Description
Focus: two primary texts from the course presenting different perspectivesLength: 4-5 pages double-spaced (this means the bottom of the third page is the minimum!)The purpose of this essay is to analyze TWO texts that offer different perspectives on a common theme. As before, you will be responsible for analyzing the meaning of the texts (theme) and how they present these ideas (form). You will need to apply the literary and film terms you have learned and you are encouraged to build on the ideas you have already been working on in discussion. To begin, decide on two texts from the course that suggest to you two different perspectives, communities, histories reflective of the Boston area. You may approach this through the standard categories of race, class, gender, or think about different perspectives in other ways like immigration, language, generation, geography, etc. Across these perspectives, you will need to focus on a primary theme/question that both texts explore. Once again, you will be answering these questions in your analysis: What does this text do? What is the deeper meaning and how does it express these ideas? Is this effective to you as a reader/viewer? Why or why not? Link for the topic to work on that you helped me do in the past :https://uark.pressbooks.pub/movingpictures/ you’ll work on African Americans in Cinema and Women in Cinema
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Name:
4.0 – Strong
Meets all criteria of 3.0 PLUS:
Incorporates reference to additional critical source
from the course to deepen and extend analysis.
3.5
Meets all criteria of 3.0 PLUS:
References additional critical source from the
course, but not essential to analysis
3.0 – Good / Achieves All Criteria
– Focuses discussion on 2 primary texts (no
more!)
– Has a clear main idea about theme to guide the
essay – theme expresses connections across texts
– Effectively applies literary/film terms in analysis
of form as it contributes to meaning (theme)
– Consistently cites evidence from texts to
support ideas
– Explains meaning of details in evidence to
elaborate ideas
2.5
Achieves most of the criteria of 3.0 but missing
some elements noted below:
– Organizes ideas into clear paragraphs to help
reader’s understanding
– Meets 2-3 page length requirement
2.0 – Satisfactory / Achieves Some Criteria
– Focuses discussion on 2 primary texts (no
more!)
– Main idea about theme may be emerging in
body but is not guiding the essay, OR main idea
sets up compare/contrast only
– Literary/film terms are missing or only briefly
mentioned; do not add to meaning
– Evidence from texts is missing or references to
text are too general
– Does not explain evidence to build ideas; leaves
evidence “naked” to explain itself
1.0 – Does Not Meet Expectations
Submission does not follow minimum
requirements of assignment. May be missing too
many of the criteria listed for 2.0 or does not
meet page length requirement.
– Organizes ideas into clear paragraphs to help
reader’s understanding
– Meets 2-3 page length requirement
0.0 – No Submission
Cannot pass the course.
ENGL 2330 – Winter 2024
Analytical Essay
Due: end of day on Tuesday, January 16 on Blackboard
Length: 4-5 pages double-spaced
(this means the bottom of the fourth page is the minimum!)
The purpose of this essay is to analyze TWO texts that offer different perspectives on a
common theme. As before, you will be responsible for analyzing the meaning of the texts
(theme) and how they present these ideas (form). You will need to apply the literary and
film terms you have learned and you are encouraged to build on the ideas you have
already been working on in discussion.
To begin, decide on two texts from the course that suggest to you two different
perspectives, communities, histories reflective of the Boston area. You may approach this
through the standard categories of race, class, gender, or think about different perspectives
in other ways like immigration, language, generation, geography, etc.
Across these perspectives, you will need to focus on a primary theme/question that both
texts explore. Once again, you will be answering these questions in your analysis: What
does this text do? What is the deeper meaning and how does it express these ideas? Is this
effective to you as a reader/viewer? Why or why not?
Note: You should strive to develop an overall interpretation (insight) about the theme
that guides your analysis from the beginning. This is more than a compare/contrast (what
does each text do on its own) as your goal is to make connections and explain what you
learn in bringing these perspectives together.
Suggestions:
● I encourage you to work from one of the discussion questions prompted in the
forums, or the questions you’ve generated through watching, reading, and posting
to focus your thinking. You can even build on ideas from your first two essays.
● After you spend some time brainstorming which direction you want to go in, gather
some evidence you will discuss. For a short essay like this, you may only need to
discuss 3-4 scenes or quotes but also think about other details you can reference to
support your ideas.
● Optional (for 3.5 and 4.0 grades): If you want to challenge yourself to go further,
revisit one of the critical sources (see list below) and add this to your thinking. How
can you build on the ideas presented? Do you agree or disagree with the points
made? Do you see this author’s argument play out in your primary texts or is it more
complicated?
● Based on your initial thinking and the evidence you collected, spend some time
focusing your essay on a clear main idea of your own. What do you want to say
overall about a theme in this text? Make sure this is clear in your essay from the
beginning and that it guides the rest of your essay (see rubric).
● Organize the rest of your paragraphs to explain and elaborate your main idea. Use
evidence from the text and explain the meaning of details as you show your
thinking. Please do not organize your paragraphs according to the list of questions above!
Instead, come up with your own paragraphs based on the ideas you want to express.
Primary Texts – focus on 1 (max 2) *Only one is required and it’s not “better” to write about more.
“Where I Lived, and What I Lived For,” Henry David Thoreau
“Sounds,” Henry David Thoreau
“Who’s Going to Laugh at Mick Jagger,” Haruki Murakami
Mystic River, Dir. Clint Eastwood
Manchester by the Sea, Dir. Kenneth Lonergan
“Sexy,” Jhumpa Lahiri
“The Cheater’s Guide to Love,” Junot Díaz
On Beauty, Zadie Smith
Master, Dir. Mariama Diallo
Critical Sources – option to include for 3.5 and 4.0 grades (see rubric)
“Women in Cinema” or “African Americans in Cinema” from Moving Pictures: An
Introduction to Cinema (note: these chapters offer specific critical engagement)
“Parables of Revenge and Masculinity in Mystic River,” Roger Berkowitz and
Drucilla Cornell
“An Unfinished Mourning: Kenneth Lonergan’s Manchester by the Sea,” Silvia
Angeli
Grading Rubric
4.0 – Strong
Meets all criteria of 3.0 PLUS:
Incorporates reference to additional critical source
from the course to deepen and extend analysis.
3.5
Meets all criteria of 3.0 PLUS:
References additional critical source from the
course, but not essential to analysis
3.0 – Good / Achieves All Criteria
– Focuses discussion on 2 primary texts (no
more!)
– Has a clear main idea about theme to guide the
essay – theme expresses connections across texts
– Effectively applies literary/film terms in analysis
of form as it contributes to meaning (theme)
– Consistently cites evidence from texts to
support ideas
– Explains meaning of details in evidence to
elaborate ideas
2.5
Achieves most of the criteria of 3.0 but missing
some elements noted below:
– Organizes ideas into clear paragraphs to help
reader’s understanding
– Meets 2-3 page length requirement
2.0 – Satisfactory / Achieves Some Criteria
– Focuses discussion on 2 primary texts (no
more!)
– Main idea about theme may be emerging in
body but is not guiding the essay, OR main idea
sets up compare/contrast only
– Literary/film terms are missing or only briefly
mentioned; do not add to meaning
– Evidence from texts is missing or references to
text are too general
– Does not explain evidence to build ideas; leaves
evidence “naked” to explain itself
1.0 – Does Not Meet Expectations
Submission does not follow minimum
requirements of assignment. May be missing too
many of the criteria listed for 2.0 or does not
meet page length requirement.
– Organizes ideas into clear paragraphs to help
reader’s understanding
– Meets 2-3 page length requirement
0.0 – No Submission
Cannot pass the course.
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