The Literary Analysis Essay English 1302 Using the strategies of literary analysis, a writer can discover, develop, and defend his/her stance on a literary analysis issue. This assignment sheet is a guide and not a contract. I, Mrs. Patricia Carpenter, reserve the right to modify schedules, rubrics, and assignment requirements as necessary to promote the best educational opportunity for each student. PURPOSE This assignment allows the student an opportunity to demonstrate the ability to utilize persuasive appeals (logos, pathos, and ethos), rhetorical devices, and writing techniques similar to professional models of literary analysis writing to critically read a literary text and interpret a literary piece to an audience by focusing on one or two figures of speech. REFERENCES The College Writer-Chapter 1 & Chapter 16/ The Hodges Harbrace Handbook Figures of Speech definitions—americanrhetoric.com/Figures of Speech PPT E-campus postings/NLC Writing Center SCHEDULE--Drafting Phase First Draft: You write a first draft identifying one rhetorical devices or one figure of speech in one of the six given texts and develop it as the thesis or focus of your literary analysis. Then you evaluate the draft through peer review and by the Writing Center to ensure that you successfully achieve a close critical reading and write persuasively about the literary text. This is highly recommended. The student will print 1 copy for peer review. First draft is due on Wed, 03/18/15. Second draft: You produce a second draft reflecting changes in the first draft from peer review and instructor review. You bring one (1) copy of the second draft to class for peer edit. Second draft is due on Wed, 03/25/15. Final Drafting Phase You produce a final draft reflecting editing changes from the second draft. No outside materials or sources are used to write this paper. You turn in the first draft from peer review and the second draft from peer edit plus any drafts from a writing tutor in class or to the instructor’s mailbox in A 310 by 3:00 pm on the final draft due date. You submit the final draft to Insite for a grade. Final draft posted on Insite by 11:30 pm with first and second drafts due to the instructor on Wed, 04/01/15!!!! FORMAT You critically read and analyze the given text without consulting outside sources. The paper should be written in MLA page format in a legible 12 point font text. Produce approximately 4-5 typed pages. I do not assess the paper or assign it a grade if it is not submitted to Insite. TEXTS: POETRY—Dickinson’s “I Dwell in Possibility,” Frost’s “Nothing Gold Can Stay,” or Williams’ “This is Just to Say.”/ PROSE—Poe’s “Tell-Tale Heart”, Harte’s “The Outcasts of Poker Flat,” or Fitzgerald’s “Benediction.” All texts are posted on e-Campus in the Essay #2 Literary Analysis folder. NLC English Department Literary Studies Paper Rubric CRITERIA Excellent (18-20 points) Proficient (16-17 points) Satisfactory (1 ...

1. The Literary Analysis Essay
English 1302
Using the strategies of literary analysis, a writer can discover,
develop, and defend his/her stance on a literary analysis issue.
This assignment sheet is a guide and not a contract. I, Mrs.
Patricia Carpenter, reserve the right to modify schedules,
rubrics, and assignment requirements as necessary to promote
the best educational opportunity for each student.
PURPOSE
This assignment allows the student an opportunity to
demonstrate the ability to utilize persuasive appeals (logos,
pathos, and ethos), rhetorical devices, and writing techniques
similar to professional models of literary analysis writing to
critically read a literary text and interpret a literary piece to an
audience by focusing on one or two figures of speech.
REFERENCES
The College Writer-Chapter 1 & Chapter 16/ The Hodges
Harbrace Handbook
Figures of Speech definitions—americanrhetoric.com/Figures of
Speech PPT
E-campus postings/NLC Writing Center
SCHEDULE--Drafting Phase
First Draft:
You write a first draft identifying one rhetorical devices or one
figure of speech in one of the six given texts and develop it as
the thesis or focus of your literary analysis. Then you evaluate
the draft through peer review and by the Writing Center to
ensure that you successfully achieve a close critical reading and
write persuasively about the literary text. This is highly
recommended. The student will print 1 copy for peer review.

2. First draft is due on Wed, 03/18/15.
Second draft:
You produce a second draft reflecting changes in the first draft
from peer review and instructor review. You bring one (1) copy
of the second draft to class for peer edit. Second draft is due on
Wed, 03/25/15.
Final Drafting Phase
You produce a final draft reflecting editing changes from the
second draft. No outside materials or sources are used to write
this paper. You turn in the first draft from peer review and the
second draft from peer edit plus any drafts from a writing tutor
in class or to the instructor’s mailbox in A 310 by 3:00 pm on
the final draft due date. You submit the final draft to Insite for
a grade. Final draft posted on Insite by 11:30 pm with first and
second drafts due to the instructor on Wed, 04/01/15!!!!
FORMAT
You critically read and analyze the given text without
consulting outside sources. The paper should be written in
MLA page format in a legible 12 point font text. Produce
approximately 4-5 typed pages. I do not assess the paper or
assign it a grade if it is not submitted to Insite.
TEXTS: POETRY—Dickinson’s “I Dwell in Possibility,”
Frost’s “Nothing Gold Can Stay,” or Williams’ “This is Just to
Say.”/ PROSE—Poe’s “Tell-Tale Heart”, Harte’s “The Outcasts
of Poker Flat,” or Fitzgerald’s “Benediction.” All texts are
posted on e-Campus in the Essay #2 Literary Analysis folder.
NLC English Department Literary Studies Paper Rubric
CRITERIA
Excellent
(18-20 points)

3. Proficient
(16-17 points)
Satisfactory
(14-15 points)
Unsatisfactory
( 12-13 points)
Deficient
(0-12 points)
Thesis
Engaging opening that introduces the paper’s topic, a problem,
research question, purpose, and method for writing; the thesis is
an easily identifiable, well-phrased argument that assesses
literature and addresses a specific idea to be explored and
argued; the thesis reflects sound critical, interpretive, and
analytical thinking; title and author of work are appropriately
identified.
Generally engaging opening; areas to be strengthened may
include presentation of general topic, development of transition
between general opening and specific thesis statement; thesis
statement is phrased as an argument but may be strengthened
through clarification of the main idea being offered and
purpose.
Opening is functional but too brief and/or simplistic; topic is
apparent but needs to be developed to engage the reader; weak
sense of purpose and claim; paragraph topics are vague or
disconnected from the thesis; thesis may be too general, vague,
or imprecisely presented; thesis may not directly address the
prompt.
Opening is ineffective, poorly organized, and underdeveloped;
thesis statement may summarize plot points rather than present
argument about text or may be missing; thesis may not address
the prompt or a viable topic; author and/or title of text may not
be referenced properly.
Fails to fulfill the requirements of the assignment.
Development
Each paragraph clearly connects to the thesis and offers

4. identifiable, well-phrased ideas to be fully argued in each
paragraph; concrete details are well-chosen and incorporated in
the body paragraphs; paragraphs are well-organized to create a
coherent, carefully developed and supported argument;
transitions between ideas are logical and each idea builds on the
preceding.
Each paragraph generally connects to the thesis but one or more
main ideas may need to be clarified; concrete details are
generally well-chosen though some may be irrelevant or
insufficient as evidence to effectively support the thesis and/or
paragraph; paragraphs are generally well-organized, although
some transitions may be awkward; focus and control of
argument may need improvement because the point of a
paragraph may not always be clear.
Supporting ideas within body paragraphs are present but weak
in one or more following areas: main idea not discernible, a fact
about the text is summarized, and/or unclear connections to
thesis exist. Concrete details are present but weak because they
provide insufficient evidence to support the body paragraph
and/or lack insightful inference. Lack of coherent organization
of ideas within paragraphs; abrupt transitions that impede flow.
Topic sentences absent or consistently lack focused ideas, either
offering general, irrelevant comments or stating facts about the
text; there is no discernible argument or point guiding the
paper; concrete details are absent or ineffective/ insufficient;
consistent lack of coherent organization of ideas within
paragraphs and from one paragraph to the next; points of
paragraphs are unclear.
Fails to fulfill the requirements of the assignment.
Literary Interpretation
Writing demonstrates analysis, critique, and interpretative
functions; inferences are well developed so that all claims and
points made are well-supported and persuasive; focuses on both
thematic and stylistic elements of examined literature;
demonstrates writer’s ability to interpret the function of literary
devices in the service of thematic meaning; appropriate balance

5. of quotes to writer's commentary; writer is clearly engaged with
and moved by his/her thinking process and philosophy.
Writing generally reflects a critical, analytical, and
interpretative understanding of the text but is uneven or vague;
inferences demonstrate interpretive ability but could be
developed further to better explain significance of detail and
support thesis; some claims may be vague, generalized, or
lacking in support; analysis could be stronger through focus on
stylistic elements that create thematic meaning; some imbalance
of quotes and writer's analysis.
Writing demonstrates basic comprehension, but not a critical,
analytical, or interpretive understanding, as reflected by the
following: interpretive analysis inconsistent or unsubstantiated;
frequent summary of plot; writer restates the content of cited
sources rather than draws significant inferences about sub-
textual meaning; little or no analysis of how stylistic elements
of the text create meaning. Writing weakened by frequent
generalizations, unsupported claims, assumptions, vague
statements.
Writing demonstrates some awareness of literary details but not
a critical or analytical understanding of the text; points made
are vague and unsubstantiated; plot summary is present; no
literary interpretation present.
Fails to fulfill the requirements of the assignment.
Language & Style
Paper reflects an argumentative mode of writing appropriate for
the topic; it is academic in tone; writer's voice is evident,
confident, and sophisticated; vocabulary and phrasing are
academically appropriate, persuasive, and sophisticated without
being pretentious.
Writing is generally academic in tone; writer’s voice may not be
consistently persuasive but is discernible; writing demonstrates
an awareness of the purpose to persuade; vocabulary in some

6. places may be simplistic or ineffective.
Writing tends to be mechanical in tone; writer’s voice is not
discernible in the paper; writing demonstrates inconsistent
awareness of the purpose to persuade; vocabulary tends to be
simplistic, marked by instances of informal or imprecise
diction.
Writing is mechanical in tone; writer’s voice is not discernible;
writing demonstrates no awareness of the purpose to persuade;
vocabulary is simplistic and/or inappropriate.
Fails to fulfill the requirements of the assignment.
Grammar & Mechanics
Paper includes sentence variety; effective syntax and grammar;
demonstrates a mastery of writing conventions and serves the
author’s purpose; consistent adherence to MLA guidelines;
accurate Works Cited page; absence of grammar, syntax, and
punctuation errors.
Paper’s sentences generally effective but may lack appropriate
variety (some repeated opening words and structure); syntax and
grammar may be awkward in places (but not distracting); a few
grammar and mechanical errors (but not distracting); consistent
adherence to MLA guidelines; accurate Works Cited page.
Essay sentences lack variety (frequently repeated opening words
and sentence structure); awkward syntax and grammar confuse
writer’s point and distract reader; misspellings, contractions,
fragments, referring to “you” which diminishes the academic
nature of the writing; inconsistent adherence to MLA guidelines
(but does not compromise integrity of essay); Works Cited page
may contain inaccuracies (but does not compromise the integrity
of essay).
Frequent syntax, grammar, and misspelling errors that distract
the reader; lack of adherence to MLA guidelines which
undermines the integrity of paper; inaccurate Works Cited page
compromises integrity of essay.
No adherence to MLA guidelines (missing citations, lack of
proper format); missing Works Cited page; paper is
incomprehensible.

7. TOTAL POINTS