things are
essential:
a.
b.
Example 1:
materialism.
The writer must have thorough knowledge of the primary source upon which the paper will be
based.
The writer must develop a sharply focused purpose or thesis statement. As you develop your
thesis statement ask yourself: “What is the purpose of this paper?”
After you have determined an answer, say to yourself: “The purpose of this paper is to prove…”
NEVER actually write the above. For example, The purpose of this paper is to prove:
The American Dream, like Gatsby’s dream, is doomed to failure when it is corrupted by
Example 2:
In the entire gritty and corrupt scope of the novel, Nick Carraway emerges as the novel’s
protagonist: his censoring of events and his connection to Daisy and Gatsby cause him to undergo a
significant character change.
Example 3:
Possessing the qualities of the American dreamer, Gatsby creates a colossal dream and weaves
it around his love for Daisy. Though he remains faithful until the end, her materialistic nature eventually destroys
both the dream and the dreamer.
Introductions made easy
Define the context and time period about which you are writing, and establish how literature has presented this
time period. Examine the central theme around which your paper will be developed and introduce the
characters and elements of the plot that the author uses to develop this thematic focus.

First sentence
Begin with an opening sentence that generally describes the topic you have chosen, but do not
mention the novel or anything about the book. This way you make the statement a universal problem
that all people can relate to. Here are a few possibilities:
o
o
o
Universal statement
A quotation by an authority about Fitzgerald or Hemingway
Facts/statistics about 1920s America or 1920s American Ex-pats

Second sentence
Connect some part of the book to the general idea in the opening, and add the author’s name and
title of the novel.

Next few sentences
o Add exposition (relevant background info about novel, author, time period – Not a plot
summary!)
o Build to your thesis. Your thesis does not have to be a single sentence, but it should be
streamlined. Do NOT include specific supporting details in your thesis.

End Introduction with Thesis!
Body Paragraphs made easy



Construct topic sentences carefully. They must align with the capital letters and/or numbers from your
outline.
Remember the basics of expository structure: topic sentence, insightful analysis using embedded textual
and critical references, and a clincher which comments on the effect of this aspect
Do not summarize the plot and do not use phrases such as “throughout the novel” – rather, reference
the action of the novel Ex: (When Nick first arrives in West Egg, he “began to like the racy adventurous
feel of it.”) Do not write – (Early in the novel, Nick “began to like the racy adventurous feel of it.”
Conclusions made easy
Conclusions are often the most difficult part of an essay to write, and many writers feel that they have nothing
left to say after having written the paper. A writer needs to keep in mind that the conclusion is often what a
reader remembers best. Your conclusion should be the best part of your paper.
A conclusion should



stress the importance of the thesis statement,
give the essay a sense of completeness, and
leave a final impression on the reader.
Suggestions

Answer the question "So What?"
o Show your readers why this paper was important. Show them that your paper was meaningful
and useful.
o Synthesize, don't summarize.
o Don't simply repeat things that were in your paper. They have read it. Show them how the points
you made and the support and examples you used were not random, but fit together.
o
Redirect your readers.
o Give your reader something to think about, perhaps a way to use your paper in the "real" world.
If your introduction went from general to specific, make your conclusion go from specific to
general. Think globally.

Create a new meaning.
o You don't have to give new information to create a new meaning. By demonstrating how your
ideas work together, you can create a new picture. Often the sum of the paper is worth more
than its parts.
Avoid:


Ending with a rephrased thesis statement that contains no substantive changes.
Introducing a new idea or subtopic (although you may end with a provocative question; see below).




Focusing on a minor point in the essay.
Concluding with a sentence tacked on to your final point.
Apologizing for your view by saying such things as "I may not be an expert" or "At least this is my opinion."
Attempting to make up for an incomplete structure. (If you say you will discuss four books, attempt a
complete discussion of two books, do not try to cover the remaining texts in a concluding paragraph. In
such a situation, it's best to limit your paper to topics you can realistically cover.)
Critical Paper Grading Sheet
Name______________________________
Part One: Mechanics (50 points possible)
Format (10 points possible)
__________
Correct format for the front page, margins, spacing, and page numbering
Grammar/Usage/Style (30 points possible)
___________
_____spelling
_____clear pronoun reference
_____strong pronouns
_____no slang/clichés
_____no contractions
_____concision
_____varied sentences
_____smooth syntax
_____formal tone
____proper agreement
_____parallel structure
_____ active voice
_____consistent tense
_____punctuation
Works Cited Page (10 points possible)
-MLA format
____________
SUBTOTAL
____________/50
Part Two: Content (170 points possible)
Parenthetical Documentation (70 points possible)
___________
-Approximately 15-20 primary source quotations
-Approximately 3-5 quotations from each secondary source (Minimum of 3 secondary sources)
-MLA format followed for every comma, period and space
-Correct citations from primary and secondary sources
Quality of Argument (50 points)
___________
-Focus on argument maintained throughout paper
-Correct use of qualifications, support and/or counterarguments
Analysis/Embedding of quotations (50 points)
___________
-Text analyzed, not summarized/ analysis focuses on how/why
-Sufficient context surrounding quote/smooth embedding
-Sufficient critical support for argument’s validity
-Strong diction/sophisticated, controlled syntax
Subtotal (content)
____________________ +
Subtotal (Mechanics) __________________
Peer Editing-Introduction and Body Paragraphs
Peer Reader #1 ___________________________________
Introductory paragraph
_____Does the writer define/explain the concept of his or her topic?
_____Does the writer provide background information about the author or novel?
_____Is the thesis concise (but not necessarily one sentence)?
_____Is there any misused diction? If so, label “wc” on paper.
_____Are there any other awkward passages that need to be revised? If so, label “awk” on paper.
Constructive comments:
Peer Reader #2 __________________________________
Body Paragraph #1
_____Does the topic sentence focus on the first major prong of the thesis?
_____Does the second sentence sharpen the focus of the topic sentence?
_____Are textual and critical quotations blended smoothly?
_____Is each quotation documented with parenthetical documentation?
_____Does the clincher “dig deeper” by assessing the impact/effect/result of this evidence?
_____Are there any errors in diction or syntax? If so, label them on the paper.
Constructive comments:
Peer Reader #3 ________________________________
Body Paragraph 2
_____Does the topic sentence connect the first example to the second, while maintaining focus on the second
prong of the argument (thesis)?
_____Does the first and/or second sentence sharpen the focus of the topic sentence?
_____Are quotes blended smoothly?
_____Are quotes correctly punctuated and cited?
_____Does the clincher “dig deeper” by assessing the impact/effect/result of this piece of evidence?
_____Are there any errors in diction or syntax? Identify and label on paper.
Constructive comments:
Peer Reader #4 ___________________________________
Body Paragraph 3
_____Does the topic sentence connect the first example to the second, while maintaining focus on the second
prong of the argument (thesis)?
_____Does the first and/or second sentence sharpen the focus of the topic sentence?
_____Are quotes blended smoothly?
_____Are quotes correctly punctuated and cited?
_____Does the clincher “dig deeper” by assessing the impact/effect/result of this piece of evidence?
_____Are there any errors in diction or syntax? Identify and label on paper.
Constructive comments:
Editing Checklist
Name__________________________________
Directions: Edit your paper for the following potential errors. Additionally, find two trustworthy people to read
the paper and fill out the checklist. Be sure they sign their names at the bottom of this paper.
You
#1
#2
_____
_____
_____
spelling
_____
_____
_____
unclear pronoun reference
_____
_____
_____
weak pronouns (this, it)
_____
_____
_____
use of slang/cliché
_____
_____
_____
use of contractions (other than in quotations)
_____
_____
_____
wordiness
_____
_____
_____
need for sentence combining
_____
_____
_____
need for sentence variety
_____
_____
_____
weak or inappropriate diction (word choice)
_____
_____
_____
awkward syntax (sentence structure/arrangement)
_____
_____
_____
tone (should be formal, but not overwritten)
_____
_____
_____
agreement errors
_____
_____
_____
misplaced modifiers
_____
_____
_____
lack of parallel structure
_____
_____
_____
passive voice
_____
_____
_____
comma errors
_____
_____
_____
apostrophe errors
_____
_____
_____
colon/semicolon errors
_____
_____
_____
misuse of dash
Proofreader #1 _____________________________
Proofreader #2 __________________________