The point of this paper—indeed, the point of the whole class—is to demonstrate your ability to
Research Paper Two: Prompt
The point of this paper—indeed, the point of the whole class—is to demonstrate your ability to
interpret literature in ways that reflect critical thinking. To that end, you will make and prove
an argument clearly, concisely, and rationally, using citations and evidence from the “anchor”
text, as well as incorporating the arguments of other scholars, as you carve out your own unique
perspective within the field of critical literary study.
You may assume that your audience for this paper consists of other scholars who have already
read the text and considered the text(s) carefully, such that their comprehension and interest go
beyond plot summaries. In other words, this paper’s audience isn’t just me, but might include
ALL your CL professors and classmates—those members of the scholarly community who have
some level of familiarity and interest in the field of literature, [or for our class’s purposes,
Children’s Lit, the Gothic, horror, and how all those genres overlap].
The paper MUST satisfy the following requirements:
Form
1. Four to eight pages (the minimum: four full pages)
2. Double-spaced with 1” margins
3. 12-pt Times New Roman
4. MLA format, 9th edition
5. Works Cited page
Content
Start by choosing a topic that interests you within one or more of our course readings—
or another text(s) within the wide world of literature itself. Your topic should explore a
prominent subject or theme that occurs in the text. Next, make an argument about that
subject/theme. From there, you will argue and support your position through textual evidence:
quote, quote, quote. (And then keep quoting!) By using direct evidence from the text, you are
proving to your audience that the idea you are exploring is revealed in the text (they were just
too dumb to see it, and you’re the real genius here).
Once you’ve established your own argument, bring in other scholarly voices that either
support your position (but do not state it identically), or disagree with your position. If you used
enough of the right evidence (quotes!) to support your unique argument, then it will be clear to
your audience that your position is the “right” one.
Great, so how do I do that?
1. Analyze one (or more) of the course readings OR a reading/text of your choice (must be
fiction; no non-fiction texts permitted).
Isolate the theme or subject that most interests you. (Sometimes this is the
hardest part!)
2. Make an argument.
Your topic should be arguable—in other words, a topic that requires proof
because it is not overtly apparent, or is one that reasonable people could disagree
about.
2. Have a thesis statement in your introductory paragraph that reveals your topic and your
argument.
3. Have well-organized, well-written, thoughtful body paragraphs that develop and support
your thesis.
4. Include at least two (2) peer-reviewed, scholarly essays or book chapters that situate
your argument: the author either agrees with you in some way, or disagrees with you
in some way. You might even be exploring an angle for the very first time.
5. OPTIONAL: Resolve any counter-arguments that arise from the scholarly essays: tell
the reader why you are “right,” and why Critic X is “wrong.”
6. Have a conclusion that sums up your argument and develops your idea, such that readers
know how and where your voice fits into the scholarly community about the text(s).
A great conclusion does not summarize and repeat what you have argued
throughout the paper. Instead, the conclusion interprets the observations you have
stated in the body and thesis. The conclusion shows how your argument has
developed throughout your paper and reveals the significance of your topic.
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