ESSAY ASSIGNMENT
Textual Analysis (Essay 1)
Purpose: To explain a possible message that the author suggests through one of the texts
we’ve read (and you have annotated!) for class. You want to persuade readers that your
interpretation is valid even if they don’t agree with it.
Audience: An educated, college audience.
Choosing your texts: It might be more interesting for you to choose a text you don't fully
understand, one that you find mysterious or that causes you some "cognitive
dissonance." Remember that analysis is the process of asking yourself questions about
the text (e.g., who wrote this, why, what was the purpose, did the writer achieve their
goal, how did the writer meet that goal?). The only kind of research you need to do for
this paper is "research" into your own reactions, assumptions, and values, AND a careful
rereading of the text you are analyzing. If that leads you to want to know more, I wont
stop you from adding other sources.
You may write:
1) a paper that analyzes the effect of particular strategies the author uses on you as a
reader.
2) a paper that argues what you think the "real meaning" of the text is based on an
analysis particular elements of the text.
Text choices (choose two):
“The Unicorn in the Garden” (may want to pair it with “Because my Father Always
Said…” p. 592)
“The Story of an Hour” (may want to pair it with “The Yellow Wallpaper,” p.; “What
We Talk About When We Talk About Love,” p. 334)
“I Hated Tonto” (may want to pair it with “Redesigning Pochahontas,” p. 96; “Even the
Bad Guys Wear White Hats,” p. 445; “Because my Father Always Said…” p. 592)
“Disliking Books” (may want to pair it with “Coming into Language,” p. 573)
“Necessity to Speak” (may want to pair it with “How to Watch Your Brother Die, ” p.
566; “What We Talk About When We Talk About Love, ” p. 334; “Coming into
Language,” p. 573)
Interpreting the Text: Stories and poems may have any number of meanings—either
intended by the author or accidental. To make your own interpretation convincing, offer
evidence from the text and lead us through your lines of thought step by step. Focus on
the dominating idea, the central truth, or the underlying meaning of the story, then
analyze how the story/author creates that meaning through a specific pattern you see in
the text.
Tips:
1. Your thesis should be a statement that applies to life in general even though you build
that thesis from specific fictional characters and situations. You might think of the thesis
as being an observation and consequence. For example: Through “The Story of an
Hour,” Chopin suggests that no one can truly know the contents of another person’s
heart. You may wish to hold-off writing your thesis until you’ve brainstormed and
drafted a few PIE paragraphs.
2. In constructing your thesis, try to discover something other readers missed either
because they glossed over details or because your personal experiences have given you a
unique perspective. Avoid boring generalizations (“marriage is bad” or “communication
is important”). If you get stuck, try adding an “if” or “because” to your original
statement.
The essential parts of a clear and complex thesis statement for this assignment:
(example from handout on “Developing a Thesis” from the Purdue OWL)
Specific reference to text
Specific reference to a pattern in the text
In his novel, The Secret Agent, Conrad uses beast and cannibal imagery to describe the
characters and their relationships to each other. This pattern of images suggests
that Conrad saw corruption in every level of early twentieth century London society.
Specific claim about meaning of pattern
3. Think of yourself as a literary detective; offer proof for your points by making and
analyzing inferences from the text. (Note: you don’t need to spend much time
summarizing the text—in fact, don’t give in to plot summary at all—use summary only
when a quote would be too long or cumbersome, then only summarize that part of the
story; we’ve all read it.)
4. Discuss texts in present tense: Hamill suggests that....When Mr. Mallard reaches his
house, etc.
5. Forecast your essay by briefly stating how you’ll prove your points. For example:
Through “The Cask of Amontillado,” Edgar Allan Poe argues that even a simple act of
friendship can become dangerous if coupled with thirst for revenge. We see this through
Montresor’s feelings of superiority and his refusal to compromise. (In this case, the
second sentence is the forecast.)
6. Put quotations marks around the names of short stories. (Use underlining or italics for
books or other long texts such as films.)
7. Use quotations from the story or essay to prove your point. Be sure to include the page
number or page number and author if the author is unclear: either “…..” (Tan 5) or “…..”
(5). Format your paper using correct MLA style guidelines (see Hacker) which is
appropriate for writing about literature.
8. Make full use of opportunities to workshop your draft in class by bringing new and
improved versions to each peer review session. Increase your own critical skills by
helping your classmates with their drafts. First rough due 9/11—bring four copies; revise
for class on 9/13—bring one copy; final essay due on 9/18—bring one clean copy for
use in class as well as the copy you will hand to me with ALL drafts and pre-writing
attached.
9. To avoid losing credit, compose your essay in STANDARD WRITTEN ENGLISH.
If you’re concerned about your editing skills, stop by my office hours before the essay is
due, and we can review your essay together. Take the time to edit carefully, giving
special attention to the items we reviewed in class.
10. Submit drafts that show significant changes you made while drafting your essay.
Otherwise your essay will be marked down a letter grade.
Length: 1100-1700 words (3-5 typed pages). If your essay runs a bit longer, that’s fine. If
your essay is way too short, it won’t explain enough to be effective, so it won’t earn a
passing grade.
In order to get a “C” your final paper will need to have:
1) a clear thesis that states your opinion about the effect or meaning of the text
2) focus -- on the elements of the text that support your opinion
3) an organizational structure that is easy to follow
4) fully developed ideas:
a) support -- quotes and paraphrases from the text, cited correctly
b) explication of that support -- why & how such and such a quote means what you
say it does, or has the effect you say it does, or makes you respond in the way it does
(remember PIE—point, illustration, explanation).
5) clear prose and no mechanical errors!
(see SG pp. 21-23)
Write the paper you want to read!
REMEMBER:
First rough due 9/11—bring four copies;
revise for class on 9/13—bring one copy;
final essay due on 9/18—bring one clean copy for use in class as well as the copy you
will hand to me with ALL drafts and pre-writing attached (two copies total).