English 102

Alison Cimino

Spring 2021

Essay #1 “Fiction” – Assignment Sheet

 

Overview

Reading literary fiction can help people relate to issues in their own lives by exploring the lives of characters.  Characters are a central part of any work of fiction.  Understanding the characters lends insight into many other areas of a fictional work and often, into an understanding of the human condition.  To understand this relationship, the following assignment asks you to work closely with two to three characters, from two different short stories that share a similar theme.

 

The Assignment:

In a 3-4-page paper, choose two to three characters from two short stores of the following short stories listed below that express a struggle of the human condition. Then, create an argument through characters, dialogue, and setting, using specific images to support your argument: In what ways do these authors explore the theme? How is this theme is developed through setting, characters, dialog, and imagery? Be sure to discuss the significance of your ideas.

 

Your essay must include the following:

• Support your argument with quotes from the stories.
• Cite your quotes from the stories in MLA citation and format.
• Discuss literary devices (characterization, setting, and imagery, etc.)
• Be sure to start by introducing the theme addressed in these stories.
• Select two to three characters from the list of works below and compare and contrast them in terms of how the author “brings them to life” and connects makes them human.
• Consider the struggles of the characters and how the way in which they handle their struggles creates a greater understanding for the reader.

 

You may choose any main characters from the following list of short stories from our class texts:

·         Baldwin’s “Sonny’s Blues” ·         Louis Erdrich’s “The Red Convertible” ·         Toni Cade Bambara’s “The Lesson” ·         Jamaica Kinkaid’s “Girl” ·         Tim O’Brien’s “The Things They Carried”

 

Composing Strategies

In describing and comparing/contrasting the main characters you will need to use some of the literary terms and elements we discussed in class:

• Irony, foreshadowing, imagery, metaphor, and motif will help you describe the character as well as offer value judgments about the character’s place in the work.
• Also, consider the character’s role in the plot as well as his or her motives and mannerisms to liven your description to the reader.
• Assume your reader is unfamiliar with any of these characters and explain them accordingly. Spend no more than one page per character.
• Discuss the significant and make comments on the text rather than retell the plot or make general statements.

 

Your Audience: Faculty, Staff, & Students at QCC (So, the tone and language should be formal and academic. No slang, no contractions.)

 

Check List:

• Named the theme these stories discuss—choose two stories with a common theme
• Included quotes from the stories as support to the argument
• Discussed literary devices
• Discuss the authors’ insight to the human condition
• Wrote between 3-4 full page typed, double-spaced, 1″ margins, 12-point font (Times New Roman)
• Used MLA style to cite from the stories
• Included a Works Cited page for this assignment.
• Submitted all prewriting and drafts and handed them in with the final copy—uploaded to Blackboard
• Uploaded final draft to “Turn it in” on Blackboard
• Essay #1 is worth 15pts. maximum

 

Due Dates:

• Introduction, Thesis and Plan due for peer review: Monday, 2/22
• First draft due for peer review (See Groups on Blackboard) Wednesday, 2/24
• Final Copy due to “Turn It In” on Blackboard: Monday, 3/1

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Academic Resources

Any student who needs extra help should make an appointment with me or at the writing center.

Campus Writing Center (CWC), located on the 1st Floor of the Library Building, serves as a college-wide resource providing QCC students with FREE tutoring assistance for all English (ENGL) coursework, as well as any writing-related or WI assignment across the curriculum.

 

If you have any questions, feel free to see me during office hours or by appointment.  Feel free to email me at acimino@qcc.cuny.edu.

 

You can do it!

 

 

 

 

 

 

 

 

 

 

 

 

Professor Cimino

Grading Rubric

Essay #1 (numbers indicate points out of 100)

 

Introduction: 12______Introduction starts out broad and introduces topic and theme.

Essay responds to the question, takes a position, and supports the thesis with convincing details.

 

Theme & Essay Question: 5_________Essay explores a major theme and argues how that theme and characters connect to the human condition.  The theme is defined and the terms used are defined.

 

Thesis:  10_______

Thesis makes a clear argument. It identifies the title(s) and author(s) and makes a comment on the story.  The thesis presents an interpretation of the character (s) that will be argued and discussed.

 

Topic Sentences and Paragraph Structure: 10_______Paper uses topic sentences effectively.  The topic sentences connect with the thesis statement and are specific so that the paragraph coheres.  Paragraphs stay on topic.

 

Content/ Body Paragraphs: 25_______

Essay uses examples and quotes from the literature (the primary sources) to support the thesis.  Essay addresses theme as well as 2-3 elements of fiction (imagery, setting, dialog) uses examples from the stories as support.  The essay looks critically at the stories and offers insights into the material.

 

Quotes: 20_______

Paper uses primary quotes from the stories to support the main ideas in the paper. Uses MLA format to cite. Quotes are introduced, cited and then discussed. The significance of the quote connects to the thesis.

 

Grammar conventions: 10______

Syntax and sentences flow and sentences are varied.

Strong verbs—attention to replacing being verbs with active verbs

Uses transitional words.

 

Style and Directions: 5_______

Line writing is creative and offers a unique style.

Nuts & Bolts: Essay is in PRESENT TENSE

Paper is appropriate length.

 

Peer Review: 3________Paper was peer reviewed by another member of the class and student peer reviewed someone’s paper.