This document outlines the requirements for writing a thesis-driven analysis of a chosen text, which can be any cultural or textual artifact. The analysis must focus on significant observations, interpretations, and applications, leading to a coherent thesis that communicates the relevance of the analysis. It emphasizes the importance of citing sources properly, employing a logical essay structure, and providing evidence that supports the argument beyond conventional wisdom.

1. For this essay, you will examine a text thoroughly (likely a
portion of a text), and then write a single, thesis-driven analysis
of it based on your observations, interpretations, and/or
applications of the ideas that you have uncovered, thereby
revealing the significance of your chosen text.
By “
text
,” I mean “object of study that can be read as a text.” In other
words, a text can be a printed work, image, ad/political
campaign, place, television program, film, video game, public
figure, and so forth (this list is not comprehensive). It is
very likely
that you will only be working with a portion of any longer texts
(for instance, it’s best to examine a
scene
from a film, rather than a whole film or a single idea in an
essay, rather than the whole essay). By “
thesis
,” I mean a creative,
argumentative
main claim that carries some cultural significance to it. By “
observations, interpretations, and applications
,” I mean the
evidence
that you are examining and the explicit meaning that you are
drawing from it (i.e. what does your evidence prove and how
does it connect with your main claim and/or subclaims?). By “
significance
,” I mean the answer to the question “So what?” or “Why does it
matter that we understand your text in the way that you have
argued?” or “What
changes
as a result of understanding your text in the way that you do?”
or “Why do we care?”

2. Objects of Study:
You may examine…
·
any portion of the written texts on the syllabus
·
a “cultural, textual artifact” such as a television episode, film,
sculpture, painting, place, advertisement or ad campaign, or
video game
Given the freedom of choice regarding your objects of study,
make absolutely certain that you cite/document properly, both
for the in-text (parenthetical) citations and on the
required
works cited page. (See the MLA guidelines sheets on
Blackboard and visit Purdue University’s Online Writing Lab; I
should also mention, although I hope that it is not necessary,
that it could be useful to review the University’s policies
regarding plagiarism).
Hints and Advice:
We have discussed this semester how the “lens” through which
you look at an object of study focuses “how” you see and make
meaning out of it. One way to analyze a text in a new way (and
to have a new idea/thesis/main claim) is pick a new lens through
which to examine your text. Some examples include: power
relationships, hierarchies, language, class, race, gender,
sexuality, age, technology, communication, public/private,
spirituality, stereotypes/archetypes, materialism/idealism,
consumerism, inside/outside, space … the list goes on. All of
these lenses play significant roles in image-making or
representation in culture and might help you in examining your
chosen text.

3. You may choose to compare or address issues of representation
in two or more different texts (for instance, texts that seem to
have different purposes, but communicate those purposes in
similar ways; or texts that seem similar, but are intended for
vastly different audiences), but your paper must combine all
texts you use under a
single, unifying idea
and a
single, coherent thesis
. Do not write two papers smashed together (i.e. an analysis of
one text, and then an analysis of another). Do not prove the
same thesis multiple times with different texts. Do not
merely
compare/contrast – do so only
with purpose
that is pertinent to your overall argument. (Think about
“similarity within difference” from Skill Builder #5.)
Reminders:
Remember to “prove” (make plausible) your thesis through
detailed evidence from the text itself derived from logical
connection,
not
declaration. You might even think of it as your evidence
“revealing” your argument itself (although don’t arrange your
paper that way), which will help you to avoid
overgeneralization (which is a likely problem if you do not stick
to a large extent to your evidence).
Make certain to
interpret
your evidence – explain
explicitly

4. its meaning and/or connection to your thesis. (Remember, that
it’s mere
data
unless you interpret it and connect it to your argument – only
then is it evidence.) Have a look at the “Using Evidence” sheet
on Blackboard.
Make certain that you are moving
beyond
authorial intent (what does the text communicate that is
not
apparent, is
not
intended, is
not
obvious?). Make certain that you are moving beyond
conventional wisdom, beyond what everyone already knows (or
what people think they know).
Ask yourself if your thesis “passes” all of the “tests” as
outlined on the “Thesis Assessment” sheet available on
Blackboard.
Does your thesis evolve?
Does your paper end somewhere different from where it began?
See WA, Chapter 6.
Read it carefully.
In terms of MLA format and grammar/mechanical issues,
consider: Have a look at the MLA guideline sheets that have
been on Blackboard all semester. In addition, many of you have
had surface-level problems (singular/plural agreement problems,
possessives, apostrophes, comma-splices, semi-colon misuse

5. and others) that we have addressed more than once; for this
assignment, I will be checking
past
assignments to see if you have addressed those inaccuracies.
I have digital copies of your past assignments.
I will know.
(Also have a good, thorough look at WA, Chapter 11.)
Final Words:
This, the final formal essay of this course, combines many of
the skills we have developed this semester -- you will have to
call upon your ability to read carefully, examine images, write
specific summaries, analyze particulars to support a larger
claim, develop a complex and compelling thesis statement, and
write a rhetorically effective essay.
Remember to observe, record evidence, consider visual
elements, brainstorm binaries (and complicate them and relocate
them), watch for patterns, note repetitions and strands, locate
anomalies, hierarchicize your findings, consider what
rhetorical/persuasive strategies a text’s author uses, prewrite,
take notes, draft, redraft, revise, edit and proofread.
Also … you are free to “scavenge” your work from earlier in the
class.
If any of the essays or skill builders have material in them that
could be revised, expanded, complicated, developed, used as
evidence, reshaped, etc. so that they are
relevant
and
fully integrated
with your Essay #4, you should feel free to use it.

6. Remember, though, that this assignment is different: thus, your
thesis
for essay 4 must be different from any that have come
previously.
Plus, any material you use from previous work will have to be
smoothly and seamlessly incorporated into your new paper.
Assessment Criteria:
A successful essay WILL:
·
Present and develop a strong, evolved thesis, which is an actual
argument (NOT merely an opinion or description) that is in two
parts: 1) Makes a claim and 2) communicates the significance of
that claim.
·
Move beyond conventional wisdom and not rehash arguments
covered in mainstream media.
·
Provide evidence from the text(s) that is then
used
(interpreted/engaged) by you and clearly shown to “prove”
(make plausible) your argument.
·
Employ a logical and effective organizational structure of well-
developed paragraphs and smooth transitions. Paragraphs must
“build.” If they can be reordered without much change to your
paper, you’re not done.
·
Do more than just describe or summarize the text(s), or restate

7. the text’s intended purpose.
·
Engage the reader with “zesty” prose, good diction, proper
mechanics -- readability factors!
·
Have an appropriate and interesting title (or at least one that is
somewhat creative) that relates to the main claims,
interpretations of the paper.
·
Be in proper MLA format.
·
Have a works cited page: remember that images, too, must be
documented accurately.
Note:
Any essay that does
not
present a strong main claim (thesis statement) cannot receive a
letter grade greater than a C (and it had better be really good
otherwise to achieve that grade).