NameTopicResearch QuestionRefined Research Question.docx

Name:
Topic:
Research Question:
Refined Research Question:
Thesis Statement:
Determine if your thesis can be refined.
What is the geographic area you are considering?
What is the culture you are considering?
What timeframe are you considering?
What discipline are you considering?
What population group are you considering?
First Topic:
Point A:
1. Supporting evidence:
Point B:

Point C:
Second Topic:
Point A:
Point B:
Third Topic:
Etc…
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Unit Two Materials/Unit Two Essay.htm
Unit One Essay
Choose any short story from Literature: An Introduction to
Reading and Writing. The stories are found between 81-499.
You can either choose a story we have covered or one we have
not. You will then write an essay of between 700-1000 words,
using MLA Format, in which you will analyze one element
( character, plot, setting, theme, style, point of view, tone, or
symbolism) of your short story and how that element
contributes to the overall meaning or effect of the story. For
instance, if you analyze characters in "Two Kinds," do not just
describe the two main characters, but make an argument about
why Tan constructs them the way shoe does. "How to Write A
literary Analysis Essay" will help you as you develop and
support an analytical argument about the short story in your
essay. You have also learned about analyzing literature in the
assigned readings from our textbook that would be helpful to
review. Further, in your textbook, each chapter on fiction
contains sample essays that can be helpful to review and
model. There is also a sample student essay on iCollege in Unit
One. Any questions that you have should be posted in the
Course Questions and Answers on the discussion boards as soon
as they come up. This essay should NOT include outside source
material. The content should be derived from your own
analysis. You must use concrete, cited evidence from the story
to support your arguments and analyze how it does so.
Your essay needs to be divided into an introduction, body
paragraphs, and a conclusion. You need to have a clear,
focused, argumentative thesis statement, topic sentences for
your body paragraphs, in-text citations for your evidence, and a
works cited, in which the short story you use should be the only
entry. However, the works cited does not contribute toward the

word count of 700-1000 words.
You are strongly encouraged to seek feedback from others on
this assignment. If you are an on-campus student, tutors in any
of the Learning and Tutoring Centers
(https://success.students.gsu.edu/learning-tutoring-center/) can
review the essay at any stage with you and help you revise and
edit. You can also schedule online tutoring through the LTC
website. You can also submit your essay to Smart Thinking
Online Tutoring. A link to it is in the Student Guide. If you
submit an essay to it, you will get it back with comments within
24 hours. I encourage you to submit it at least 48 to 72 hours
before the essay is due to give you time to use the feedback in
revision. Further, I you can email me questions or drafts and I
will give you feedback before you turn your essay in for a
grade. Reviewing the grading rubric, which is in the student
guide, will familiarize you with criteria I am using to evaluate
your essay.
Once you're satisfied with the final draft, submit your essay to
iCollege, there is a place to submit it in content in Unit 1: Week
Three, by 11:59pm on Sunday June 24.
Unit Two Materials/How to Write a Literary Analysis
Essay.html
Before you start drafting your Unit One Essay, read pages 26-35
of our textbook about writing an essay on a work of literature.
This reading along with the following handout will help as you
write literary analysis essays for this class.
How to Write a Literary Analysis Essay
Good writers try to get ideas across to their readers, but
they do not want to be so obvious about the meaning of their
work that readers do not learn something. When readers closely

examine and draw conclusions about the meaning of a piece of
literature, they are analyzing the work.
The goal in a literary analysis is to share a clear and
convincing interpretation of a literary work or some portion of
it. The analysis may concern the overall meaning of the work,
or involve a certain aspect such as character, theme, point of
view, symbolism, etc. When deciding what to tackle in
analyzing a literary work, consider some of the following
questions:
What is the point the author is trying to get across?Is the author
trying to tell us something about ourselves, our lives, our
values, our relationships, etc.?How do the characters help to get
the author’s point across?Is there an overriding conflict between
characters, and why is that important?How does the setting fit
into the work and its meaning?Why is the narrative written the
way it is, and how does that relate to the meaning?Why did the
author choose these words? What do they suggest—what is their
connotation?How and why does the author use symbolism?How
does a specific critical approach, moral, historical, new critical,
structuralist, feminist, Marxist, psychological, archetypal,
deconstructionist, or reader-response apply?
A literary analysis will require a close (detailed, careful)
reading of the work. A perfunctory one-time reading will not
be sufficient. Literary analysis includes analysis (examining
and/or breaking down) and interpretation (explaining or
defining).
Third person point of view and present tense are standard in
literary writing. Make your points, but do not use pronouns
such as I, me, we, us, our, you.
Basic Outline of Paper The basic outline of any essay is to
include: an introduction, separate body paragraphs (there can
be—and often need to be—more than three), and a conclusion.
If any of these parts are missing, you do not have a complete
essay.Indent each of your paragraphs, or your reader may not be
able to tell that there is more than one.

Introduction The first sentence of your introduction should be
your lead-in. A lead-in is a broad statement which leads your
reader to think about the general subject you’ll be addressing.
However, it shouldn’t be too general. Don’t discuss society or
world issues or even symbolism as a whole. Instead, just say
something about the author or the work to lead in to your
specific point about it (your thesis). Your lead-in needs to be
clear and engaging.Be sure to name the work, its author, and
when it was first published early in the introduction.Your
introduction must be at least three sentences long. It should
prepare the reader for the concepts of the thesis.Your thesis
should be the last sentence in your introduction. A reader
should be able to open your paper, look at the last sentence of
your first paragraph and know immediately what the point of
your paper is. Do not state your thesis before the last sentence
of your introduction. If you do this, your reader will assume
that the last sentence of your introduction is your thesis, and
your paper will no longer be making a clear point.
A thesis is a single sentence which tells the reader what point
you will be proving in your paper.Everything else in your paper
should clearly relate back to your thesis.You do not need to
include a summary of what each body paragraph will say in
your thesis. The reader will find this out reading the paper.Do
not wait until after your introduction to state your thesis. If you
do this, your reader will have no idea what your paper is
about.Do not use demonstratives such as “I will . . .” or “This
paper will . . .” or any variations thereof in your thesis. Simply
state the point the paper will be making.
Body Paragraph Each body paragraph should clearly support
your thesis.The first line in each body paragraph should be your
topic sentence.
A topic sentence gives the main idea of the rest of the
paragraph.Everything in the rest of the paragraph should clearly
relate back to the topic sentence, which, in turn, will relate back
to the thesis.If a body paragraph goes on for a page or more,
you have switched topics somewhere and need to find where.

Then, begin a new paragraph on this idea.
Be sure that discussions of the same topic are kept in the same
paragraph. If you find a discussion of the same idea in a later
paragraph, move it back to the paragraph with the topic
sentence which it most closely fits. You can use as many
paragraphs as you need, so long as you follow these rules.These
body paragraphs are where you will use and analyze quotes and
evidence paraphrased in your own words from the work you are
discussing to help prove your thesis.
Use only relevant quotes and paraphrase. Each one should
clearly relate back to and help support your thesis.
Do not summarize. Assume the reader of your paper knows the
work of literature you are analyzing. Only use evidence which
help to prove your thesis. Ask yourself before using each
example how this particular piece of evidence helps to support
your thesis. If you don’t know the answer, leave it out.Do not
use examples from your life, your friends’ or family’s lives, the
news, etc. in these paragraphs. These are not relevant. Focus,
instead on an analysis of the work itself.
Use a quote, or paraphrase from the work to backup or illustrate
your point. You can also, depending on the assignment,
evidence from critics who support your thesis and/or answer any
critics who argue against your thesis.
Whether your evidence is from the work or critics, you must
interpret and discuss the quote or paraphrase in relation to your
point. You must always clearly introduce your evidence. In any
sentences that have a direct quote, you must always have some
of your own language.Include an internal (parenthetical or in-
text) MLA citation for each quote or paraphrase. For example:
(Walker 11).You must analyze every example you use in your
paper and link them back to your thesis. DO NOT quote or
paraphrase without interpreting. There is a reason for why each
quote and example is being used in the paper. Explain how each
one helps to prove your points.
Do not just rephrase the evidence. Focus on analyzing its
meaning as it relates to your thesis.Do not say “This means . . .”

or “I think/believe this means . . .” Simply state your analysis
of the piece of evidence and how it relates back to your
thesis.Do not use words such as could, perhaps, or may. Be
confident in your interpretation.Don’t begin or end your body
paragraphs with a piece of evidence.
If you begin a paragraph with a quote or paraphrase, you do not
have a topic sentence. This means that the reader will not
understand what point you are proving with this body
paragraph.If you end a paragraph with evidence, you have not
analyzed it. This means that the reader will not understand why
the evidence is included in the paper or what point you are
trying to make with it.
Conclusion A conclusion sums up the basic points the paper
has already made. You do not need to go into detail here, as you
did that earlier in the paper.A conclusion should be at least
three sentences long.If you are stuck for a conclusion, look back
over your introduction and see if there is something in it that
you can refer back to in order to give your essay a sense of
unity and completion.Do not begin your conclusion with phrases
such as in conclusion, in sum, in summary, etc. These are
obvious, redundant, and are weak transitions.
Figure 1: Research Paper Rubric
EXPERT PROFICIENT APPRENTICE NOVICE
INTEGRATION
OF
KNOWLEDGE
The paper demonstrates that
the author fully understands

and has applied concepts
learned in the course.
Concepts are integrated into
the writer’s own insights. The
writer provides concluding
remarks that show analysis
and synthesis of ideas.
the author, for the most part,
understands and has applied
concepts learned in the
course. Some of the
conclusions, however, are
not supported in the body of
the paper.
the author, to a certain
extent, understands and has
applied concepts learned in
the course.
The paper does not
demonstrate that the
author has fully
understood and applied
concepts learned in the
course.
TOPIC
FOCUS
The topic is focused narrowly
enough for the scope of this
assignment. A thesis

statement provides direction
for the paper, either by
statement of a position or
hypothesis.
The topic is focused but lacks
direction. The paper is about
a specific topic but the
writer has not established a
position.
The topic is too broad for the
scope of this assignment.
The topic is not clearly
defined.
DEPTH OF
DISCUSSION
In-depth discussion &
elaboration in all sections of
the paper.
In-depth discussion &
elaboration in most sections
of the paper.
The writer has omitted
pertinent content or content
runs-on excessively.
Quotations from others
outweigh the writer’s own
ideas excessively.
Cursory discussion in all

the sections of the paper
or brief discussion in
only a few sections.
COHESIVENESS
Ties together information
from all sources. Paper flows
from one issue to the next
without the need for
headings. Author's writing
demonstrates an
understanding of the
relationship among material
obtained from all sources.
For the most part, ties
together information from
all sources. Paper flows with
only some disjointedness.
Author's writing
demonstrates an
Sometimes ties together
information from all sources.
Paper does not flow -
disjointedness is apparent.
Author's writing does not
demonstrate an

Does not tie together
information. Paper does
not flow and appears to
be created from
disparate issues.
Headings are necessary
to link concepts. Writing
does not demonstrate
understanding any
relationships
SPELLING &
GRAMMAR
No spelling &/or grammar
mistakes.
Minimal spelling &/or
grammar mistakes.
Noticeable spelling &
grammar mistakes.
Unacceptable number of
spelling and/or
grammar mistakes.
SOURCES
More than 5 current sources,
of which at least 3 are peer-
review journal articles or
scholarly books. Sources
include both general
background sources and
specialized sources. Special-

interest sources and popular
literature are acknowledged
as such if they are cited. All
web sites utilized are
authoritative.
5 current sources, of which
at least 2 are peer-review
journal articles or scholarly
books. All web sites utilized
are authoritative.
Fewer than 5 current sources,
or fewer than 2 of 5 are peer-
reviewed journal articles or
scholarly books. All web sites
utilized are credible.
Fewer than 5 current
sources, or fewer than 2
of 5 are peer-reviewed
journal articles or
scholarly books. Not all
web sites utilized are
credible, and/or sources
are not current.
CITATIONS
Cites all data obtained from
other sources. APA citation
style is used in both text and
bibliography.
Cites most data obtained
from other sources. APA

citation style is used in both
text and bibliography.
Cites some data obtained
from other sources. Citation
style is either inconsistent or
incorrect.
Does not cite sources.
Adapted from: Whalen, S. “Rubric from Contemporary Health
Issues Research Paper”
http://academics.adelphi.edu/edu/hpe/healthstudies/whalen/HED
601_r2.shtml

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