The Great Gatsby Research Process and Paper – 200 total points
American Literature, Mrs. Cross 4th and 5th block
I.
Introduction
student initial ______
a. Please choose one of the following topics/thesis statements and craft a carefully worded and concise analytical
essay with a minimum of 2 ½ typed and properly formatted pages. Your paper should include:
 at least 4 primary source quotations from the novel The Great Gatsby
 at least 2 secondary source quotations from a minimum of 2 literary criticism resources.
 at least 4 paragraphs: an introduction, 2 body paragraphs (minimum!), and a conclusion.
 Follow MLA format in your typed paper. You must include a works cited page.
II.
Topics/Thesis Statements
student initial ______
1.
In The Great Gatsby, F. Scott Fitzgerald characterizes __________(character choice #1) and _________ (character
choice #2) as ____________ (at least two associations/L2) through color and light imagery.
2.
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).
3.
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.
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.
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
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
student initial ______
a. Your research process will be 100 points (reading category, see breakdown in section IV);
b. The paper itself will be an additional 100 points (writing/language category)
c. A detailed rubric for the final paper will be provided no later than Oct. 25.
d. Use the blog for updates on grading and due dates
IV.
Research Process (100 points, Reading standard)
student initial ______
Assignment
1 Primary Source (The Great Gatsby)
9 supporting quotes: 3 from chapters 1-3; 3 from
chapters 4-6; 3 from chapters 7-9
Due Date
Friday, Oct. 25
Points (Reading Category)
25
2 Literary Criticism Secondary Sources (book or
online format)
 Highlighted and annotated
 6 quotes total with proper MLA format and
citation
Detailed Draft*
 Introduction with complete thesis
 Analysis paragraphs with proper L1, L2,
and L3
 Properly cited primary and secondary
quotes with lead-in and commentary
 Conclusion
 Works Cited
 Peer or self-edited in class before due date
Thursday, Oct.
31
25
Wednesday,
Nov. 6
50
TOTAL: 100 points (R)
*You will be given a detailed 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 (100 points, Writing and Language standards)
student initial ______
a. Due to blackboard no later than midnight on Friday, Nov. 8
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
student initial ______
a. The most important factor in success is to READ & ANNOTATE the book and STAY ON TASK in class. Period.
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!
c. Printed or copies 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.
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 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 of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain. 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; provide an objective summary of the text. ELACC11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)ELACC11-12W4: 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. (Editing for conventions
should demonstrate command of Language standards 1–3 up to and including grades 11-11-12.) ELACC11-12W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information. ELACC11-12W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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. ELACC11-12W9: Draw evidence from literary or informational texts to support
analysis, reflection, and research. a. Apply grades 11–11-12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature,
including how two or more texts from the same period treat similar themes or topics”). ELACC11-12L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply
the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of
English Usage, Garner’s Modern American English) as needed. ELACC11-12L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe
hyphenation conventions. b. Spell correctly. c. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.