AmLit: The Great Gatsby Research Process and Paper – 300 total points
I.
Introduction
a. Please choose one of the following topics/thesis statements and craft a carefully worded and concise analytical
essay with a minimum of 3 typed and properly formatted pages (about 800 words, not including heading and
Works Cited page). Your paper should include:
 at least 6 primary source quotations from the novel The Great Gatsby
 at least 4 secondary source quotations from a minimum of 2 literary criticism resources.
 at least 5 paragraphs: an introduction, 3 body paragraphs, and a conclusion.
 Grammar and Vocabulary: 3 underlined PrPP or PaPP; 3 bold AbP; 3 italicized complex or compound
sentences with appropriate comma use (include one use of semicolon!); 6 capitalized VOCAB words from the novel.
 Follow MLA format in your typed paper. You must include a works cited page.
II.
Topics/Thesis Statements
1.
COLOR REPETITION In The Great Gatsby, F. Scott Fitzgerald characterizes __________(character choice #1)
and _________ (character choice #2) as comparatively ____________ (at least two associations/L2) through color
and light imagery, indicating ___________________ (choose one theme from the provided list).
2.
COLOR CONTRAST F. Scott Fitzgerald weaves ________ (color choice #1) and _________ (color choice #2)
throughout The Great Gatsby to present a contrast between the _______ (association/L2) of ________ (character
choice #1) and the _________ (association/L2) of __________(character choice #2) in order to illustrate
_____________ (chose one theme from the provided list).
3.
CHARACTERIZATION REPETITION In The Great Gatsby, F. Scott Fitzgerald’s characterization of
___________ (character choice #1) and _________ (character choice #2) as ___________ (association/L2)
demonstrates that ______________ (choose one theme from the provided list.)
4.
CHARACTERIZATION REPETITION In The Great Gatsby, F. Scott Fitzgerald’s characterization of
____________ (character choice #1) as _______ (association/L2) contrasts that of ___________ (character choice
#2) as _____________ (association/L2) demonstrating that __________(choose one theme from the provided list.)
5.
SYMBOLISM F. Scott Fitzgerald’s use of _____________ (symbol/motif) to represent the ________________
(association/L2) of ___________ (character) demonstrates that ______(choose one theme from the provided list.)
Characters: Jay Gatsby, Nick Carraway, Daisy Buchanan, Tom Buchanan, Myrtle Wilson
Colors: white, yellow/gold, green, blue, grey, red, brown
Symbols/Motifs: water, cars, the green light, eyes of TJ Eckleburg, geography -- valley of ashes, the Eggs, NYC, choose
your own (approved by teacher)
Themes:
- Wealth breeds carelessness and/or corruption.
Outward appearances can be deceptive.
Attainment of a dream may be less satisfying than the pursuit of that dream.
Blind pursuit of an ideal is destructive.
The American Dream is corrupted by the desire for wealth
Attempts to recreate the past result in failure.
Theme of your choice (approved by the teacher)
III.
Grading
a. Your research process will be 100 points (see breakdown in section IV);
b. The paper itself will be an additional 200 points (writing/language category)
c. Use the blog for updates on grading and due dates
IV.
Research Process (100 points, Writing standard)
Assignment
1 Primary Source (The Great Gatsby)
Chapter Analysis Charts (also separate RL grade)
 lead in/lead out for 3 quotes total with
proper MLA format and citation
2 Literary Criticism Secondary Sources (book or
online format)
 Lead in/lead out for 3 quotes total with
proper MLA format and citation
Detailed Draft*
 Introduction with complete thesis
 Analysis paragraphs with connecting topic
sentences and proper L1, L2, and L3
 Organized, blended, and cited primary and
secondary quotes with and commentary
 Specific thematic conclusion
 Works Cited
 Required grammar and vocab (marked)
Revisions
 Paragraph Chart self-edit AND a separate
peer-edit.
Due Date
Points (Reading Category)
25
25
35
15
TOTAL: 100 points (W)
*You will be given a detailed outline/organizer to assist you in writing your draft; however, the draft that is due is a
completely finished, carefully proofed, typed paper following MLA format and containing a works cited page. I will not
grade the organizer. No credit will be given for an incomplete draft (this includes the works cited page!) I will not accept a
final paper until a detailed draft is submitted for review. No exceptions.
V.
Final Paper (200 points, Writing and Language standards)
a. Due online no later than midnight on _____________________
b. I will not accept a final paper until a complete, detailed draft is submitted for review. No exceptions.
c. Please see the attached rubric for grading guidelines and point breakdowns.
VI.
Additional Info
a. The most important factor in success is to READ & ANNOTATE the book and STAY ON TASK in class. Period.
Only a fool would rely solely on the movie version of the novel. I will be checking your book for annotation.
b. You will need to do some work on the research process on your own even though class time and media center time
are provided for you. On the days we are in the media center, you need to come prepared to work and to copy
materials – bring change for your copies! This is not a time to socialize. Show maturity and responsibility.
c. Printed or copied secondary sources are non-negotiable. If you do not have a complete copy of your minimum two
sources to highlight and annotate, you will lose points AND the ability for me to assist you with your evidence
collection and association charts. A source not from the CDL or properly cited WILL NOT receive credit.
d. The final draft will not be accepted if any of the steps in the process above are not completed.
e. Bring all your materials DAILY to class in your braded folder. Expect surprise (and graded) inspections!
f. Don’t be afraid to impress me. In fact, I encourage it. This paper is, like me, kind of a big deal.
Standards: ELACC11-12RL1: Cite strong and thorough textual evidence to support analysis. ELACC11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the
text, including how they interact and build on one another to produce a complex account. ELACC11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meaningsELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.) ELACC11-12W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience. ELACC11-ELACC11-12W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms
of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. ELACC1112W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. ELACC11-12L1: Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking. a. ELACC11-12L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.