Evaluation: Midterm Literary Analysis Paper

EVALUATION: MIDTERM NAME:______________________________________________
Literary Analysis Paper 25 % of Course Grade
ENG 104, Prof. C. Agatucci, Fall 2003 GRADE:________________________
___ Submitted Late: ½ Grade Penalty ___ Submitted on time: Revision Option available
NOTE: Original graded Midterm Literary Analysis Paper & Evaluation sheet must be resubmitted with Optional Revision

___1. MANUSCRIPT FORMAT i.e. Final Draft is typed/wordprocessed & double spaced, and adheres to standard Manuscript format (e.g. MLA-style heading & running page headers, margins, white paper/black ink, standard font/point size, etc.)
___2. TOPIC CHOICE (Tolkien, Poe, Maupassant, Chekhov, Chopin, or Gilman)

___3. TOPIC FOCUS, Content, & USE OF SOURCES: Identifies, analyzes and interprets how at least two literary elements [Worksheet Part C] of the selected literary work of narrative fiction work together to shape its meaning [theme] and impact on readers. A & B papers will also make a good faith effort to integrate relevant material from a well-prepared Worksheet and follow advice given in Using Sources Effectively handout:

__Relevant "Context" information [Worksheet Part B] (e.g. about or by the author, literary period/genre of the work) is integrated into the student's paper:
--introductory paragraph/s formally identify author & work, and "place them (at least briefly) in meaningful contexts (e.g. time, place, biographical info about author, literary genre, period/movement, literary influences/aesthetics, reputation or trends of critical opinion, etc.);
--interesting/provocative biographical or other contextual info about author or work is only integrated if relevant to student's interpretation;
--literary author's own interpretation of her/his own work is treated as special, but not necessarily the only "right" interpretation;
__Relevant points from others' literary criticism [Worksheet Part D] integrated into student's paper
__Effective use of Sources strengthens supporting development & illustration of student's literary analysis & interpretation:
--quote/paraphrase only as much of literary text as needed to make student's point;
--avoid lengthy plot summary unnecessary to make student's interpretive points;
--accompany all citations with student's own interpretive commentary, and
--demonstrate that student understands citations from literary text & other sources, incl. other critics' opinions;
--make all citations serve student's own interpretive points and writing purposes, and
--keep student's own voice, thesis, interpretive ideas in the forefront of the paper (i.e. are not drowned out by others' voices).

___4. LENGTH: Topic & thesis are focused on a limited number of key points, neither too broad or too narrow for satisfactory in-depth development within scope of recommended essay length.

___5. GENRE of Midterm Literary Analysis Paper is an essay, controlled by a thesis (Charters 1017-1021), supported/developed with appropriate types of literary criticism (Charters 1021-1031);

___6. PLAGIARISM IS AVOIDED and Good faith effort to follow Citation models of Worksheet directions & Citing Sources Correctly handouts: correct In-text citations are given for all quotations, paraphrases, & summaries taken from course texts, handouts, & other sources, and separate Works Cited page at end of Paper presents complete bibliographical entries for each source cited in text of the essay.

___7. WRITING GOALS & AUDIENCE: Midterm Literary Analysis Paper is successful in helping targeted ENG 104 readers better understand and appreciate the literary work addressed: student writes to communicate, demonstrating a strong sense of targeted audience, presents analysis as one among many possible interpretations (rather than the single "right" interpretation), offers a cogent balance of coherent explanation ("tells") and persuasive supporting analysis and specific illustration ("shows") so that diverse ENG 104 readers can understand the student author's major points, as well as how/why student author arrived at her/his interpretive opinions.

___8. PROOFREAD/EDIT: Final Draft is relatively free of grammatical errors that hurt clarity, coherence, effectiveness of written expression.