ELA 30 MAJOR WRITING ASSIGNMENTS
Your task this semester is to complete one of the 3 writing assignments below. Please note that this assignment is work 10% of your final mark. Each of the assignments below focuses on different forms of writing and different writing strengths. Each assignment is worth different amounts. The more difficult the assignment, the more marks it will be worth.
Option #1: Formal Literary Analysis 100% (8-9 pages)
This option requires no research except perhaps gathering of relevant background information to make sure you understand any references, etc. Using only your own reading, analysis, and interpretation of the novel, develop an interpretive thesis and argue for it. Be careful to
parts of the story, though, rather than using specifics to back up your claims.
Suggestions: How does the author use character, plot, mood, tone, etc in order to clarify the plot of the novel?
Remember that writing this kind of paper requires going through
. You can start by looking for some element or issue or question that intrigued you as you read and thought about the story or novel. You will still need to
of your own based on this help. Once you've discovered what you want to focus on, you should reread the story until you discover a clear angle. Now the careful detail work begins: Search for passages in the story that you can use to explain and support your thesis. The final paper should
from the story in arguing for your thesis.
Option #3 Detailed Book Report and Sketches of 2 major characters and at least one minor character top possible mark 75% (4-5 pages)
This option requires several sections to be completed. The bulk of the writing will be a detailed retelling of the major plot of the novel that includes important quotes. The rest of the book report will include character sketches of two major characters and one minor character.

Literary Analysis Paper/Rubric
What is a literary analysis?

In a literary analysis, you write a formal paper in which you make an argument and support your argument with examples from and analysis of a literary text.
What is the point?

You should be developing your abilities to READ a text, make an ARGUMENT, LOGICALLY support that argument with evidence from the text, write in an ORGANIZED manner which will aid in conveying your points to the reader, and communicate via the written page. The importance of such skills should be obvious.

TO MAKE YOU THINK!!!
What a literary analysis IS NOT!

A paper exploring the relevance of the story to your own life. While your own experience will of course shape your writing style as well as the story you pick, you should not focus on personal life experiences or use them as arguments for your topic.

A summary of the story.

A summary of the class notes.
Steps you should take:
1. Formulate a clear thesis.
2. Formulate a few questions relevant to your thesis which will help you when you reread the story or poem.
3. Reread the story or poem you want to address carefully. Underline passages which are relevant or copy them into your notes. Try to answer the questions you’ve formulated.
4. Brainstorm ideas: what arguments can you make? What connections come to mind?
5. Reexamine your thesis. Is it supportable? Is it complex enough? Is it interesting?
6. Organize your examples and your ideas. Make a rough outline, including examples and page numbers.
7. Write!
8. Ask yourself: Do my sentences connect? Do my paragraphs connect? (In other words, does this make any sense at all?)
9. Rewrite!
10. Have some else proof read it.
11. Rewrite!
12. Turn in final draft.
Tips for Writing a Literary Analysis
1. Write in the present tense.

EXAMPLE: In Faulkner's "A Rose for Emily," the townspeople visit Emily Grierson's house because it smells bad.

NOT: In Faulkner's "A Rose for Emily," the townspeople visited Emily Grierson's house because it smelled bad.
2. Normally, keep yourself out of your analysis; in other words, use the third person (no I or you).

FIRST PERSON: I believe that the narrator in "Sonny's Blues" is a dynamic character because I read many details about the changes in his attitude toward and relationship with Sonny.

THIRD PERSON: The narrator in "Sonny's Blues" is a dynamic character who changes his attitude toward and relationship with Sonny as the story progresses.

SECOND PERSON: At the end of "Everyday Use," Mama realizes that Maggie is like her but has not received the attention you should give your daughter to help her attain self-esteem.

THIRD PERSON: At the end of "Everyday Use," Mama realizes that Maggie is like her but has not received enough attention to build self-esteem.
3. Avoid summarizing the plot (i.e., retelling the story literally). Instead analyze (form a thesis about and explain) the story in literary terms.

PLOT SUMMARY: In Edgar Allan Poe's "The Tell-Tale Heart," the mad narrator explains in detail how he kills the old man, who screams as he dies. After being alerted by a neighbor, the police arrive, and the madman gives them a tour through the house, finally halting in the old man's bedroom, where he has buried the man beneath the floor planks under the bed. As he is talking, the narrator hears what he thinks is the old man's heart beating loudly, and he is driven to confess the murder.


ANALYSIS: Though the narrator claims he is not mad, the reader realizes that the narrator in "The Telltale Heart" is unreliable and lies about his sanity. For example, the mad narrator says he can hear "all things in the heaven and in the earth." Sane people cannot. He also lies to the police when he tells them that the shriek they hear occurs in his dream. Though sane people do lie, most do not meticulously plan murders, lie to the police, and then confess without prompting. Finally, the madman is so plagued with guilt that he hears his own conscience in the form of the old man's heart beating loudly. Dead hearts do not beat, nor do sane people confuse their consciences with the sounds of external objects.
4. Include a clear thesis statement which addresses something meaningful about the literature, often about the theme.
5. Use literary terms to discuss your points (i.e., character, theme, setting, rhyme, point of view, alliteration, symbols, imagery, figurative language, protagonist, and so forth).

NONLITERARY TERMS: To show that women are important, Adrienne Rich writes about Aunt Jennifer and the tigers that she creates in her needlework.

LITERARY TERMS: The poem "Aunt Jennifer's Tigers" contains vivid images and symbols which reveal a feminist perspective .
6. Do not confuse characters' (in fiction or drama) or speakers' (in poetry) viewpoints with authors' viewpoints.

AUTHOR: As a black woman, Eudora Welty faces racism in "A Worn Path." (Eudora Welty, the author, was not black.)

CHARACTER: As a black woman, Old Phoenix faces racism in "A Worn Path." (Old Phoenix, a character, is black.)

POET: In "Stopping by Woods on a Snowy Evening," Robert Frost is tempted to drift into his subconscious dream world, yet he knows he has other obligations to fulfill when he states, "But I have promises to keep, / And miles to go before I sleep." (The pronoun "I" refers to the speaker of the poem, not to Robert Frost, the poet.)

SPEAKER: In "Stopping by Woods on a Snowy Evening," the speaker is tempted to drift into his subconscious dream world, yet he knows he has other obligations to fulfill when he states, "But I have promises to keep, / And miles to go before I sleep." (Here the "I" correctly refers to the speaker of the poem.)
7. Support your points with many quotations and paraphrases, but write the majority of your paper in your own words with your own ideas.
9. Cite prose, poetry, drama, critics, and any other sources used according to specialized MLA standards. (See the current edition of the MLA Handbook for Writers of Research Papers.)
Tips for Writing a Literary Analysis
1. Write in the present tense.

EXAMPLE: In Faulkner's "A Rose for Emily," the townspeople visit Emily Grierson's house because it smells bad.

NOT: In Faulkner's "A Rose for Emily," the townspeople visited Emily Grierson's house because it smelled bad.
2. Normally, keep yourself out of your analysis; in other words, use the third person (no I or you).

FIRST PERSON: I believe that the narrator in "Sonny's Blues" is a dynamic character because I read many details about the changes in his attitude toward and relationship with Sonny.

THIRD PERSON: The narrator in "Sonny's Blues" is a dynamic character who changes his attitude toward and relationship with Sonny as the story progresses.

SECOND PERSON: At the end of "Everyday Use," Mama realizes that Maggie is like her but has not received the attention you should give your daughter to help her attain self-esteem.

THIRD PERSON: At the end of "Everyday Use," Mama realizes that Maggie is like her but has not received enough attention to build self-esteem.
3. Avoid summarizing the plot (i.e., retelling the story literally). Instead analyze (form a thesis about and explain) the story in literary terms.

PLOT SUMMARY: In Edgar Allan Poe's "The Tell-Tale Heart," the mad narrator explains in detail how he kills the old man, who screams as he dies. After being alerted by a neighbor, the police arrive, and the madman gives them a tour through the house, finally halting in the old man's bedroom, where he has buried the man beneath the floor planks under the bed. As he is talking, the narrator hears what he thinks is the old man's heart beating loudly, and he is driven to confess the murder.

ANALYSIS: Though the narrator claims he is not mad, the reader realizes that the narrator in "The Telltale Heart" is unreliable and lies about his sanity. For example, the mad narrator says he can hear "all things in the heaven

and in the earth." Sane people cannot. He also lies to the police when he tells them that the shriek they hear occurs in his dream. Though sane people do lie, most do not meticulously plan murders, lie to the police, and then confess without prompting. Finally, the madman is so plagued with guilt that he hears his own conscience in the form of the old man's heart beating loudly. Dead hearts do not beat, nor do sane people confuse their consciences with the sounds of external objects.
4. Include a clear thesis statement which addresses something meaningful about the literature, often about the theme.
5. Use literary terms to discuss your points (i.e., character, theme, setting, rhyme, point of view, alliteration, symbols, imagery, figurative language, protagonist, and so forth).

NONLITERARY TERMS: To show that women are important, Adrienne Rich writes about Aunt Jennifer and the tigers that she creates in her needlework.

LITERARY TERMS: The poem "Aunt Jennifer's Tigers" contains vivid images and symbols which reveal a feminist perspective .
6. Do not confuse characters' (in fiction or drama) or speakers' (in poetry) viewpoints with authors' viewpoints.

AUTHOR: As a black woman, Eudora Welty faces racism in "A Worn Path." (Eudora Welty, the author, was not black.)

CHARACTER: As a black woman, Old Phoenix faces racism in "A Worn Path." (Old Phoenix, a character, is black.)

POET: In "Stopping by Woods on a Snowy Evening," Robert Frost is tempted to drift into his subconscious dream world, yet he knows he has other obligations to fulfill when he states, "But I have promises to keep, / And miles to go before I sleep." (The pronoun "I" refers to the speaker of the poem, not to Robert Frost, the poet.)

SPEAKER: In "Stopping by Woods on a Snowy Evening," the speaker is tempted to drift into his subconscious dream world, yet he knows he has other obligations to fulfill when he states, "But I have promises to keep, / And miles to go before I sleep." (Here the "I" correctly refers to the speaker of the poem.)
7. Support your points with many quotations and paraphrases, but write the majority of your paper in your own words with your own ideas.
9. Cite prose, poetry, drama, critics, and any other sources used according to specialized MLA standards. (See the current edition of the MLA Handbook for Writers of Research Papers.)

LITERARY ESSAY RUBRIC
SCORE SIX 90-100% - A six paper is superior. It does ALL OR MAJORITY of the following:


Focuses and develops ideas in a sustained and compelling manner, showing creativity and insight.
Makes clear, and convincing defendable inferential connections to the text with important and relevant evidence. Commentary shows a deep understanding of the piece of literature as a whole.




Effectively organizes ideas in a clear, logical, detailed, and coherent manner using appropriate structures to enhance the central idea.
Demonstrates involvement with the text and speaks purposefully to the audience in an appropriate, individualistic, and engaging manner.
Uses multiple sentence structures and word choices effectively and with a sense of control for stylistic effect.
Commits 1-2, errors in Standard English rules for grammar/usage and mechanics.
SCORE FIVE 80-89% -A five paper is distinctly above average. It does ALL OR MOST of the following:

Focuses and develops ideas in an effective and detailed manner.

Makes clear, defendable inferential connections to the text with important and relevant evidence. Commentary is provided to explain the connections to the whole piece of literature.

Organizes ideas clearly and coherently using structures appropriate to purposes.

Communicates a sense of commitment to the topic and to the audience's involvement.

Uses varied sentence structure and word choice effectively.

Commits 2-5 errors in Standard English grammar/usage and mechanics.
SCORE FOUR –70-79% A four paper is adequate. It exhibits ALL OR MOST of the following characteristics:

Adequately focuses and develops ideas with detail.

Defends inferential connections with support and clarity, using relevant evidence. Commentary explains inferential connections.


Organizes ideas in a satisfactory manner with adequate coherence and logic.

Uses a voice that is appropriate to audience and purpose.

Uses a variety of sentence structures and word choice, but occasionally displays some wordiness or ineffective diction; sentences may be predictable.
Commits some errors(5-8) in Standard English grammar/usage and mechanics that do not impede meaning; indicates basic understanding of conventions.
SCORE THREE -55-69%-A three paper is inadequate. It is clearly flawed in SOME OR ALL of the following ways:

Focuses, but may not display mature or well-developed content.

Attempts inferential claims but position is unclear and/or evidence is brief, tangential or based solely on personal opinion. Commentary may be present



 but does not always connect to the claim or evidence.
Displays minimal organization; contains irrelevancies, digresses, rambles, or lacks logic.
Lacks sincerity of purpose in the writer’s attempt to involve the audience appropriately.
Uses sentence structure and word choice that are somewhat limited, simplistic, mundane, or otherwise inappropriate.
Contains flaws(15-20) in Standard English rules of grammar/usage and mechanics that do not impede meaning; indicates some consistent misunderstanding of the conventions.
SCORE TWO – 45-54% A two paper is very weak. It reveals serious and persistent problems in communications. It compounds the weaknesses of the 3 paper in
SOME OR ALL of the following ways:

Lacks focus and development; may list items with little or no supporting detail.


Inferential claim is unclear or absent; evidence is vague or missing. Commentary may be provided but does not connect to claims or evidence.
Contains serious flaws in structure, organization and coherence.

Attempts, but fails in the writer’s attempt to involve the audience appropriately.

Uses sentence structure and word choices that are highly limited, simplistic, or otherwise inappropriate.

Displays consistent violations (20+) in Standard English rules of grammar/usage and mechanics that impede understanding.
SCORE ONE -0-44% A one paper is extremely weak. It has few redeeming qualities. It at least mentions the topic, but generally fails to communicate with the reader. It does SOME OR ALL of the following:





Simply repeats the topic or fails to provide adequate development.
Fails to establish inferential claims; evidence is not apparent. Commentary is absent.
Shows almost no structure, organization or coherence.
Does not address the audience appropriately.
Uses limited and/or immature sentence structure and word choice.

Writing Process (Research Essay)
1. Select a topic related to the novel that you have read.
Note: The work which is under study is called the primary source ; the critical and historical references are called secondary sources.
2. Write a tentative thesis to establish your purpose for research. This is what you are trying to support. After some reading, you may need to refine your thesis statement.
3. Prepare a working bibliography —a list of available sources.
•Consult books of literary criticism, the
MLA International Bibliography, and other books and periodicals related to your subject and author.
•If your topic is current, check the
Reader’s Guide to Periodical Literature. In addition, remember that much information is available on computer. Microfiche catalogs have replaced the card catalog in most libraries. Microforms contain information on a screen.
• Make copies of information that you think is pertinent.
4. Take note. There are two methods of note-taking: index cards and highlighting your copies. Select the one that works better for you unless instructed otherwise. If you select to use highlighting, use a different color highlighter for each topic within your subject (comparable to main points on the outline).
5. Make an outline using the information assembled from the notes.
6. Write a rough draft inserting parenthetical citations within the text unless instructed otherwise. This method of acknowledging sources has replaced footnotes and end notes because it is immediately accessible to the reader. (MLA) for citations and works cited.
7. Write a Works Cited following MLA guidelines
8. Lay the paper aside; proofread later.
9. Write the final copy.
10. Proofread the final copy

RESEARCH ESSAY RUBRIC
SCORE SIX 80-90% - A six paper is superior. It does ALL OR MAJORITY of the following:


Focuses and develops ideas in a sustained and compelling manner, showing relevant research and insight.
Makes clear, and convincing defendable inferential connections to the text with important and relevant evidence. Commentary shows a deep understanding of the piece of literature as a whole.


Effectively organizes ideas in a clear, logical, detailed, and coherent manner using appropriate structures to enhance the central idea.
Demonstrates involvement with the text and speaks purposefully to the audience in an appropriate, individualistic, and engaging manner.

Uses multiple sentence structures and word choices effectively and with a sense of control for stylistic effect.


Commits 1-2, errors in Standard English rules for grammar/usage and mechanics.
Includes all resources correctly documented.
SCORE FIVE 70-79% -A five paper is distinctly above average. It does ALL OR MOST of the following:

Focuses and develops research in an effective and detailed manner.

Makes clear, defendable inferential connections to the text with important and relevant evidence. Commentary is provided to explain the connections to the whole piece of literature.

Organizes ideas clearly and coherently using structures appropriate to purposes.



Communicates a sense of commitment to the topic and to the audience's involvement.
Uses varied sentence structure and word choice effectively.

Commits 2-5 errors in Standard English grammar/usage and mechanics.
Includes all resources documented correctly
SCORE FOUR –60-69% A four paper is adequate. It exhibits ALL OR MOST of the following characteristics:

Adequately focuses research and develops ideas with detail.


Defends inferential connections with support and clarity, using relevant evidence. Commentary explains inferential connections.
Organizes ideas in a satisfactory manner with adequate coherence and logic.

Uses a voice that is appropriate to audience and purpose.



Uses a variety of sentence structures and word choice, but occasionally displays some wordiness or ineffective diction; sentences may be predictable.
Commits some errors(5-8) in Standard English grammar/usage and mechanics that do not impede meaning; indicates basic understanding of conventions.
Includes all 3 resources, but is incorrect in one or more of the documentations
SCORE THREE -55-59%-A three paper is inadequate. It is clearly flawed in SOME OR ALL of the following ways:


Focuses research, but may not display mature or well-developed content.
Attempts inferential claims but position is unclear and/or evidence is brief, tangential or based solely on personal opinion. Commentary may be present

 but does not always connect to the claim or evidence.
Displays minimal organization; contains irrelevancies, digresses, rambles, or lacks logic.
Lacks sincerity of purpose in the writer’s attempt to involve the audience appropriately.

Uses sentence structure and word choice that are somewhat limited, simplistic, mundane, or otherwise inappropriate.

Contains flaws(15-20) in Standard English rules of grammar/usage and mechanics that do not impede meaning; indicates some consistent misunderstanding of the conventions.

Only provides 1-2 resources and may incorrectly document these sources
SCORE TWO – 45-54% A two paper is very weak. It reveals serious and persistent problems in communications. It compounds the weaknesses of the 3 paper in
SOME OR ALL of the following ways:





Lacks focus and development in the research; may list items with little or no supporting detail.
Inferential claim is unclear or absent; evidence is vague or missing. Commentary may be provided but does not connect to claims or evidence.

Contains serious flaws in structure, organization and coherence.
Attempts, but fails in the writer’s attempt to involve the audience appropriately.
Uses sentence structure and word choices that are highly limited, simplistic, or otherwise inappropriate.
Displays consistent violations (20+) in Standard English rules of grammar/usage and mechanics that impede understanding.

Incorrectly documents resources or only provides 1 resource
SCORE ONE -0-44% A one paper is extremely weak. It has few redeeming qualities. It at least mentions the topic, but generally fails to communicate with the reader. It does SOME OR ALL of the following:


Simply repeats the topic or fails to provide adequate research.
Fails to establish inferential claims; evidence is not apparent. Commentary is absent.




Shows almost no structure, organization or coherence.
Does not address the audience appropriately.
Uses limited and/or immature sentence structure and word choice.
Does not provide any documentation or incorrectly documents sources

BOOK REPORT WITH THREE CHARACTER SKETCHES INCLUDED
A book report presents the content and structure of a book as objectively as possible, without comparison. It provides not only a summary of content but also an analysis of structure. The purpose of the report is to give enough information about a book to help decide whether it will be of use or interest to the reader.
Give the author's name; full title of book including subtitle; editor, if any; place, publisher and date of publication; edition, if necessary; and the number of pages - all this in bibliographical form under the title of the report.
Supply any information about the author which shows their credentials for writing in this field or which reveals any influences, which may have affected the author's point of view. Note any interesting circumstances that led to the writing of the book.
The book is non fiction, but classify it further according to its subject area, such as history, philosophy, travel , biography, autobiography, psychology, anthropology, etc. Clues for this classification may be found in the title, subtitle, table of contents, reviewers' comments, author's preface, and introduction.
The author's intention may be apparent by the way the author treats the subject. Is the material meant for specialists, students, or the general public? Is it limited to a narrow area or is it a survey of the subject? Several areas may provide clues: appendices, bibliographies and general indexes usually accompany scholarly works; prefaces and introductions often contain an author's explicit statement of intention; the content and style of expression will be a good indication of the intended audience.
What is the book about? Tell your reader not only the main concern of the book in its entirety (subject) but also what the author's particular point of view is on that subject (thesis statement). If you cannot find an adequate statement in the author's own words or if you feel that the stated thesis statement is not that which the book actually develops ( make sure you check for yourself), then you will have to compose a thesis statement that does cover all the material. This statement must be brief (a sentence or a paragraph), accurate and comprehensive.
The thesis statement will clearly indicate the major idea of the book, but you must also point out the organization of subsidiary ideas, and how they relate to the thesis statement and to one another. The chapter headings and sectional divisions will reveal most of the outline of the book; however, on reading the book, you

may see another plan, with somewhat different divisions. If so, make your own plan, showing clearly the order and relation of the parts. Whether your own or the author's it should include the thesis statement, major parts, their division into sections and the main points in these sections (summary of content).
The summary is based on your reading notes, follows the author's order, and is drastically reduced to the chief ideas which advance the author's argument. It may be presented with the analysis of structure or discussed separately.
Although the book report is mainly concerned with content and structure, it may contain some critical comment or your opinion about the book; check with your professor whether such comments are required.
Critical comments should form the bulk of the book review. State whether or not you feel the author's treatment of the subject matter is appropriate for the intended audience. Ask yourself:
 Has the purpose of the book been achieved?
 What contribution does the book make to the field?
 Is the treatment of the subject matter objective?
 Are there facts and evidence that have been omitted?
 What kinds of data, if any, are used to support the author's thesis statement?
 Can the same data be interpreted to alternate ends?
 Is the writing style clear and effective?
 Does the book raise issues or topics for discussion?
Support your evaluation with evidence from the text. In conclusion, you may want to state whether you liked or disliked the book.

BOOK REPORT RUBRIC
SCORE SIX 70-75% - A six paper is superior. It does ALL OR MAJORITY of the following:
SCORE FIVE 64-69% -A five paper is distinctly above average. It does ALL OR MOST of the following:
SCORE FOUR –59-64% A four paper is adequate. It exhibits ALL OR MOST of the following characteristics:
SCORE THREE -54-58%-A three paper is inadequate. It is clearly flawed in SOME OR ALL of the following ways:
SCORE TWO – 45-53% A two paper is very weak. It reveals serious and persistent problems in communications. It compounds the weaknesses of the 3 paper in SOME OR ALL of the following ways:
SCORE ONE -0-44% A one paper is extremely weak. It has few redeeming qualities. It at least mentions the topic, but generally fails to communicate with the reader. It does SOME OR
ALL of the following:


Reviewer does a good job of leaving the reader in suspense about conflict resolutions while painting a clear, interesting portrait of the novel’s story.
Reviewer recognizes and discusses several of these important aspects of fiction: character, themes or big ideas, setting, historical relevance, conflict, societal issues and

 topics, emotion, tone, writing style, author’s personal values and more
Book review “grabber” is very interesting or catchy.
Report includes character sketches of two major characters and at least one minor character. Author has effectively detailed each character
 Author has made word choices that are mature
 Commits 2-5 errors in Standard English grammar/usage and mechanics.
