F. Scott Fitzgerald’s The Great Gatsby Essay Assignment
Goals:
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To analyze the Fitzgerald’s views in his novel The Great Gatsby.
To research a literary topic and synthesize the information.
To develop a strong thesis and strong topic sentences.
To practice smooth quotation integration.
To practice all aspects of MLA formatting.
Due:
Monday, May 4th in the first 5 minutes of class in BOTH the “Drop Box” AND Turnitin.com
NOTE: I’ll award 5 bonus points for anyone who turns it in (both ways) by 3 p.m. on Friday, May 1st.
Topic:
BROAD RESEARCH QUESTION: What is Fitzgerald’s view of life based on The Great Gatsby?
SPECIFIC ANGLE QUESTIONS:
 What do Americans want at this time period?
 Was America in a period of decadence and moral decline at this time?
 Is the American Dream an illusion?
 Is Fitzgerald’s view pessimistic or optimistic?
 Is Jay Gatsby good or bad?
 Does Jay Gatsby represent the best or worst of America?
 Is the idea of the “golden girl” good or bad?
 Is Nick more moral than the other characters in the novel?
Requirements Checklist
Length:
 8 paragraphs in length:
o Introduction
o One paragraph relevant biographical and historical information.
o One paragraph “Winter Dreams”
o Three paragraphs The Great Gatsby
o One paragraph on the opposing view of your main point
o Conclusion
Thesis:
 Craft a strong thesis, and place it at the end of the introduction.
o Do not use “to be” verb forms (is, are, was, were, am, be, been, being).
o Do not use “because.”
o Use strong verbs, key words, and key phrases (think vocabulary words).
 Underline your thesis.
Topic Sentences:
 Craft strong, appropriate topic sentences that build off of your thesis.
o Try to repeat or reiterate the ‘key phrase’ or ‘keywords,’ but avoid copying so much that
you sound repetitive.
o Ensure the sentence describes what the paragraph discusses.
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Sources:
 Primary text: The Great Gatsby
 Primary text: “Winter Dreams”
 Secondary source: biographical source (can be an Internet site as long as it is reputable)
 Secondary source: three separate scholarly sources on the work of literature (articles or books
from library sources—not universal Internet sites)
 Do not use SparkNotes or equivalent book summary resources.
 Do not use Wikipedia.
 Do not use general, universally accessible Internet sources except for information on Fitzgerald’s
life and times (not on the literature)
 Include a Works Cited entry for ALL sources (including the short story and the novel).
 Follow proper MLA format on the Works Cited. Consult a reference such as The Bedford
Handbook or a reputable online site for correct formatting. (Remember “reverse paragraph”
indention, even double-spacing, alphabetical order, book titles underlined, etc.)
Quotations
 Use three to four quotations per body paragraph.
o Two or three quotations from a primary source.
o One or two quotations from a secondary source.
 Use only the most dramatic quotations.
 Keep your quotations as short as possible.
 You may use up to two block quotations, but you do not have to use one. Remember the rules:
o Use a block quotation when the quotation exceeds 4 typed lines under regular margins.
o Start the quotation on a new line.
o Indent the left margin 1 inch or 10 spaces.
o Omit the quotation marks unless you are quoting a conversation in which more than
one person speaks.
o Put the ending punctuation before the parenthetical citation.
 Quotations should be followed by a parenthetical citation
o Include the author’s last name except if you mention the author’s name in the
integration sentence or use a character’s name such that it clearly comes from one of
the works of literature.
o If the quotation is from Gatsby or “Winter Dreams,” and your integration doesn’t clearly
tell us which, then include the title as well. Example sentences:
 The ‘golden girl’ is not necessarily honest. In fact, she is “radiant, blantantly
artificial—convincing” (Fitzgerald, “Winter Dreams” 700).
 The ‘golden girl’ is not necessarily honest. In fact, Fitzgerald’s Judy Jones is
“radiant, blantantly artificial—convincing” (700).
o Include the page number (but not “p.” or “pg.”).
 Smoothly integrate your quotations. See examples at the end of this document.
o Ease into the quotation. Set up the scene.
o Follow up the quotation with a comment.
o Do not use “This quotation shows…” wording.
 NEVER begin or end a paragraph with a quotation.
 Use ‘single’ quotation marks for quotations within quotations. This can be necessary when you
quote a text that contains dialogue. Or try to work it such that can avoid using single quotation
marks. See my example later in this document.
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Specific Writing Goals
 Name the author and title in opening line of the essay.
 In the conclusion, restate the thesis in different words (avoid sheer repetition).
 Use present tense to describe events in the novel.
 Use a creative title.
 Do not use the word “thing” unless it is in a quotation from a source.
 Do not use first person (I, me, we, us).
 Do not use second person (you).
 You may use “the reader” sparingly (which means perhaps twice).
 Follow the MLA formatting example shown in the screenshot at the end of this document.
Schedule
4/13 The Great Gatsby chap. 6
4/14 The Great Gatsby chap. 7
4/15 The Great Gatsby chap. 8
4/16 [Junior Retreat]
4/17 Finish Gatsby topics & thesis (research essay)
4/20 Gatsby test; Work on Gatsby essay
4/21 Work on Gatsby essay; find 1 critical article on Gatsby
4/22 Work on Gatsby essay; find 1 source on Fitzgerald or the time period (i.e. “Jazz Age”)
4/23 Work on Gatsby essay; find 1 critical article on Gatsby
4/24 [Grandparent’s Day] Work on Gatsby essay; find 1 critical article on Gatsby
4/27
4/28 [Tug]
2/29
4/30
5/1 [Jamboree Day] Early submission bonus
deadline of 3 p.m. (5 points)
Grade
5/4 Gatsby essay due
5/5
5/6 English 9-weeks test day
5/7
5/8
B = Very good. All requirements are met. Very few errors
5/11
5/12
5/13 DEAD DAY grades 9-11
5/14 JUNIORS English Exam 7:45 am – 10:45 am
A = Exceptional. All requirements are met. No errors
exist. The execution shows insight, creativity, and
originality.
exist. The execution shows promising insight with
glimpses of creativity and originality.
C = Adequate. All requirements are met, though perhaps
minimally. A few errors may exist, though none are
significant faults. The execution is plain or banal.
D = Deficient. Most requirements are met, but others are
only partially met. Several errors may exist, with
some being significant faults. The execution is weak.
F = Failing. One or more requirements are not met at all.
Major errors are present. The execution is weak or
nonexistent.
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A snapshot of what your first page should look like:
Examples of smooth quotation integration:
1. Shelley begins his poem “Ozymandias” with the words, “I met a traveler from an antique land” (1).
2. When the narrator of “Ozymandias” begins by saying that he “met a traveler from an antique land,”
we are immediately thrust into a mysterious world (1).
3. Hamlet wonders if it is “the pate of a politician, which [the gravedigger] now o’erreaches” (V.i.80).
4. When a neighbor suggests that the lottery should be abandoned, Old Man Warner responds,
“There’s always been a lottery” (284).
5. Early in the story, Mrs. Hale sympathizes with Minnie and objects to the way the male investigators
are “snoopin’ round and criticizin’” her kitchen (293). By the end of the story, however, Mrs. Peters
has joined Mrs. Hale in a conspiracy of silence, lied to the men, and committed a crime—hiding key
evidence.
6. By the fifth stanza, the tenant has unleashed his anger: “Um-huh! You talking high and mighty” (17).
Hughes uses an exclamation point for the first time; the tenant is raising his voice at last.
Examples 1-3 above are taken from this source: Gardner, Janet E. Writing About Literature: A Portable Guide. 2nd ed. Boston: Bedford/St.
Martin’s, 2009. Examples 4-6 above are taken from this source: Hacker, Diana. The Bedford Handbook. 6th ed. Boston: Bedford/St. Martin’s,
2002.
‘Single’ quotation marks for quotations within quotations:
Sample Quotation:
“Now you’re talking!” I says; “your head gets leveler and leveler all the time, Tom Sawyer,” I says.
Integration:
When Tom suggests they use picks to dig Jim out, Huck responds, “‘Now you’re talking!’ I says; ‘your
head gets leveler and leveler all the time, Tom Sawyer,’ I says” (206).
Better:
When Tom suggests they use picks to dig Jim out, Huck responds, “Now you’re talking!... your head
gets leveler and leveler all the time, Tom Sawyer” (206). [Notice the use of an ellipsis.]
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