Answer the question of whether a character from one of the stories is round or flat AND static or dynamic, giving proof for each assertion Also, what is his/her/their motivation for

Essay 1 Writing Guidelines and Information

Requirements

· The essay should be  at least 800 words in length.

· You must create an  original title.

· You must have  a strong, argumentative thesis statement that clearly lays out what you will discuss in your paper.

· You should support your thesis with textual  analysis and evidence from the text (quotes).

· Include proper  MLA citations, and Works Cited page.

· Write in the formal  3rd person.

___________________________

Use a 12-point font—no fancy fonts.

Be sure to double-space the entire paper.

Include your name, date, and course number in the upper left-hand corner.

Topics:

Option 1: Answer the question of whether a character from one of the stories is round or flat AND static or dynamic, giving proof for each assertion. Also, what is his/her/their motivation for action/behavior? 

Option 2: What is the life lesson (also known as the theme) of the story? Use details from the story to prove the theme.  Reminder: a theme must  be more than one word (containing a subject and verb). You will  not receive credit if you say that the theme is “love” or “family.” In the course of your analysis, you should choose specific textual references, analyze their impact, and demonstrate how those references contribute to the central argument you are advancing about the text’s principal theme or fundamental message.

Option 3: Analyze a specific literary element used in the story. Fully explore how it is used and the author’s purpose. Explain how literary element (Literary elements = Foreshadowing, mood, setting, diction, symbolism, point of view, etc.) is used to create/enhance the effectiveness of the author’s message.

Tips: 

Make sure that your central argument is supportable and debatable: pick something that will be interesting to prove. For instance, do not argue that “The Storm” is a story about a woman having an affair. Instead, you might claim that it should be read as a critique of the institution of marriage; should be read as a critique of patriarchal expectations for women; should be read as a psychological examination of a character incapable of resisting temptation, etc. 

Use the text. Successful analysis of fiction or any literary work depends on skillful evaluation of how the text creates meaning. Your insight matters, but it should be insight derived from analysis of textual evidence. Note: this is not a research paper. I am much more interested in your personal analysis of a text and original ideas. 

 Essential Question Examples: 

3) 1)  In Russell’s “St. Lucy’s Home for Girls Raised by Wolves,” How and why does the protagonist change over the course of the story? How might those changes be reflected in the way she shifts, as a narrator, between the first-person plural and singular? 

4) 2) In “A Rose for Emily,” do you find that Emily is a victim of social values? (In an interview at the University of Virginia, William Faulkner commented that he pitied Emily. What do you make of his comment?

If you are having a hard time coming up with a question that you’d like to answer, check out some of the writing suggestions and questions in the textbook.

Also, make sure to read Chapter 3: The Literature Essay. This chapter helps to explain the general conventions of an academic essay. 

Grading Expectations

A: The “A” essay thoroughly develops a significant and well-considered central idea from a consistent point of view. The organization of sentences and paragraph is effective, and smooth transitions connect ideas. The presentation is unified, clear, coherent, and concise and has varied sentence structure. The paper demonstrates mastery of formal elements of essay writing and meets all special stipulations of the assignment. The “A” essay is outstanding in its synthesis of these characteristics.

B: The “B” essay has a sound and clearly stated main idea, which is logically and adequately developed. The organization is clear, and the writing is unified, coherent, and concise. The paper exhibits few mechanical and grammatical errors and meets all special stipulations of the assignment. Although indicating above-average competence, the “B” essay lacks the refinement in thought, style, and/or expression which characterizes the “A” essay.

C: The “C” essay has a sound central idea stated clearly enough to convey its purpose to the reader. The organization is also clear, although often mechanical. Paragraphs are unified and adequately developed. Sentences are clear, although sometimes lacking in variety or emphasis. Major mechanical and grammatical errors are not prevalent, and an attempt to meet each special stipulation is evident. The “C” essay demonstrates competence in composition.

D: The “D” essay is marginal in its presentation of clear or thoughtful central idea, its organization of supporting ideas, or its use of language in expressing these ideas. It may contain serious mechanical or grammatical errors. Finally, it may be marginal in meeting one or more special stipulations of the assignment.

F: The “F” essay may fail to state and develop a main idea, provide and organize sufficient supporting details, or use language appropriately to express its ideas. It may contain mechanical or grammatical errors, significantly diminishing the essay’s quality. It may fail to meet specific stipulations of the assignment.

Faulkner's "A Rose for Emily"- is found in your digital textbook, but here is an easy link:  https://repositorio.ufsc.br/bitstream/handle/123456789/163604/A%20Rose%20for%20Emily%20-%20William%20Faulkner.pdf?sequence=1&isAllowed=y

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