Formal Paper #3--Critical Analysis
Critical Memories: Analyzing a Literary Text
Objectives
- Identify a theme, motif or pattern in a literary text
- Differentiate between summarizing and analyzing
- Articulate structural strategies for the paper
- Integrate evidence from primary source
What's a Critical Analysis?
Begin by reading Chapter 3, "How to Write a Critical Analysis,"
in Trimble's Writing with Style: Conversations on the Art of Writing.
This chapter gives explicit explanation of what is expected in a critical
analysis of a literary text. Also consider reading A Short Guide to Writing
About Literature, by Sylvan Barnet, and Writing Themes About Literature,
by Edgar Roberts. Both of these texts are on reserve in the library.
What sorts of themes, motifs, or patterns can we write about?
Your task in this paper is to identify a theme, motif or pattern--just
one of these elements--and discuss HOW and WHY it is developed through the
text. You may write about plot and structure, character, point of view,
setting and object, a major idea or theme, imagery, metaphor and simile,
or symbolism and allegory. Each one of these elements is discussed in Roberts'
text. Also look in Roberts' text for examples of well-written papers.
Expectations
These papers, which will be somewhat shorter in length than previous
formal papers, have the same high expectations of all papers with special
emphasis placed on the quality of written expression. Pay close attention
to the advice given in Trimble's text on readability and diction, and discussions
held in class.
Technicalities
Suggested Length-- In these papers, we are looking for quality! In order
to give more attention to the quality, we'll keep the page limit at 4 or
5 pages--no more!
Format-- These papers are slightly different than previous work in their
documentation format. These are clearly placed in the field of humanities--literature--so
they need to be written in the MLA style!
Important Dates:
- Tuesday, March 30--3 thesis ideas for your paper: Typed and ready to
turn in.
- Friday, April 2--
Mandatory first version due. If you do not submit
a first version, you will not receive a passing grade for the paper. Period.
Furthermore, I'd like to try something new: critiquing your paper from
a disk version. If you'd like to submit your paper on disk, we'll discuss
the details of this later in class.
- Tuesday, April 6--Critiqued papers returned
- Tuesday, April 6--In-class workshop of ALL papers
- Friday, April 9--Final versions of papers due
- Friday, April 9--Group Presentations
Grading-- Look to the "Grading Criteria" handout for
the specific qualities for each grade. This paper will be graded on an A,
B, C, D, F scale; plus and minus grades will be given. It counts for 10%
of your final course grade. The companion piece to this paper, your group
presentation (see handout), will count for 5% of your course grade. Remember,
if you do not turn in a first version, you will not receive a passing grade
for the paper. If you turn your first version in late, your final paper
grade will earn a full grade late penalty and you will not have the option
of revising it.
Reminder -- Refer to page 4 of the course syllabus for
more details that pertain to all formal papers, such as late penalties,
revisions, and more.
Process Work-- For these papers, it is absolutely
crucial that you print out, save and turn in ALL of your process work. As
with the first versions you submit for critique, if you do not turn in sizable
collection of process work that clearly demonstrate your progress on the
paper, you will not receive a passing grade for the paper. Period.
Hints
What is my part in writing a critical analysis?
A critical analysis is an attempt to help someone see something specific
in the text that they may not otherwise have noticed. In other words, your
insight into something you found interesting.
Your voice is important! This paper, although not written in the first
person, should be yours. Your ideas, your thoughts, your words and you voice
should infuse every corner of it.
How do I figure out a topic?
Start with what interests you in the text. As you read, did some
aspect of the text strike you as particularly thought provoking. Work with
that idea. Analyze why and how it was so thought provoking.
Don't bite off more than you can chew. Make sure your topic is manageable.
It's far better to have depth than breadth in this paper.
Remember. . . and this is VERY important. . . you are not merely to summarize
the text or part of it, and you are not just to point out something interesting;
you need to analyze and develop your ideas in a thoughtful and thought-provoking
manner. Think about the HOW and WHY.
How do I formulate a thesis statement?
Think of your thesis idea as the sentence or two you tell your friend,
who has a very short attention span, when she asks what your paper is about.
Your thesis will probably be one or two sentences--and probably in the
"topic + defensible" comment format. Usually the language of a
thesis is fairly simple and straightforward.
What else is important?
READ THE BOOK TWICE! Don't think you can write this paper without rereading
the text with your paper's thesis in mind! As you read, take notes--preferably
on note cards.
SHOW DON'T TELL! When you make an assertion (a statement about the text)
support it with specific examples--direct quotations, paraphrases and summaries--from
the text.
REVISE, EDIT AND PROOFREAD PRINTED COPIES OF YOUR PAPER. The quality
of these tasks is severely limited when you work entirely on a computer
screen.
USE A TITLE! You must have a title that not only makes your reader want
to read your paper but also gives an accurate notion of your paper's topic
Notes
Need I say it again. If you need help, seek me out. We can work on any
part of your paper: from generating a thesis to organization, generating
text, revising, editing and proofreading. But don't wait too long! You'll
want enough time to work with whatever we discuss about your paper. And
don't be afraid because you're confused, frustrated or stuck--in fact, that's
the best time to come!
Group Presentation Ideas
In groups, you will present to the class some important aspect about
the book. Your goal is threefold:
- you want the class to come away with a clear sense of the book's primary
theme;
- you want to increase your classmates' interest in reading the book;
and,
- you want to be as innovate as possible with the format of your presentation.
Use the ideas below as a springboard: you may use one of these
but you can also generate your own ideas. Divvy up the work, making certain
each person has an equitable role, and use your group's multiple intelligences
to your advantage when planning your presentation.
You will each receive a grade for this presentation based on your group-mates'
anonymous evaluation of your effort, energy and contribution; in addition,
I will evaluate the quality of your presentation.
You will have 20 minutes at the start of each class to work on these
presentations. It is expected that you will also need out of class time,
which you should schedule at your group's convenience. If your group would
like to meet with me to discuss your presentation, please make an appointment.
Presentations will be Friday, April 9. We will negotiate the time necessary
for each presentation.
29 Ideas for Group Presentations
1. Design an advertising campaign to promote the sale of the book you
read. Include each of the following in your campaign: a poster, a radio
or TV commercial, a magazine or newspaper ad, a bumper sticker, and a button.
2. Write and act out a scene that could have happened in the book you
read but didn't. After you have written the scene, explain how it would
have changed the outcome of the book.
3. Create a board game based on events and characters in the book you
read. By playing your game, members of the class should learn what happened
in the book. Your game must include the following: game board, rule sheet
and clear directions, events and characters from the story on cards or on
a game board.
4. Make models of three objects that were important in the book you read.
On a card attached to each model, tell why the object was important in the
book.
5. If the book you read involves a number of locations within a country
or geographical area, plot the events of the story on a map. Make sure the
map is large enough for the class to read the main events clearly. Attach
a legend to your map. Write a paragraph that explains the importance of
each event indicated on your map.
6. Complete a series of five drawings that show five of the major events
in the plot of the book you read. Write captions for each drawing so that
someone who did not read the book can understand the illustrations.
7. Design a movie poster for the book you read. Cast the major characters
with real actors and actresses. Include a scene or dialogue from the book
in the layout of the poster. Remember that you are trying to convince someone
to see the movie based on the book, so your writing should be persuasive.
8. Make up a test for the book you read. Include ten true-false, ten
multiple choice, and ten short answer essay questions. After writing the
test, provide answers to your questions.
9. Select one character for the book you read who has the qualities of
a heroine or hero. List these qualities and tell why you think they are
heroic.
10. Imagine that you are about to make a feature-length film of the novel
you read. You have been instructed to select major characters in the novel
from your College Writing classmates and tell why you selected each person
for a given part. Consider both appearance and personality.
11. Plan a party for the characters in the book you read. In order to
do this, complete each of the following tasks: a) Design an invitation to
the party which would appeal to all of the characters. b) Imagine that you
are five of the characters in the book and tell what each would wear to
the party. c) Tell what food you will serve and why. d) Tell what games
or entertainment you will provide and why your choices are appropriate.
e) Tell how three of the characters will act at the party.
12. List five of the main characters from the book you read. Give three
examples of what each character learned or did not learn in the book.
13. Find a job position announcement from a newspaper or on-line source
for one or more of the characters. Be sure that the job is one for which
a character in your book is qualified. Write a resume for the character(s)
that is based on what you've read in the book.
14. Make a diorama of a scene from the book you read. Write a paragraph
explaining the scene and attach it to the diorama.
15. Pretend that you are one of the characters in the book you read.
Tape a monologue (one person talking) of that character telling of his or
her experiences. Be sure to write out a script before taping.
16. Make a television box show of ten scenes in the order that they occur
in the book you read. Cut a square from the bottom of a box to serve as
a TV screen and make two slits in opposite sides of the box. Slide a butcher
paper roll on which you have drawn the scenes through the two slide slits.
Make a tape to go with your television show. Be sure to write out a script
before taping.
17. Make a filmstrip or slide-tape show picturing what happened in the
book you read. You can make a filmstrip by using Thermofax transparency
material, but be sure it is narrow enough to fit through the projector.
You will have to work carefully on a script before making your tape.
18. Tape an interview with one of the characters in the book you read.
Pretend that a magazine or newspaper reporter is interviewing this character.
You may do this project with a partner, but be sure to write a script before
taping.
19. Make a book jacket for the book you read. Include the title, author,
and publishing company of the book on the cover. Be sure the illustration
relates to an important aspect of the book. On the inside flap or on the
back of your book jacket, write a paragraph telling about the book. Explain
why this book makes interesting reading when writing this "blurb."
20. In The Catcher in the Rye, Holden Caulfield describes a good book
as one that "when you're done reading it, you wish the author that
wrote it was a terrific friend of yours and you could call him up on the
phone whenever you felt like it." Imagine that the author of the book
your read is a terrific friend of yours. Write out an imaginary telephone
conversation between the two of you in which you discuss the book you read
and other things as well.
21. Imagine that you have been given the task of conducting a tour of
the town in which the book you read is set. Make a tape describing the homes
of the characters and the places where important events in the book take
place. You may use a musical background for your tape.
22. Make a list of at least ten proverbs or familiar sayings. Now decide
which characters in the book you read should have followed the suggestions
in the familiar sayings and why. Here are some proverbs to get you started:
He who hesitates is lost. All's fair in love and war. The early bird catches
the worm. A stitch in time saves nine.
23. Write the copy for a newspaper front page that is devoted entirely
to the book you read. The front page should look as much like a real newspaper
page as possible. The articles on the front page should be based on events
and characters in the book.
24. Make a collage that represents major characters and events in the
book you read. Use pictures and words cut from magazines in your collage.
25. Make a time line of the major events in the book you read. Be sure
the divisions on the time line reflect the time periods in the plot. Use
drawings or magazine cutouts to illustrate events along the time line.
26. Change the setting of the book you read. Tell how this change of
setting would alter events and affect characters.
27. Make a paper doll likeness of one of the characters in the book you
read. Design at least three costumes for this character. Next, write a paragraph
commenting on each outfit; tell what the clothing reflects about the character,
the historical period, and events in the book.
28. Pick a national issue. Compose a speech to be given on that topic
by one of the major characters in the book you read. Be sure the contents
of the speech reflect the character's personality and beliefs.
29. Retell the plot of the book you read as it might appear in a third-grade-reading
book. Be sure that the vocabulary you use is appropriate for that age group.
Variation: Retell this story to a young child. Tape your story telling.
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