Literary analysis

1. Literary analysis In other words, read the rubric!

2. Steps • When turning in your final essay on 10/25, you will need to turn in: • All drafts • Rubric that you scored • Clean rubric • We will: • Look at what it takes to make an across-the-board 5 in every category. • Evaluate our own essays, scoring them as we go. • Take a short amount of time to revise/help others revise/give feedback to each other.

3. Content Exemplary (5) • The essay offers a clear overall interpretation of the essay topic. • Title of work is appropriately punctuated and referenced, and author of work is appropriately referenced. • Insightful and focused thesis/claim statement or main idea that connects to the prompt. • The essay offers complexity and originality in analyzing the prompt.

4. Clear overall interpretation • The essay offers a clear overall interpretation of the essay topic. • In other words, do you fully address the actual claim in a clear and concise way?

5. Title and author • Title of work is appropriately punctuated and referenced, and the author of the work is appropriately referenced. • Is the author’s name and the title of the literary work in the intro? • Is the title of the work accurately punctuated (italics for long works, quotation marks for short works)? • Is the author’s name appropriately referenced every time? In other words, is he/she ever referred to by first name? • What score would you have received? Fix it! STOP

6. claim • Insightful and focused thesis/claim statement or main idea that connects to the prompt. • Does the paper have a clear claim that fully addresses the prompt? In other words, would the reader be able to determine the focus of your entire essay, and would that focus answer the prompt? • Is it insightful? • Is the claim the LAST sentence in the introduction? Look at your claim. Does it meet the above criteria? What score would you have received? Revise. Even Better Thesis Statements STOP

7. Complexity and originality • The essay offers complexity and originality in analyzing the prompt. • In other words, does it offer ORIGINAL thought overall, or just what we talked about in class? • Is the analysis complex overall, or does it represent juvenile or basic thought process?

8. organization Exemplary (5) • Engaging opening, introduces the essay’s general topic, and inspires thinking about the topic; logically proceeds to thesis/claim, thesis/claim is easily identifiable • Insightful and focused topic sentences that control body paragraphs and support theses/claim • Effectively arranges and transitions all information in and among paragraphs • All information in paragraphs-relevant with a constant focus on prompt claim/thesis • Exemplary conclusion. Answers the “so what” question, has final thought

9. introduction • Engaging opening that introduces the essay’s general topic and inspires thinking about the topic; logically proceeds to thesis/claim; thesis/claim is easily identifiable • Is there a hook that includes author/work background? • Is the hook followed by a transition that leads to the claim? Usually, a 1-2 sentence summary is needed (NOT a 3-4 sentence summary). • Is the claim the LAST sentence in the introduction? Look at your claim. Does it meet the above criteria? What score would you have received? Revise. Even Better Hooks - look at Section 5 STOP

10. Topic statements • Insightful and focused topic sentences that control body paragraphs and support theses/claim • Does each body paragraph have a clear topic statement that relates to the thesis? Are your topic statements the first sentences in your body paragraphs? Read yours. Do they meet the above criteria? What score would you have received? Revise. STOP

11. transitions • Effectively arranges and transitions all information in and among paragraphs • Are there transitions between paragraphs? • Are there transitions between ideas within the paragraphs? Mark any place in your paper where there is a shift to a new idea. Is there a transition there? What score would you have received? Revise. STOP

12. relevance • All information in paragraphs-relevant with a constant focus on prompt claim/thesis • Is all evidence relevant? Does it actually prove your topic statement? • Do all of your ideas within a paragraph support the topic statement? STOP

13. conclusion • Exemplary conclusion. Answers the “so what” question, has a final thought • Does the conclusion offer more than just a restatement of the main points? Read and evaluate your conclusion. What score would you receive? Revise. STOP

14. Support and elaboration • Exceptional selection of evidence-specific quotes and paraphrased information from the sources-that clearly relate to the claim/thesis • Exceptional integration of evidence. Writer skillfully integrates chosen evidence into his/her own writing. • Writer correctly utilizes MLA or other accepted citation method and cites ALL specific quotes and paraphrased information correctly within his/her paper (in-text citation) • Exceptional (in depth) analysis of how evidence proves and support(s) prompt, claim, and related ideas. • Incorporates exceptional discussion of appropriate literary devices or other pieces of evidence • Explanations and commentary address the how/why questions beyond the literal meaning of the text.

15. Selection of evidence • Exceptional selection of evidence-specific quotes and paraphrased information from the sources-that clearly relates to the claim/thesis • Is your evidence the BEST evidence to prove your point? Don’t use obscure evidence. It should be significant to the overall work. • Are there at least 2 direct quotes to support your main ideas? Read and evaluate your evidence. What score would you receive? Revise. STOP

16. Integration of evidence • Exceptional integration of evidence. Writer skillfully integrates chosen evidence into his/her own writing. • INCORRECT: • “I used to fantasize about having a pilgrim friend” (Schwegler 372). • CORRECT: • Carina Chocana writes, “I used to fantasize about having a pilgrim friend” (Schwegler 372). Look at all quotes. Are they integrated? What score would you receive? Revise. STOP

17. citations • Writer correctly cites ALL specific quotes and paraphrased information (in-text citation) in MLA format • INCORRECT: • “I used to fantasize about having a pilgrim friend.” (Schweglerpg. 372). • CORRECT: • Carina Chocana writes, “I used to fantasize about having a pilgrim friend” (Schwegler 372). Are all quotes cited correctly? What score would you have received? Fix! STOP

18. Analysis • Exceptional (in-depth) analysis of how evidence proves and support(s) prompt, claim, and related ideas. • Incorporates exceptional discussion of appropriate literary devices or other pieces of evidence • Explanations and commentary address the how/why questions beyond the literal meaning of the text.

19. analysis • Does your analysis take up most of the paragraph? • Does your analysis answer how/why, or is it just a restatement or literal explanation of the evidence? • Does your analysis explain your topic statement and support the claim? Read your analysis. Does it meet the criteria above? What score would you receive? Revise. STOP

20. Style and diction Exemplary (5) • Exceptional use of language, including effective word choice and no vague words • Purposeful passive voice when necessary • Consistent voice appropriate for addressing the prompt, genre, audience, and purpose. • Consistent tense appropriate for addressing the prompt, genre, audience, and purpose. • Exceptional fluency through varied sentence structure. • Exceptional Syntax-sentence structure does not disrupt the flow of the essay. No confusing or awkwardly worded sentences

21. Use of language Exceptional use of language, including effective word choice and no vague words • Upper-level and accurate vocabulary • Vague words • any infinitive (to walk), about, all, almost, always, anxiously, believe, eagerly, every, feel, finally, frequently, got, just, merely, nearly, need, never, not, often, only, so, stuff, that, things, this, “the public,” then, went, very, “to be” verbs STOP Mark these words on your paper. Do you have any upper-level vocab? Misused words? Does your essay use precise vocabulary that is not redundant or confusing? Look for vague words or phrases. What score would you have received on the rubric? Now fix them.

22. Passive voice Purposeful passive voice when necessary Passive voice: The road was crossed by the chicken. Active Voice: The chicken crossed the road. In active voice, the actor is the SUBJECT of the sentence.

23. Passive voice It is argued that… INSTEAD Anderson argues… Tom and Huck are portrayed as… INSTEAD Twain portrays Tom and Huck as… Is the essay written in mostly active voice? Underline every “to be” verb in the essay. Are they purposeful? What score would you have received on the rubric? Change them to active. STOP

24. CONsistent voice • Consistent voice appropriate for addressing the prompt, genre, audience, and purpose • No contractions • No slang • No informal language Underline contractions, slang, or other informal language. What score would you have received? Fix them. STOP

25. Consistent tense • Consistent tense appropriate for addressing the prompt, genre, audience, and purpose. • Write about literature in present tense. Have you written about literature in present tense? Look at every verb. What score would you have received? Fix it! STOP

26. Sentence structure • Exceptional fluency through varied sentence structure. • Use a mix of simple, compound, complex, and compound-complex sentences. • Use varied sentence openings.

27. Sentence structure • Example: The Winslow family visited Canada and Alaska last summer to find some native American art. In Anchorage stores they found some excellent examples of soapstone carvings. But they couldn't find a dealer selling any of the woven wall hangings they wanted. They were very disappointed when they left Anchorage empty-handed. • Revision: The Winslow family visited Canada and Alaska last summer to find some native American art, such as soapstone carvings and wall hangings. Anchorage stores had many soapstone items available. Still, they were disappointed to learn that wall hangings, which they had especially wanted, were difficult to find. Sadly, they left empty-handed.

28. Sentence structure • If too many sentences start with the same word, especially "The," "It," "This," or "I," prose can grow tedious for readers, so changing opening words and phrases can be refreshing. • Example: The biggest coincidence that day happened when David and I ended up sitting next to each other at the Super Bowl. • Some Possible Revisions: • Coincidentally, David and I ended up sitting right next to each other at the Super Bowl. • In an amazing coincidence, David and I ended up sitting next to each other at the Super Bowl. • When I sat down at the Super Bowl, I realized that, by sheer coincidence, I was directly next to David. • By sheer coincidence, I ended up sitting directly next to David at the Super Bowl. • With over 50,000 fans at the Super Bowl, it took an incredible coincidence for me to end up sitting right next to David.

29. Sentence structure Is there a variety of sentence types used? There should only be a few simple sentences(one subject and verb). Mark simple sentences. Do you repeat sentence openings? Mark them. What score would you have received? If you have a string of simple sentences, combine them. Rewrite any repeated openings. STOP

30. syntax • Exceptional Syntax-sentence structure does not disrupt the flow of the essay. No confusing or awkwardly worded sentences. Read each sentence individually (stopping after each one). Are there any confusing or awkwardly worded sentences? Mark them. What score would you have received? Fix them. STOP

31. GRAMMAr and MECHANICS • Exemplary (5) • Grammar: If you have 4 or more of the bolded and underlined errors, you receive an editing failure of 0. • Comma Splices • Fused Sentences/Run-On Sentences • Fragments • Apostrophe Errors • Subject/Verb Agreement Errors • Pronoun/ Antecedent Agreement Errors • Other Errors: Pronoun usage errors, homonym errors, spelling errors, misplaced or dangling modifiers, etc.

32. Comma splices and run-ons The following sentences are comma splices or run-ons. How do we fix them? • I didn’t like the movie, it was way too long. • She and Jerry are getting married in the fall, they didn’t want a summer wedding. • J.D. Salinger was a recluse and his protagonist Holden Caulfield reflected this lifestyle. Look for and mark comma splices/run-ons. Many of you are integrating your quotes as run-on sentences. STOP

33. Fragments/incomplete sentences • A complete sentence must have a main subject, a main verb, and form a complete thought. A dependent clause cannot stand alone as a sentence. • Fragment: The current city policy on housing is incomplete as it stands. Which is why we believe the proposed amendments should be passed. Possible Revision: Because the current city policy on housing is incomplete as it stands, we believe the proposed amendments should be passed. STOP Look for and mark fragments/incomplete sentences.

34. Apostrophe errors/Subject-verb errors • Use apostrophes to show possession, NOT plurality. • Singular subject with singular verb. Plural subject with plural verb. • Enough said.

35. Pronoun/antecedent errors • Pronouns must agree with their antecedents. • Examples: • Someone must follow the rules of grammar if they hope to get an A on their essay. • Why is this wrong? • Everybody risks their health when they smoke. • Why is this wrong? Look for and mark pronoun/antecedent errors. Fix them. STOP

36. Grammar & mechanics • Other Errors: Pronoun usage errors, homonym errors, spelling errors, misplaced or dangling modifiers, etc. • What score would you have received in grammar after taking into account all possible errors?

37. The end • What score would you have received overall? • GO HOME! REVISE AGAIN! EDIT AGAIN! GET AN A! • Next time…