sentinelamericanstudies.weebly.comsentinelamericanstudies.weebly.com/uploads/3/1/1/4/... · Web...

English III/US HistorySpring 2015

Name:____________________________________ Period:_________

1

The Great Gatsbyby

F. Scott Fitzgerald

Literary Analysis Essay

The Great Gatsby Literary Analysis Essay English III/US History

As we finish up The Great Gatsby, you are going to delve into the story a bit more deeply, choosing one aspect of the novel to focus on. Be mindful that, for this assignment, you will be formulating your own question and argument, and elaborate on that argument in a five+ paragraph essay, using quotations from the book and your analysis to make your point.

Requirements: 3-4 double-spaced, typed pages (12 point font, Times New Roman) Parenthetical citations for your quotations from The Great Gatsby Adequate number of textual references (one-two per body paragraph) Careful editing and revision

Topic Choices:

Formulate a thesis statement based around one of the following ideas/statements and its connection to The Great Gatsby:

THEME - Argue for (or against) one of the following statements about theme and the novel.

The Great Gatsby exemplifies the decline of America & the “American Dream” as we know it. The Great Gatsby exemplifies the lack of substance in the upper class. The Great Gatsby shows the reader how a “false reality” causes problems/complications The Great Gatsby shows the reader how carelessness for others’ feelings/emotions creates

problems/complications. Choose another theme – show us how Fitzgerald disseminated that theme in the novel. See Mrs.

Martin for approval.

CHARACTERS – Argue for (or against) one of the following statements about a character/characters and the novel.

The female characters in the novel (Daisy, Myrtle, Jordan) are at odds with society’s expectations of them.

In the novel, the characters’ pasts have the biggest effect on their present and future. In The Great Gatsby, characters are static (they don’t change), rather than dynamic (emerging at

the end, undergoing a significant change). Nick is a reliable narrator for the story of The Great Gatsby. Tom Buchanan and George Wilson are more similar than they are different. Choose another character/relationship in the novel to analyze. See Mrs. Martin for approval.

MISCELLANEOUS – Answer one of the following questions.

Examine how Fitzgerald uses sight, eyes, and blindness. What is he telling us about “seeing” and “not seeing”?

After his hard work, why does Fitzgerald suddenly stop Gatsby from having his dream come true just when it seems it will? What is Fitzgerald trying to tell us about American society and/or human nature?

3

How are the consequences of one’s actions treated by Fitzgerald? Which characters endure consequences for their actions? Which ones don’t? What is Fitzgerald trying to tell us about society and/or human nature?

Choose another topic to explore. See Mrs. Martin for approval.

Pre-Writing/Draft Grading: Finding Evidence worksheet/activity: 10 points Q&A/thesis formulation: 5 points Outline: 15 points Rough Draft: 15 points Peer editing via Google Docs: 15 points

TOTAL: 70 points

Final Draft Grading: Works cited page/citations: 10 points Claim (thesis): 10 points Introduction/conclusion: 10 points Organization/transitions: 10 points Development/content: 25 points Analysis: 25 points Mechanics: 10 points

TOTAL: 100 points

Google

You will need to have access to your MCPS Google account to complete this assignment (and to share your paper for peer editing).

All drafts will be submitted to Google Classroom. No paper copies will be necessary.

Turnitin.com

Mrs. Martin will submit your final draft to Turnitin.com – any plagiarism will result in a zero and a call home. DO NOT USE OUTSIDE RESOURCES FOR THIS ASSIGNMENT.

One more note

Please see me at any point (in class, before school, after school, or at lunch) to get extra help on this assignment. This is a MAJOR grade for second semester. Take it seriously! Put the effort in! Get help if you need it! I’m here to help you succeed – that’s my job.

4

Use one of the topics listed on the assignment page (3) to decide what your question should be.

o Example: Is the novel a realistic reflection of the 1920s?

o Your initial question (inquiry):

Now, answer your own question (just don’t say “I think” or “I believe” – make it strong!).

o The Great Gastby isn’t a realistic representation of history.

o Your answer:

Now, turn your answer into a thesis statement. Think about it this way – you should have a subject (the topic you’re exploring) and an argument (what you believe about it). Make sure your thesis is ONE sentence ONLY. If you can, try also to point to a BIG IDEA (ahem, THEME) with your thesis.

o The Great Gatsby is not a realistic representation of the 1920s, thus demonstrating that the characters in the novel aren’t reflective of the values of the time period.

o Your thesis:

5

Q&A: Inquiry and thesis statementRemember – your thesis statement needs to persuade your audience to see the book the

way you see it! Think about being argumentative (like a lawyer) and convincing me (using the evidence you have found) that your point of view is the right point of view!

In order to determine what your guiding question (and subsequent argument) should be, you will need to start by examining the text to find instances of your topic.

Complete the table on the next page, writing down at least six phrases, passages, or sentences from the book.

Try to use the entire book – don’t limit your quotations to only a couple of chapters.

LEFT COLUMN

Record a notable direct quote from the text. You’ll need to put forth effort into choosing your quotes—not all sentences in a text lend themselves to complex discussion.

Finally, end each quote with the page number.

RIGHT COLUMN

Next, write a response in which you respond to the passage that you noted. The response must be A MINIMUM OF THREE SENTENCES, BUT IT CAN ALSO BE LONGER.

Your responses need to reflect ideas, insights, questions, personal reflections, or connections that indicate deeper thoughts (a.k.a.: depth) regarding the text.

6

Finding Evidence

Quote (page number) Commentary

7

EMBEDDED QUOTES: Introduce the passage with a sentence or a phrase and blend it into your own writing so that it flows smoothly together and makes sense.

The mercy killing of Candy's dog serves to isolate Candy even further. After allowing Carlson to take the dog outside to kill it, Candy refuses to join in the card game with the other men. He then physically distances himself from the others by lying down on his bunk. After they hear Carlson shoot the dog, Candy retreats even more when "he rolled slowly over and faced the wall and lay silent" (49).

Note: The quoted material is integrated into the sentence. The citation (page number) comes after the quoted material but immediately BEFORE the period.

PARAPHRASED CITATIONS: This type of citation is used if you just tell what the writer said in your own words.

The mercy killing of Candy's dog also serves to isolate Candy from the other men. After allowing Carlson to take the dog outside to kill it, Candy refuses to join in the card game with the other men. He then physically distances himself from the others by lying down on his bunk. After they hear Carlson shoot the dog, Candy retreats even further by saying nothing. Instead he rolls over on his bed facing away from the other ranch workers (49). Candy's reaction to the loss of his only friend is silent and detached. His physical reaction, turning away from the other men in the bunkhouse, further emphasizes his loneliness. It is even greater now that his dog is gone. Without his dog, Candy is alone on the ranch and in the world.

Remember – you should have a mix of quoting and paraphrasing in your paper!

9

Quoting and Paraphrasing

Analysis OutlineIntroduction:

Opener: ______________________________________________________________________________

_____________________________________________________________________________________

Bridge (includes title and author): _____________________________________________________________________________________

_____________________________________________________________________________________

Thesis Statement: ______________________________________________________________________

_____________________________________________________________________________________

Body Paragraph #1:

Topic Sentence (relates to thesis): _________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Evidence (with citation): _________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________

Analysis: _____________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

Analysis: _____________________________________________________________________________

_____________________________________________________________________________________

Body Paragraph #2:


_____________________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

Analysis: _____________________________________________________________________________

10

_____________________________________________________________________________________


_____________________________________________________________________________________

Analysis: _____________________________________________________________________________

_____________________________________________________________________________________

Body Paragraph #3:


_____________________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

Analysis: _____________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

Analysis: _____________________________________________________________________________

_____________________________________________________________________________________

Body Paragraph #4:


_____________________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

Analysis: _____________________________________________________________________________

_____________________________________________________________________________________


11

_____________________________________________________________________________________

Analysis: _____________________________________________________________________________

_____________________________________________________________________________________

Body Paragraph #5:


_____________________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

Analysis: _____________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

Analysis: _____________________________________________________________________________

_____________________________________________________________________________________

{Add body paragraphs if necessary}

Conclusion:

Relate back to opener: __________________________________________________________________

_____________________________________________________________________________________

Thesis Statement: (restated in different words):___________________________________________________________________________________________________________________________________

General ending statement – why do we care? _____________________________________________________________________________________

_____________________________________________________________________________________

12

13

Category Exceeds Standard Meets Standard Nearly Meets Standard

Does Not Meet Standard Score

CitationsWorks Cited Page /In-text Citations

No errors in MLA formatting.Correctly cites all textual evidence.

Few errors in MLA formatting.Cites all textual evidence.

Frequent errors in MLA formatting. Cites some textual evidence.

Several errors in MLA formatting. Does not cite textual evidence.

/10

Claim Clearly and concisely states the paper’s purpose in a single, thought—provoking sentence.

Clearly states the paper’s purpose in a single sentence.

States the paper’s purpose in a single sentence.

Thesis is incomplete, unfocused or absent.

/10

Introduction/Conclusion

The introduction and conclusion are engaging.Introduction states the main topic and creates a focus for the paper.Conclusion reflects on implication of claim. Provides sense of completion.

The introduction states the main topic and creates a focus for the paper. The conclusionreflects on implication of thesis.

The introduction states the main topic. The conclusion merely restates the thesis or repeats the introduction.

There is no clear introductionor main topic. ncomplete, unfocused, or absent.

/10

Organization

Transitions

Writer demonstrates logicalsequencing of ideas through well-developed paragraphs. Transitions show how paragraphs work together.

Paragraph developmentpresent but not perfected.Logical organization. Transitions sometimes show how paragraphs work together.

Organization of ideas not fully developed. Transitions used, butcould connect any paragraph to any other paragraph (next…another point… etc.).

No evidence of structure ororganization. Transitions not used.

/10

Development / Content

3 pages. Fully understands the text.In-depth discussion and elaboration throughout the paper. Claims are fully supported with exceptional evidence from the text. Two quotations from text are included and fully integrated in each body paragraph.

2.5 pages. Understands the text.In-depth discussion and elaboration in some sections. Most claims are supported with adequate evidence from the text.One quote and one specific example from the text are included and integrated in each body paragraph.

2 pages. Author has a vague and superficial understanding of the text.Discussion is superficialSome claims are mostly supported with evidence from text. Some body paragraphs utilize direct quotes. They may not be fully integrated.

Less than 2 pages. Author shows limited understanding of text. Claims are insufficiently supported or no textual evidence is provided. Author does not utilize quotations from the text in his/her body paragraphs.

/25

Analysis of Content

Student develops a thoughtful and well-founded interpretation of the text, addressing the textual complexities thatstrongly support the claim.

Student develops a reasonable interpretation that addresses textual complexities that support the claim.

Student presents an obvious interpretation that may recognize textual complexities. Analysis may be implicit and simply restate the evidence. The evidence provided does not fully support the claim.

Student presents a limited or simplistic interpretation. There may be some misreading of the text. Student may just restate the evidence or not address the claim.

/25

Language, conventions, clarity & tone

Writing style enhances effectiveness of the paper. Very few or no mistakes in grammar, spelling, and punctuation.

Writing style does not detract from effectiveness of paper. Few mistakes in grammar, spelling, capitalization, and punctuation.

Writing style at times detracts from effectiveness of paper. Some mistakes in grammar, spelling, capitalization, and punctuation.

Writing style frequently detracts from effectiveness of paper. Considerable mistakes in grammar, spelling, capitalization and punctuation. /10

sentinelamericanstudies.weebly.comsentinelamericanstudies.weebly.com/uploads/3/1/1/4/... · Web...

Documents

Transcript of sentinelamericanstudies.weebly.comsentinelamericanstudies.weebly.com/uploads/3/1/1/4/... · Web...