ENGLISH 3015: SURVEY OF BRITISH LITERATURE IIDUE MONDAY, MARCH 6TH

MARY MCGLYNN AT CLASSTIME

ESSAY #1: TOPICS and REQUIREMENTS

THE RULES:

  • All papers are due on Monday, March 6that the beginning of class. Each day or portion of a day that a paper is late (this includes being tardy to class!) will reduce its grade by three points, and no papers will be accepted after Monday, March 13th. Nonsubmission earns zero points. Any problems with delivery are the student’s responsibility.
  • Papers should be between 3 and 5 pages (1000-1600 words); much longer or shorter papers will be penalized. Margins should be one inch, font should be 12 point, and spacing should be double. All papers must be proofread; excessive misspellings, missing words, and formatting errors will result in a markdown of three points. Give a title that suggests your argument.
  • Essays should be about a poem you did not write your response on (Swift-Wordsworth) or Fantomina. If you want to write about a topic not listed below or would like feedback on an essay in progress, please communicate with me in person or via email. Please visit office hours orwe can schedule an appointment. I'm also happy to approve topics via email; topics not on this sheet must be run by me or emailed to me by Tuesday, February 28th.

GRADING: This essay is worth 160 points. Your performance will be evaluated based on the following criteria:

  • Argument: IT IS CRUCIAL that you develop an argumentative thesis—this is a debatable point you can support that is not obvious or just about the plot. Consider questions that ask “how” or “why” rather than “what?” Without a clear thesis, you may need to speculate, to ignore evidence, or to make claims you cannot support. Try to avoid rehashing class discussion; original thought is prized! Also scrupulously shun personal narrative! 55 POINTS
  • Logic and organization: While some plot detail can illuminate an argument, avoid retelling the story. Each paragraph should be relevant to your main argument; sub-arguments should not be repeated (don't make the same point twice!!!). Think of your paper as a place to prove your argument, and organize your evidence so that it will be most convincing. (Logical arguments are grammatical ones; please attend to grammar.)30 POINTS
  • Evidence: Good readings usually zoom in on specific passages, drawing conclusions from close reading. You must use quotations from the text your paper discusses (even if that text is a film), taking care that your quotes support the points that you are making. Plot summary is not evidence!55 POINTS
  • Diction and Tone: While your writing should be more exact and formal than in-class conversations, there is no need for stilted, bombastic prose. A clear, accessible style generally yields a stronger essay than a style dependent on unwieldy sentences and pedantic language. I think it’s perfectly acceptable to use the first-person, occasional contractions, and your own voice. Do make sure that this comfortable writing still makes intelligent points and moves beyond opinion into ANALYSIS! Writing that does not strive for a scholarly tone often leaves too much up to the reader to figure out; recall that your job here is to COMMUNICATE ideas!20 POINTS

CHECK POINT: In class next Wednesday, March 1st, we will talk about effective thesis statements. Please email me a tentative thesis in advance of this class. A small extra credit will be added to your final grade (5 points) in tribute to your compliance.

TOPICS: There’s no need to answer every question in the topic you select; rather, use these ideas as jumping-off points to your own argumentative thesis. Write about only ONE text. I’d recommend narrowing to a specific character, theme, or scene. Make sure to avoid a thesis that argues that one or the other is ‘more interesting’ or ‘more realistic.’

  1. Discuss how the tension between humanity and nature is explored in a single poem. Focus on what techniques the poet uses to emphasize or complicate this tension.
  2. Discuss the opposition between appearance and reality, expectation and outcome, or inner and outer in ONE text. How does the author establish the binary opposition? Is there a valuing of one side of the equation over the other, and does this hierarchy imply an ideological position?
  3. Develop an argument about the depiction of inequality in ONE text. You might consider inequality of gender, species, or class. What stereotypes are associated with a particular social status? Does the text accept or challenge the status quo?

GOOD LUCK!