An Interpretive Project: Day 1

1. An Interpretive Project: Day 1 THESIS: • Is it arguable? (Could someone disagree?) Is it specific? Does it embrace the complexity of the text? • Does it include an observation (a pattern, character, motif, etc.) and explain what this observation suggestsabout a big idea, the world, human experience? Does it explain why this is significant? OUTLINE: • How will you organize your essay? How many paragraphs will you devote to each text/idea? In what order? Where do you want to end and how will you get there?

2. An Interpretive Project: Day 2 INTRODUCING YOUR ARGUMENT: • Always be an APT writer: consider you Audience, Purpose and Tone • What content (information) belongs in an introduction? • What is the structure of an introduction (what information goes where)?

3. An Interpretive Project: Day 2 INTRODUCING YOUR ARGUMENT: How do we “hook” the reader? • First, admit that it is impossible to say or do or write anything that will interest everybody. With that out of the way, the question once again becomes : “Who is my audience and what can I do that will secure the interest of this particular group of readers?"

4. An Interpretive Project: Day 2 Anecdote:Begin a paper by relating a small story that leads into the topic of your paper. If you do it right, your story will capture the reader's interest so that he or she will continue to read your paper. One caution: be sure that your story does not take over the paper. Remember, it is an introduction, not the paper.For TKAM, this could be a small, engaging anecdote from the novel itself.

5. An Interpretive Project: Day 2 Define your terms:If your paper is exploring a big, but potentially vague concept like “justice” or “freedom” or “gender,” then you should explain how you define these terms. Do not simply provide a definition from a dictionary. Exploring the general ideas, problems, and questions surrounding your “concept” can be an interesting opening to your essay.

6. An Interpretive Project: Day 2 Historical Review:  Some topics are better understood if some historical context is provided at the beginning of the paper. For TKAM, this may even be historical context that Lee provides. “In 1954, when James Folson was running for a second term as governor of Alabama…”

7. An Interpretive Project: Day 2 Counter-Argument: • First, imagine a skeptical reader, or cite an actual source, who proposes an alternative interpretation. • Second, show why this first argument is mistaken or invalid and then explain why your own argument is a better alternative.

8. An Interpretive Project: Day 3 Concluding Your Essay: • Point out an example from the novel that does NOT fit with your argument. What NEW questions does this contradiction raise for you? • Point out an alternative way of addressing the big idea you’re exploring. • Address some of the larger consequences of this big idea (don’t just list off contemporary examples) • Where would you go next? How has this paper complicated the text rather than simplified it? What questions are you left with?

9. An Interpretive Project: Day 3 Concluding Your Essay: A concluding paragraph also offers you the opportunity to: • Experiment with your writing style: repetition, long vs. short sentences, etc. This can add a type of poignancy and emotion to your paper. • Mention yourself as a writer (use “I”) and your own personal involvement with these ideas (your final struggles, questions, etc.)

10. An Interpretive Project: Day 3 Homework: • Bring TWO copies of your paper to class tomorrow—this is not a “rough” draft. It should be proofread, spellchecked, etc. • Submit a copy on Turnitinunder “TKAM Essay: Stage 1”