[SOLVED] INTRO TO LIT

ENGLISH 30: INTRO TO LIT
OPTION 2: ANALYSIS PAPER
For an analysis paper, you will explore something from the memoir you read this semester. It might be  something that confuses you, that intrigues you, or that simply interests you. I will be looking for evidence  that you read the entire memoir.
These papers can follow inductive or deductive reasoning (more on that below), and they may lead you to  more questions than answers.
For this paper, you might return to a blog post you (or another) made and see if you can further analyze the  implications of that post. (Be sure to cite your classmates if you use their ideas.) To do this, ask yourself  questions and explore possible answers to something that is complicated or compelling or surprising or daring  and engages with key ideas in the text(s) (or beyond). You are, of course, not limited to those posts and should  move beyond what you’ve already written. But you might consider the blog as prewriting for this paper. As  long as you can ground your ideas in the text, your arguments should be warranted.
Please don’t consult outside sources for this paper because I really do want to hear what you have to say.  Remember to back up any arguments with evidence from the texts. That said, if you do consult outside  sources, you are responsible for properly citing them. This includes any paraphrasing. You might want to see  the “Citing Sources” video in the “Helpful Resources” tab for more on this.
Since these papers are so short, the trick is to find something specific that you can explore, something that  lends itself to exploration in the short number of pages (no more than 3) you have to work within.
DEDUCTIVE VERSUS INDUCTIVE REASONING
Deductive Reasoning
When you write deductively, you already know the “answer” and set out to prove it. And much of your  thinking happens before you write.
So deductive reasoning/writing starts off with the thesis and the spends the rest of the time proving your  already-found conclusions. (Most likely, every paper you’ve ever written has been deductively reasoned.) The  structure is something like this:
Intro
Thesis
Body paragraphs that prove thesis
Conclusion that demonstrates you wrote about thesis
In short, deductive reasoning is writing to prove.
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Inductive Reasoning
When you write inductively, you use writing as a way to think; this means much of your thinking is done as  you write. You still have the responsibility to revise, but inductive reasoning values questions and confusion  and honors the more organic ways we think.
Inductive reasoning/writing, however, starts off at a place of inquiry/question and uses writing to find clarity.  It’s a more organic way of thinking because it expects your writing to lead to more questions, and as you try  to answer those questions, it leads to more questions. The structure is something like this and probably  mirrors the way you wrote your blog posts:
Question about the text (this is your introduction, and it can be the only sentence in that introduction)
Body paragraphs that analyze–delve deeply into the text—to
explore possible answers to the question, even if it leads to more
questions
Conclusion that ultimately draws a conclusion, a thesis
When you write inductively, you are still responsible for trying to answer the questions your mind will  naturally generate. (That the act of writing/composing generates thought is a well-documented phenomenon.)  But it does not mean that there are single right answers. Always remember that literature has multiple  interpretations.
In short, inductive reasoning is writing to learn. I hope you try it because I think you’ll find it liberating.
Regardless of whether you write deductively or inductively, run your ideas by me before you start writing so I  can make sure your topic/question will not be too broad or too specific and that it is something that will lend  itself to analysis.
FORMATTING
These papers are limited to 3 pages (double spaced, 1” margins, Times New Roman 12-pt font or Arial 11-pt  font), including textual evidence. (See Sample below.) You do not need a Works Cited page, unless you do  consult outside sources (which you are highly discouraged from doing).
SAMPLE PAPERS
What follows are two sample student papers from previous students. For a sample thesis-driven, deductively  reasoned paper, see page 3-5. For a sample inductively reasoned paper, please see page 5-6.
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GRADING
This paper will count for 20% of your grade. If you choose to revise this paper after you receive the grade on your  first submission, you can earn up to 10 points more. Note: The revision should be substantive and will need to  address the feedback I provide in order to receive a higher grade.
GRADING GUIDELINES
Criteria Met (Satisfactory)
Criteria Not Yet Met (Incomplete)
1.
Fulfills the
Prompt
Your paper meets the requirements of the prompt in  that you
◻ chose a topic/asked a question that is specific  enough for a deep analysis;
◻ used evidence from the text to support your  analysis;
◻ stuck to 3 pages.
Your paper did not meet the requirements of the  prompt in that you did not
◻ chose a topic/asked a question that is specific  enough for a deep analysis;
◻ used evidence from the text to support your analysis; ◻ went well over the 3 pages.
2.
Analysis
◻ Your paper demonstrates critical thinking and  analysis throughout.
◻ Your paper does not demonstrate critical thinking  and analysis throughout.
3.
Organization  and Structure
◻ Your paper has a sense of overall organization  and/or structure.
◻ Your paper does not have a sense of overall  organization and/or structure.
4.
Using
Sources
◻ You avoided plagiarism (including students’ ideas  from the blog.
◻ Even though I specifically asked you not to use  outside sources for this paper, if you did, you  effectively used MLA format (including a correctly  formatted Works Cited) in your paper;
Note: You DO NOT need to include the course texts  on a Works Cited.
◻ You plagiarized.
◻ Even though I asked you not to use outside sources  for this paper, if you did, you did not use in MLA  format in your project, and/or you did not include a  Works Cited or it was formatted incorrectly.
Note: If you copy and paste information from the  Internet and/or change major words from a source on  the Internet and claim them as your own, you will  receive a 0 on the paper and will not be allowed to  revise it. Watch the “Citing Sources” video on  Blackboard for more about faulty paraphrasing.
5.
Mechanics
and
Formatting
◻ Your paper demonstrates basic mechanical  correctness. Your readers will probably not trip  over language as they read.
◻ Your paper is formatted per the requirements set  forth in the prompt.
◻ Your paper spells all the character and author  names correctly, and you do not refer to authors  by their first names.
◻ Your paper does not demonstrate basic mechanical  correctness. Your readers will probably trip over  language as they read.
◻ Your paper does not follow the formatting  requirements set forth in the prompt.
◻ Your paper misspells character and/or author  names.
◻ You refer to authors by their first names.
Going Beyond . . . Criteria Exceeds Expectations
6.
Ideas
◻ Your analysis demonstrates creativity, originality, and complexity of ideas.
◻ Your paper effectively synthesizes sources instead of writing about the texts in isolation.  ◻ You demonstrate a close analysis of all the texts and provide evidence of close reading.
7.
Effort
□ Your paper demonstrates that you are less concerned about getting the assignment over with and more  concerned about exploring your topic.
□ Your paper demonstrates an attempt to take your analysis beyond any of the arguments that arose in class  discussions, including the blogs.
Sample Student Paper 1: Deductive Reasoning
Love, Morals, and Peace
When people read or see The Tempest, they are in for the greatest lesson in life—a lesson that each  and every individual should learn during the earliest parts of life. That lesson is the greatest gift we have in
Hogue Smith 4 all of mankind: love. Love is what makes the world go around; it makes our souls clear and determines the  greatest quality we have in life. The Tempest shows us what love is, even in the clutches of a structured  society.
In The Tempest, there are characters that are deprived of this great feeling. Caliban, the play’s  “monster” is looked down upon as an outcast and a freak by most of the people who see him. He has no  family, friends, or anyone in the world that is of the same species. He is forced to be what people assume of  him. I believe he is more like a child who is in need of guidance from a parental figure. He seems like a  creature that is alone, crying out for belonging, which leads to his attempt to usher in more species like him.  For example, he says, “Thou didst prevent me; I had peopled else / This isle with Calibans” (1.2.350-351), which, of course, refers to his attempt to rape Miranda. From then on, he was looked down upon and treated  like a slave. During this sequence, I believe psychoanalytic theory can be applied. Caliban had a repressed  urge for power, and I believe him to be good-natured and had to fight between his id and superego when he  was trying to rape Miranda. He wants more people like himself and is thirsty for power on the island he  believes is his. These forces are said to be visible in “the language and behavior of lunatics and children”  (Blau). I believe Caliban is like a child in this case. I also believe post colonialism also comes into play here,  as Caliban lost his Island to Prospero and is looked as an outsider on the land he believes he should be ruling.
The other characters in this play who show no love are the characters of Stephano and Trinculo. These  men are concerned with a lust for power and fame. Stephano and Trinculo, with the aid of Caliban, seek to kill  Prospero and steal his magic. These men can be seen through a Marxist lens. Stephano and Trinculo are  assigned roles by society, to be a jester and a butler. They are trapped in the in the clutches of a structured  society and seek to elevate their standing. At the same time Antonio and Sebastian are jealous and believe  they should in the higher positions as duke and king in comparison to their brothers. All these characters  desire power instead of love. In fact, they show how desire can corrupt love.
There is a great defense to all this madness in this play. What do these individuals teach us in the face  of adversity? Gonzalo plays noblest man in the play; he and I share a common dream, he describes a utopian  society where no work is done, where there is no distinction between rich and poor, and where people would  live authentically in peace (2.1.147-155). He also talks about all women on the island being “innocent and  pure,” which leads me to Miranda who has spent her whole life away from the temptations of society and  knows only the island she lives on with her father. She has been held from possibly negative friends and had a  father who was able to have the time to teach her right and wrong. “I do not know / One of my sex; no  woman’s face remember” (3.1.48-49), she says to Ferdinand who then speaks of being a prince (3.1.59-60). Miranda does not care about his title and asks if he loves her (3.1.67). Ferdinand proves his love to Miranda,  not by empty words, but by action. He is able to work hard for it and passes Prospero’s test in order to have
Hogue Smith 5 his blessing: “Were but my trials of thy love, and thou / Hast strangely stood the test. Here, afore heaven, / I  ratify this my rich gift” (4.1.6-8) The process of obtaining Miranda’s hand in marriage by first pleasing her  father is how it should be done with proper action of all parties. Prospero demands that there be no sex until  after marriage, “If thou dost break her virgin-knot before / All sanctimonious ceremonies,” before he threatens  them with a barren and discordant life (4.1.13-23). The pair kept their word, and the process teaches great  values of real love and true proper steps to a marriage.
I see Prospero as the greatest character in Shakespeare. Prospero uses his knowledge of magic not to  destroy the world but bring peace to it. Many men who seek power are often obsessed with dictatorship and cause dysfunction in society—men such as Adolf Hitler, Joseph Stalin, and others in history. Prospero does  not abuse his power, but uses it to bring peace among himself, his peers, and his family. He does not take  revenge against those who have oppressed him, unlike many people who would have, but teaches us the great  gift of self-control and forgiveness. He shows us how it makes us happier and clears our souls, cleanses out all  the evil and hate we may feel towards others, and accommodates our soul with love. He forgives all the  sinners in a meeting he planned for so long, and in a class act forgave Caliban: “As you look / To have my  pardon, trim it handsomely” (5.1.293-294) Caliban apologizes for his actions, “Ay that I will; and I’ll be wise  hereafter, / And seek for grace” (5.1.295-296), which shows Prospero’s love helped change Caliban.
The Tempest is my favorite play written by Shakespeare. It teaches us to forgive and to use love and  peace as our only weapon. No one was hurt in this play, no tragic ending occurred. The play showed to never  abuse power and only use it to bring peace and justice into the world. This play reaches out to me to ask for  forgiveness from the people I have wronged in this world and seek to forgive those who have wronged me.  We must give our greatest efforts to love the world and everyone in it.
Sample Student Paper 2: Inductive Reasoning
Dying of a Broken Heart
In “The Story of an Hour” by Kate Chopin, why would Mrs. Mallard be happy to hear her husband  had apparently died, and why would his return cause her to have a heart attack?
Reading “The Story of an Hour” again with my group gave me a new outlook on the story. A group  member pointed out a line in the passage that I didn’t take into consideration during my first read through. The  author states, “She had loved him . . . sometimes. Often she had not.” I did not pay this line much attention  because two paragraphs before, the narrator says, “She knew she would weep again when she saw the kind,  tender hands folded in death; the face that had never looked save with love upon her.” Why would she say she  often didn’t love someone she spoke so fondly of? Then I looked at the year the story was published which
Hogue Smith 6 was in 1894 and was told the original title was “A Dream of an Hour” and suddenly that first quote stood out  a lot more and changed the tone of every line I read. I was no longer reading a story of a woman who is  accepting her life was about to end and being reunited with her husband in Heaven. I was reading a story  about a woman in the 1800’s who had just found out her husband had died and is now seeing the world in a  whole new light.
In the 1800s women did not have rights nor did they have a say in anything that happened around  them. After a woman got married, they no longer had an identity of their own. They were only known as the  “Mrs.” They also got married really young, sometimes whether they wanted to or not. I wonder what the  narrator meant when she said, “She knew she would weep again when she saw the kind, tender hands folded  in death.” Was the narrator saying Mrs. Mallard would be sad to see her husband lying in the coffin? I don’t  really understand why that would be so, but maybe it was because she would weep for the man, but not the  life she led with the man. Louise Mallard was a young and beautiful woman who felt trapped in her marriage.  She couldn’t even divorce her husband if she wanted to because she wasn’t allowed to in those days. The  husband had all the power.
As she sat alone in her room, Louise felt empowered and eager to live a life that was now hers, but she was still afraid to believe that she might now be free of the constraints of her marriage. The narrator says,  “She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it  back with her will.” I’m not exactly sure what she was beating back with all her will, but maybe it was scary  to believe that she was now liberated and was afraid that someone would somehow keep her from leading a  free life.
But in that room Mrs. Mallard does allow the feeling of liberation overtake her, and she knows she is  free from her husband. When she sees that her husband Brently Mallard had walked through the door, she  knew her liberation was gone. We know Mrs. Mallard had a bad heart, and it’s no wonder she had a heart
attack. It’s one thing to know you will forever be under control of your husband and accept that that’s what
life would be for you. But to then believe that you were free from that control only to have it taken away and
to know you had to go back to a life of being under someone’s control? That must have been devastating.
Having her husband back literally broke her heart.
This is a link to a youtube video that will explain in more detail about the formating and have multiple examples on analysis writing, if you need it.