You’re looking at the examples that show Level 4 and Level 5 work. The way that exemplars work is that you read the example student essay, and then the examiner commentaries. The examiner commentaries tell you the strengths and weaknesses of that essay and the mark that it was awarded. So detailed analysis is something to keep working really hard on.
Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
AO2 Analyze ways in which meanings are shaped in literary texts.
AO3 Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
AO4 Explore connections across literary texts 14.
AO5 Explore literary texts informed by different interpretations.
It needs to be critical something that would get top marks for an A level piece and to be a knock out for uni.

be a creative and inventive as you want but please just make it good, and refer to the A level marking scheme constantly.

English 126: Research Paper

For this assignment you must research and write an original paper on a topic which relates to some area within the broad category of “The Humanities.”  Specific disciplines can include aspects of music, art, religion, language, philosophy, dance, photography, etc. in addition to the aspects of literature which make up the bulk of our classroom study and discussion.  You must receive a passing grade on this assignment to pass the class.

Essentially, your approach should be that of a critic.  Your paper should have the underlying purpose of providing some analysis, interpretation, and/or evaluation of the particular area you choose to research.  In other words, you should not merely report trends, standards, principles, perspectives, etc. which are or have been at the cutting edge of your topic.  Your discussion should add to the current discussion.

In your paper you need to base your criticism from the perspective of one or more of the schools of literary theories discussed in class handouts or our text, Literature: A Portable Anthology, edited by Janet E. Gardner, et al.  In your paper you need to provide some background or explanation of the particular criteria used by the theoretical school.  Then the bulk of your paper should be a discussion of how you see those criteria applied to the text to produce meaning, value, insight, etc.  (You may wish to explain how the criteria reveal the lack of these as well.)  For example, you could use principles of historical criticism to analyze how Alice in Wonderland by Lewis Carroll can be understood as an allegory of the historical political situation in England at that time, or you could use formalist (New) criticism or Mythological Criticism to examine the character of Luke Skywalker in The Last Jedi as a classic messianic hero who struggles with his own humanity.

Many texts offer commentary on social issues which may be contemporary and current both to the time of the text creation as well as our contemporary social situations.  However, the focus of your discussion should be on the text itself rather than the social, political, and/or cultural issues addressed in the text.  In other words, if the text deals with such issues as PTSD, rape culture, economic inequality, psychopathic disorders, family values, etc., the focus of your analysis should be on the actual text and its expression of such social concerns (positive or negative) rather than an investigation into the actual issue.  Thus, reliance on media reports and social behavior studies should be include at most to provide background information.  For example, a literary analysis on the TV series Breaking Bad should not stray into social issues related to the social ramifications of drug use in the USA.  Instead, it should focus on the actual content of the TV series as the “text” being analyzed.  Contemporary issues of illegal drug use should be limited to historical context only.

A paper which merely reports information gathered from a combination of different sources will receive a grade no higher than a “C.”  To receive a grade higher than a “C,” you must provide evidence of original thought and critical thinking.  This means you must explain some application, source, motivation, relative strengths or weaknesses, etc. of the material you are presenting.  Help your audience understand why the content is valuable to them.

We can use the field of literature as a model for any topic you choose.  In the field of literature, potential topics are in our textbook in the introduction and at the beginning of each genre selection.  Within the realm of literature, you may choose a literary style, particular schools of thought, a specific writer, writers of a common era, particular aspects which are treated similarly or differently, common themes, etc.  If you wish to focus on a single writer, you may use any writer whose work you feel has been recognized as making a significant contribution in the humanities field.  If you wish to focus on a single writer, make sure your paper is an analysis of the writer’s work and not just of his or her life.  A biographical research report would be done in a history class.

In your paper you must cite at least four credible sources other than our course texts (you are not required to use any course materials).  One of these outside sources must be related to one or more of the schools of literary theory (even if it is only a portion of a particular text).  Please be wise and responsible in your choice of sources.  You must include a primary source as the central focus of your paper.  For example, if you wish to provide a critical analysis of the symbols used in Grant Woods’ painting American Gothic, you would need use a copy of the painting itself as one of the sources (and insert a copy into the paper) rather than just researching what other people have said about it (secondary sources). If you thought this was an image of a farmer and his wife, but your research revealed it to be a farmer and his daughter, you would need to cite the source of the information about the woman being the daughter;  then you could provide your own understanding and analysis to expand upon that.   Likewise, if you wish to do a feminist critique of the TV show Brats, you would need to do your own analysis of specific episodes rather than providing a general commentary based only on what other critics have noted.  Again, you could use content from other sources, but the analysis should come from what you personally observe from the episodes.  Dictionaries and encyclopedias provide general understanding of details or meaning, but they should not serve as your major sources.  Also, the Internet is a convenient source of information, but many Internet sources lack credibility.  Sites like the Wikipedia, IMDb (Internet Movie Database), or such information sites may serve for general information or to seek more credible sources (follow up on their sources!).  Typically, such information or content would not need to be cited.  In other words, don’t go to some site listing a series of quotes by famous people.  You should go to the original source to use the “quote” in its context.  Newspapers and magazines like The New York Times, Time, and People also tend to publish “news” which has not been thoroughly researched.  Academic research on contemporary writers or productions of their works should not depend solely on such “news” sources.  However, they can be valuable for gaining an awareness of social comment or general background.   Some such article content is based on in-depth research and analysis, which would be acceptable.  You need to evaluate the validity of your sources.

You can assume your audience is intelligent and familiar with academic standards; thus, your paper should conform to accepted conventions of writing.  The paper should be approximately five to nine pages in length and it should be typed double-spaced.  Please follow the guidelines for academic writing as discussed in class.  Make sure that you use the MLA method to document your research.  Consult The Little Seagull or Gator handbook or a similar textbook for the proper documentation techniques and format.  Be cautious in using online tools to formulate your works cited page, as the format does not always correctly “paste” into the finished paper.

As mentioned previously, quotes or summaries of source material should be limited to essential points you use to support your views.  In your paper, you should focus your discussion on your analysis and understanding.  Your sources should provide evidence to support or stimulate your ideas, but the analysis and evaluation should come from you.  Do not let the sources or quotes do all the talking.  You need to contribute to the discussion.

 

English 126, Research Paper.

 

1. Introduction: The paper should begin with an introduction that does the following:

• Provide background about the topic to be discussed.
• Set the stage for a discussion of some text or group of texts using a particular literary approach (such as feminist criticism, formalist criticism, mythological criticism, etc.)
• Indicate that a particular theme or message emerges from the text or group of texts when the approach is used.
• Present a thesis to indicate that you have some “my point” to make about that theme or message expressed in this way.

 

1. Body Paragraphs. In order to confirm that the text or group of texts does express a particular theme, do the following in the body paragraphs:

• Explain about the literary approach and specify what criteria you plan to use to analyze, evaluate, and interpret the text. This can include aspects such as
  • Explain the kinds of questions such a critic might ask and what kinds of answers would be praised or condemned by such a critic;
  • Explain the kinds of assumptions such a critic will have in approaching the text;
  • Explain how aspects of truth, beauty, and fairness are presented, balanced; etc.
• Use examples from the text or texts and view them from the perspective of the criteria identified previously. Explanation should include answers to both questions:
  • What does the example mean?
  • What is significant about that meaning?
• Cite each example to identify the source it came from, using both in-text citations and a works cited page.
  • Use at least four credible sources not among course materials
  • At least one “primary” source should be included (the actual “text” itself)
  • Reference to course materials is optional in addition to the four outside sources
  • At least one outside source must be used to explain the type of criticism itself.

 

III. Conclusion.  Provide closure to the document.

• Sum up the content by reviewing the content, repeating the key ideas, and/or restating the thesis point (optional). (R’s “Я” Us)
• Identify the value of the content as it applies to the lives of contemporary readers; in other words, explain why they should be aware of the information you have discussed.

1. Analyze, Evaluate, and/or Interpret to offer a conclusion, and/or
2. Discuss consequences by forecasting, predicting, and/or warning, and/or,
3. Issue a call to action through advice, suggestion, and/or solution.

 

1. Source List

• Provide an MLA style “Works Cited” list of all the sources referenced.

1. The list should be alphabetized.
2. The indentation should follow the “reverse” format for the MLA.
3. The entire page should be double-spaced (no extra space between entries).

• At least one “primary” source should be included. (In other words, if the topic is a particular film, book, CD, etc, then direct references to the text details should be included.)

Module 2 Chapter 2 Send-in: DRAFT 1 – Critical Discussion of a Short Story
Introduction
For this assignment you will write a critical essay about a short story. You will submit a
first draft, receive feedback from your teacher and then submit a final copy. You have a
choice of three topics, each based on a different short story. Read each topic carefully
before you decide which one to complete. Your essay should consist of 5 fully
developed paragraphs.
Assignment
Choose one of the following topics and write a multi-paragraph (5
paragraphs) essay. The mark for your answer will be based on the appropriateness of
the example(s) you use as well as the adequacy of your explanation and the quality of
your written expression.
Note that the marking criteria include both content and writing skill.
Instructions
Option A
Read Tillie Olsen’s story, “I Stand Here Ironing” (English 12 Readings Booklet, page
101). Write a multi-paragraph essay of about 500 words in which you discuss how the
setting and atmosphere contribute to the theme. As part of your organization and
planning, you will need to make notes on details of setting, atmosphere, and theme. As you
jot down the significant details, you should begin to make connections between the
three. Use specific examples in your essay. Select and arrange your material as thoroughly
as possible. This pre-writing process is the most important part of your writing.
Option B
Read “The Ones Who Walk Away From Omelas” by Ursula K. Le Guin (English 12
Readings Booklet, page 108). Write a multi-paragraph essay of about 500 words in
which you discuss how examples of internal and external conflict in the story help
construct the theme. Jot down the significant details in the description of Omelas and begin
to make connections between the circumstances described and the choice made by the
citizens named in the title. You will be called on to use specific details and examples in your
essay. Select and arrange your material as thoroughly as possible. This pre-writing process is
the most important part of your writing.
Option C
Read “Everyday Use” by Alice Walker (English 12 Readings Booklet, page 114). In a
multi-paragraph essay of about 500 words, identify and discuss the significance of the
symbols in the story, particularly as they relate to the story’s title. In your organization and
planning for this option, you will need to identify the main symbols in the story. You should
then consider the title of the story and its relationship to the symbols; you will need to make
direct links between the two. Pay attention as well to the irony.you see in the story as
well. Use specific details and examples in your essay. Select and arrange your material as
thoroughly as possible. This pre-writing process is the most important part of your writing.
STOP! Make a PLAN for your essay
It is a good idea to follow the writing process to ensure a strong draft. You may want to:
1. compose a thesis statement
2. brainstorm some topics for the body of the essay to support the thesis
3. select some quotations to support the points in your body paragraphs
INTRODUCTION OF ESSAY
• Begin your essay with a hook: this can be a provocative question, an insightful quote, or a
powerful insight
• In the main part of the introduction, you should hint at what the body paragraph topics
will be about. Your introduction should end with your thesis: the thing that the essay will
prove (a statement of opinion, but stated without saying “I think” or “It is my opinion that”)
BODY OF ESSAY
• Each body paragraph should have a strong controlling idea. Aim to have 3-5 strong, well
developed body paragraphs.
• In the body paragraphs, remember to begin with a topic sentence and do not wander
away from that topic in the paragraph. The topic sentence “controls” the paragraph. In
the middle of the body paragraphs think: PEE. Make a POINT; offer an EXAMPLE to
support the point; and EXPLAIN the example and how it supports the point. Try use PEE
two or three times in each body paragraph.
• Remember the “U” in CUE means unity. Make sure there is unity in your body
paragraphs. If your thesis states that “Excess is a sign of weakness”, discussing overeating,
our over-reliance on cars, and the excessively wealthy in your body paragraphs
would probably NOT create unity because the topics have little in common.
CONCLUSION OF ESSAY
• Your conclusion is essentially the reverse of your introduction: begin by restating your
thesis; review the three body arguments; end with a clever clincher statement, or quote
(but probably best not to use a question here).
If you follow this simple plan, you will be successful and the reader will get your point.
Make sure that you also include a self-reflection on your essay:
based on the instructions, the example literary essay above, and the
criteria, identify the quality elements in your essay. What have you
done well? On a 6 point scale, what grade do you think you have
earned? Why? See the rubric below for self-reflection comments.
Marks: 36
This rubric will be used to mark your assignment:
6
Content – Essay content is thoughtful, imaginative and engaging;
alternatively, content shows evidence of insight in terms of
presentation of information or quality of analysis. The topic is
appropriately limited, and supporting arguments, evidence and
descriptions strongly support the thesis statement or topic sentence.
The writing clearly demonstrates understanding of the purpose of the
literary essay; discussion is limited to analysis of the text.
Language – Vocabulary is sophisticated; language is varied and lively.
Rhetorical and language devices are used effectively to engage the
reader and enhance meaning.
Mechanics – Spelling, grammar and punctuation are correct and
appropriate; usage is sophisticated. Structure is thoughtfully crafted to
achieve a desired effect. The writing is virtually error free.
Style – Use of transitions is effective and enhances the flow of the
writing. Style is manipulated effectively to suit the purpose of and
enhance meaning in each paragraph and the essay as a whole.
5
Content – Essay content is interesting. The topic is appropriately
limited, and supporting arguments, evidence and descriptions support
the thesis statement or topic sentence. The writing demonstrates
Proficient
75% or
more
understanding of the purpose of the literary essay; discussion is limited
to analysis of the text.
Language – Vocabulary is competently handled; language is effective.
Language devices may be used to engage the reader and enhance
meaning.
Mechanics – Spelling, grammar, punctuation and usage are correct
and appropriate. Structure strongly supports the writer’s purpose. The
writing contains few errors.
Style – Use of transitions is effective and enhances the flow of the
writing. Style is appropriately varied to suit the purpose of each
paragraph and the essay as a whole.
4
Competent
60% or
more
Content – Essay content is predictable, literal or superficial. Topic may
be too general to be dealt with effectively in the essay. Supporting
arguments, evidence and descriptions may appear as lists or may not
all be supportive of the thesis statement or topic sentence. The writing
demonstrates a basic understanding of the purpose of the literary
essay; there may be some reference beyond the text.
Language – Vocabulary is predictable; language use is mechanical and
lacks variety. There is little or no use of language devices.
Mechanics – Spelling, grammar, usage and punctuation are generally
correct and appropriate. Structure is predictable and relatively
mechanical. The writing contains some errors.
Style – Some transitions are used to connect sentences. Style may be
varied to suit the purpose of each different paragraph and the essay as
a whole.
3
Barely
adequate
40% or
more
Content – Essay content is simplistic or underdeveloped. Thesis may
be too general to be dealt with in an essay or too specific to generate a
full essay. There may be a restatement of topic or repetition rather than
development. The writing may demonstrate lack of understanding of
the writing process or the purpose of the literary essay; the subject
matter includes personal or unrelated information beyond the text.
Language – Vocabulary is basic, repetitive, or may be inappropriately
used. Use of language devices is non-existent.
Mechanics – Spelling, grammar, usage and/or punctuation may be
flawed. Structure is often in the form of a list; sentences are generally
not linked by transitions. Errors begin to impede meaning.
Style – Minimal use of transitions. Style is not clearly presented.
1-2
Inadequate
15% or
more
A submission that does not include all required parts of the assignment
will receive a mark of 1 or 2.
Content – Essay content lacks coherence and unity. Content may be
inappropriate for the audience or the purpose of the essay. The thesis
may be too general to be dealt with in an essay or too specific to
generate a full essay. Content is disconnected from thesis statement or
topic sentence.
Language – Vocabulary is very basic, excessively colloquial or
inappropriate to the audience. Language conventions are misused.
Mechanics – Writing is riddled with spelling, grammar, usage and/or
punctuation errors. Structure is seriously flawed; errors impede
meaning.
Style – Transition use is minimal to non-existent. No sense of voice.

Write a 350- to 700-word reflection on teaching English language learners, using the readings to make connections to your teaching philosophy and your understanding of ELL student needs.
Address the following questions in your reflection:

As an ELL teacher, what would you need to know about ELL terminology and the history of ELL education?
How does the information presented in the readings aid in your teaching philosophy? Which principle of language acquisition theory do you prefer?
What are the specific cultural needs of ELL students in your area? How would you address these needs in your curriculum?
What have you learned about ELL standards, and how will this knowledge impact your teaching?
How will you utilize reflection of your teaching practice and content knowledge to improve student learning?