English 1302 Instructions for the Critical Essay
Write a typed, double spaced critical essay of no fewer than 1000 words (about 3-4 double-spaced pages), in which you demonstrate how an author of one of the stories we studied develops a theme or a character. Discuss how the author uses literary devices and techniques to achieve this purpose (symbolism, irony, setting, characters, title, imagery, plot, etc.). You are to consult no secondary sources for this assignment. Essays that do not make the word count will not receive a passing score.
If you choose a thematic analysis, you are to hypothesize about a possible theme in one of the stories, and show how the author develops it.
If you choose a character analysis, you are to hypothesize about the motivations, type(flat, round, static, dynamic), and importance of one of the characters in one of the stories.
Type your word count at the bottom of the last page. (1000 words are required for a passing score.) Submit your essay to SafeAssign on Blackboard.
Include a MLA Works Cited page with documentation information for your primary source (the short story or story excerpt).
Use present tense to discuss literary content…for this Critical A and Research Essay. This is important.
Include MLA parenthetical citations in your essay when you quote from your story.
-Ex. (Hawthorne 355). Use the author’s last name only the first time you
quote from his/her story.
Use a Times New Roman 12 point font, follow MLA line spacing, and margin requirements.
Development Strategies:
-Each body paragraph should deal with a single supporting point to be illustrated with several specific examples (quoted lines, words, and/or passages) from the story. The supporting points must be chosen from the attached list, and they must be mentioned by name in the topic sentence of each body paragraph.
Ex. One strategy Poe uses in developing his theme is symbolism.
-After each example is given, explain its importance to your point and how it relates to your thesis.
-Don’t assume that the reader will understand your points and examples without your explanations.
-Use the present tense when describing events in the story.
Ex. In “Young Goodman Brown,” Faith attends the satanic ritual.
-Don’t simply summarize the story. This is not a book report. Discuss only those parts of the story that relate to your thesis, and show how they relate. Assume that your reader has read the story, and provide specific examples (quotes) to support your assertions.
-Use only the third person point of view in your discussion.
(no “I think,” “In my opinion,’ “When you read,” etc.)
-Avoid the informal “you.” Be formal, natural, and clear in your writing style.
-Avoid defining literary terms (symbolism, irony, foreshadowing, etc.). Simply discuss the terms as they appear in the story. Assume your reader knows what they mean.
-Avoid the obvious. Suggesting that Emily in “A Rose for Emily” is crazy or that Elisa in “The Chrysanthemums” likes flowers is neither insightful nor meaningful. The questions are “Why?” and “To what end?” Be creative and original. “Tell me something I don’t know.”
-Include a thesis statement as the last sentence of the introduction.
Ex. (Thesis statement for a thematic analysis):
In “Young Goodman Brown,” Nathaniel Hawthorne uses the
symbols of the _______________, _____________, and
______________ to suggest that all people contain elements of
both good and evil.
Ex. (Thesis statement for a character analysis):
In “Young Goodman Brown,” Nathaniel Hawthorne uses ____________,
_____________, and _____________ to develop Goodman Brown as a
dynamic character who is unable to accept the reality of sin in the lives of
others and himself.
Possible Topics for Critical Essay (KC)
No more than 4 students can have the same short story. You will post your selection on Blackboard under Discussion at the Critical Analysis Essay thread. Click on create thread. Your name will automatically show up. All you will need to do is entitle your thread with the name of the short story that you want. Once you have made you selection, you may not go back into the thread and make a change. You should be able to see your peers’ choices and therefore know which stories are already taken. Blackboard Discussion threads will also record date and time so everyone will know when a particular short story is no longer available. Meaning once 4 students have already selected a particular story, it is no longer available. This should keep things fair and equitable.
(The following are not thesis statements. They are questions to help you arrive at and develop your own thesis statement.)
“The Cask of Amontillado”
-How does Poe develop the theme that revenge may destroy the victim and the avenger?
-How does Poe develop the theme that revenge can/can’t be achieved with impunity?
-How does Poe develop the theme that pride is a destructive force?
-How is Montresor developed as an insecure, round, and static character racked by guilt?
-How is Montresor developed as a round and static character consumed by pride?
-How is Fortunato developed as a round and static character whose vanity and pride causes his undoing? Throughout
“A &P”
-How is Sammy developed as a round, dynamic character who learns a truth about adulthood?
-How does this story demonstrate the negative results of naïve thinking and acting?
-How is Sammy developed as a round, dynamic character who learns to sympathize with others and realizes the sacrifices justice sometimes requires?
-How is Sammy developed as a round, dynamic character who learns to view women as more than sex objects?
-How is Sammy developed as a round but static character who deals with personal insecurities by objectifying others?
“Story of an Hour”
-How is Mrs. Mallard developed as a round, static character who feels trapped by life’s circumstances?
-How are gender strategies at work in this story?
-How is Mrs. Mallard developed as a round, static character who feels oppressed because she is a female?
-How does Chopin demonstrate the value of finding the paradox of life’s circumstances?
-How does Chopin demonstrate the results of emotional and physical sterility in marriage?
“Wall of Fire Rising”
-In “Wall of Fire Rising,” in what way is Lili’s son symbolically similar to the hot air balloon? What does each represent for Lili, for Guy?
-What value does setting have for the central conflicts in “Wall of Fire Rising”?
-What is the relationship of the couple and how does it affect the family as a unit?
-Why does Danticat put so much emphasis on the idea that the son has been given the role of Boukman?
“The Grasshopper and the Bell Cricket”
-What might the grasshopper and the bell cricket each come to symbolize in the story?
-Some critics of this story see the revelation of the theme(s) at play toward the end of the story. What might the theme(s) be?
-How are the prevalence of images useful to the telling of the story?
-How might the juxtaposed generations in the story support (or disconnect) to the message/theme presented?
“Good People”
-How does the author use a single episode to illustrate life choices? Think about direct and indirect characterization.
-Examine the description of the setting and its subtle yet significant existence within the plot structure. How or do these situations give insight to something potentially powerful?
-How is Lane developed as a character torn between his identity as a Christian and his identity as a young male?
-Should readers consider gender differences as the characters approach the decision that is at hand?
“A Very Old Man with Enormous Wings”
-In what genre might this work be classified? What are the conventions that support this classification?
-How does the author incorporate religion (or religious beliefs) into the story?
-How are the behaviors of the townspeople characterized (practical, simple, thoughtful, individualist, other)? -How do these characters effect how the way story is told?
-Evaluate the setting and its contribution to the story.
-Explore the descriptive language used by the writer and discuss.
“The Shabbat”– character analysis (chapters 1-4)
Marjane is the youngest main character presented in the short story unit.
How is her age significant? (Think about what she does as well as her influences.)
How does the author present the protagonist?
As these chapters are from a larger body of work (in graphic novel form), some analysis can be considered based on the visual images provided. What insights accompany the illustrations?
“The Shabbat” – thematic analysis (chapters 1-4)
Multiple thematic options seem to weave their way through the novel with some presenting themselves in this early chapter.
Explore a particular theme (potential options are listed below) and synthesize literary elements to prepare an analysis of the chapter.
• Religion
• Death/Violence
• Child-times/War-time
SEE PAGE 1323 (top) to see examples of an in-text and Works Cited citations.
Formula for Paragraph Development
Introduction (5-7 sentences)
(Options listed below. Choose one. Do not provide a summary of the
story in this paragraph.)
-Provide an important quote/passage from the story that relates to your
thesis, and elaborate on it.
-Discuss the title and its implications to your thesis.
-Discuss the reader’s possible expectations about the story based on the
title or its opening.
-Discuss the general type of story (genre).
-Discuss the value or importance of the story’s theme.
-Discuss possible initial reactions to reading the story.
(Smoothly transition into the thesis statement as your final sentence of
this paragraph)
Body Paragraphs (8-15 sentences)
Step 1. Provide a topic sentence (What is this entire paragraph
about?)
Step 2 Introduce your first example.
Step 3 Provide a specific example from the story (quote).
Step 4 Explain how the specific example relates to your thesis.
(Really analyze the words in your examples. How and
why is the author using them?)
Repeat steps 2-4 until your point is fully made.
Step 5 Closing sentence (Make a general point about the topic, thesis and
examples in this paragraph.)
Conclusion (5-10 sentences)
(Options for development listed below. Choose one.)
-Close with another quote/passage from the story.
-Elaborate upon the last few lines of the story, and discuss how
they relate to your points.
-Discuss the value of the story and its themes to the
reader/society. How might it change opinions/viewpoints?
-Discuss how the story stands out from others like it.
-Discuss how the supporting points in your discussion make the story
more effective.
Supporting Points to Develop into Body Paragraphs
(You must choose from the list below to develop each body paragraph. Be sure to mention to supporting point by name in the topic sentence of each body paragraph. These points may also be used to introduce and explain examples in body paragraphs.)
Plot (conflict, climax, resolution) Foreshadowing
Point of View Flashbacks
Symbolism Tone (Narrator’s Attitude)
Setting/Atmosphere
Imagery
Irony
Character Names
Character Actions
Character Statements
Character Descriptions (Appearance/Personality)
Character Thoughts
Story Title
Literary Devices
-personification
-metaphor
-simile
-oxymoron
-imagery
-paradox
Mood/Atmosphere
Allusions
-Biblical
-Mythological
-Literary
-Historical
Strategies for Signaling Quotations in Literary Essays
In the literary essay, you will need quotations from the text of the work that you are examining. Be sure that you enclose these borrowings in quotation marks as you gracefully introduce them or integrate them into your own sentences. Each quotation must be attached to some kind of signal and a parenthetical citation should be given. Points will be deducted for any quotes that are not signaled and documented appropriately.
1. Use explanatory words to set-up the quote (Brown states, Johnson says,
Wilson wrote,). Explanatory words before a quote should always be followed by a
comma (outside the quotes). Those at the end of a quote should be preceded by a
comma (inside the quotes).
Ex. “In walks three girls in nothing but bathing suits,” Sammy declares in the
exposition of the story (Updike 1).
Ex. At the climax of the story, Faulkner’s narrator reveals, “The man himself lay in
the bed” (96).
2. Create an embedded quote. Use the word “that,” or simply make the quote flow with the grammar of the sentence. No comma is needed in this case. Use brackets “[ ]” to make changes in a quote so that it will fit into the grammar of your sentence.
Ex. Jim reveals his true feelings about his interest in Alena when he states that “[he]
was moved even more by the sight of her bending over the box in her Gore-Tex
bikini . . .” (Boyle 465).
Ex. Because Goodman Brown becomes “more conscious of the secret guilt of others” (332),
“[a] stern, a sad, a darkly meditative, a distrustful, if not desperate man did he become . . . (333).
3. Use a colon (:) after a complete sentence that sets up a quote.
Ex. At the end of “Soldier’s Home,” the narrator states the following regarding Krebs’
resignation to his unfulfilled life: “He would go over to the schoolyard and watch Helen
play indoor baseball” (Hemingway 170).
Ex. Another important aspect of setting is the description of Emily’s home: “It was a big,
squarish frame house that had once been white . . . on what had once been our most
select street.” (90).
4. Use an offset for quotes of four lines or more. Indent each line of the quote ten spaces. Double space the quote, as with the rest of the essay. Do not include quotation marks. Place the period before the citation.
(Be prepared to explain the entire quote. Don’t use long quotes to “cushion”
your word count.)
Ex. In the opening of “The Birthmark,” the setting provides a context for Aylmer’s
obsession with achieving perfection through science:
In those days when the comparatively recent discovery of electricity and other kindred mysteries of Nature seemed to open paths into the region of miracle, it was not unusual for the love of science to rival the love of woman in its depth and absorbing energy. The higher intellect, the imagination, the spirit, and even the heart might all find their congenial alignment in pursuits which, as some of their ardent votaries believed, would ascend one step of powerful intelligence to another, until the philosopher should lay his hands on the creative force and perhaps make new worlds for himself. (Hawthorne 344)
Other Strategies to Remember:
1. When referring to the author of a story, use his full name, his last name, or “the author.”
Ex. Updike writes, “. . .
Ex. John Updike writes, “ . . .
Ex. The author writes, “ . . .
Not: John writes, “ . . .
2. Discuss the contents of the story in present tense.
Ex. In the story, the narrator offers a grotesque description of Emily.
Not: In the story, the narrator offered a grotesque description of Emily.
3. Use the word “reader” when referring to the one experiencing the story.
Ex. Because of Poe’s imagery, the reader can experience the scene.
4. Refer to the narrator of the story as “the narrator,” not “the author.”
Ex. At the end of the story, the narrator says that Elisa is “crying weakly–like an old woman.”
5. After you have identified the title of the story in the essay, don’t repeat it.
Simply refer to the story as “the story.”
6. After you have identified the author by his/her full name, don’t repeat it. Simply
refer to him/her as “the author” or by his/her last name.
Outline for Critical Essay
Introduction(What will you discuss?):
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Thesis Statement (Mention the title and author (if you have not already done so) your supporting points, and the main point/thesis of your essay.)
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(There is no requirement concerning the number of examples in Body Paragraphs. Remember, though, that you need well-developed paragraphs of approximately 8-15 sentences each. There is also no requirement concerning the number of body paragraphs. You should write an essay of at least 1000 words and with at least 3 body paragraphs in order to have a well-supported, credible essay.)
Body Paragraph I. (Discuss your first Supporting Point)
Topic Sentence: (State the Paragraph’s General Topic/Supporting Point.)
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Example #1 Set-up: (Introduce your first example from the story.)
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Example #1: (Provide a pertinent quote from the story.)
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Explanation #1: (Explain why the example provided is important.)
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Example #2 Set-up: (Introduce your next example from the story-with transition.)
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Example #2: (Provide a pertinent quote from the story.)
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Explanation #2: (Explain why the example provided is important.)
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Example #3 Set-up: (Introduce your next example from the story-with transition.)
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Example #3: (Provide a pertinent quote from the story.)
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Explanation #3: (Explain why the example provided is important.)
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Closing Sentence: (Draw a conclusion based on the contents of the paragraph.)
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Body Paragraph II (Discuss your next supporting point.)
Topic Sentence: (State the Paragraph’s General Topic/Supporting Point-with transition.)
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Example #1 Set-up: (Introduce your first example from the story.)
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Example #1: (Provide a pertinent quote from the story.)
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Explanation #1: (Explain why the example provided is important.)
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Example #2 Set-up: (Introduce your next example from the story-with transition.)
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Example #2: (Provide a pertinent quote from the story.)
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Explanation #2: (Explain why the example provided is important.)
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Example #3 Set-up: (Introduce your next example from the story-with transition.)
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Example #3: (Provide a pertinent quote from the story.)
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Explanation #3: (Explain why the example provided is important.)
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Closing Sentence: (Draw a conclusion based on the contents of the paragraph.)
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Body Paragraph III (Discuss your next supporting point.)
Topic Sentence: (State the Paragraph’s General Topic/Supporting Point-with transition.)
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Example #1 Set-up: (Introduce your first example from the story.)
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Example #1: (Provide a pertinent quote from the story.)
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Explanation #1: (Explain why the example provided is important.)
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Example #2 Set-up: (Introduce your next example from the story-with transition.)
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Example #2: (Provide a pertinent quote from the story.)
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Explanation #2: (Explain why the example provided is important.)
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Example #3 Set-up: (Introduce your next example from the story-with transition.)
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Example #3: (Provide a pertinent quote from the story.)
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Explanation #3: (Explain why the example provided is important.)
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Closing Sentence: (Draw a conclusion based on the contents of the paragraph.)
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Body Paragraph IV (Discuss your next supporting point.)
Topic Sentence: (State the Paragraph’s General Topic/Supporting Point-with transition.)
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Example #1 Set-up: (Introduce your first example from the story.)
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Example #1: (Provide a pertinent quote from the story.)
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Explanation #1: (Explain why the example provided is important.)
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Example #2 Set-up: (Introduce your next example from the story-with transition.)
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Example #2: (Provide a pertinent quote from the story.)
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Explanation #2: (Explain why the example provided is important.)
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Example #3 Set-up: (Introduce your next example from the story-with transition.)
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Example #3: (Provide a pertinent quote from the story.)
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Explanation #3: (Explain why the example provided is important.)
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Closing Sentence: (Draw a conclusion based on the contents of the paragraph.)
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Conclusion: (See the choices on the instruction sheet for closing thoughts on the
essay.)
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