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riting About Literature Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature.  These questions are interesting for at least two reasons:  a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature.  Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work. Readers have asked many different types of questions of works of literature, for example: · What did the author want to communicate in this work? · What does the work reveal about the author’s feelings, opinions, or psychology? · What does the work reveal about the society in which it was written? · What can we learn from this work about the issues or topics it deals with? · What motivates the characters in the work to behave as they do? · How are literary devices used in the work? · How does the work create emotional or intellectual experiences for its readers? · Is this work good or bad? · Is this work good or bad for its readers? Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature.  Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself.  Analyses which try to make statements about the work itself is often calledformalist criticism:  it attends more to the structures and strategies employed in the work.  Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic. In LIT 100, we are going to be paying attention primarily to these formal features of literary works.  In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate.  To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history.  On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times.  A ...riting About LiteratureGenerally, the essays you write in lite.docx

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Reaction Paper # 3—Analyzing Themes in “Girl” by Jamaica Kincaid and “Two Kinds” by Amy Tan. A theme is a concept or idea that an author explores in a literary work (See Reading Fiction I in ‘Course Readings”) for more detail. Directions: Read “Girl” by Jamaica Kincaid and “Two Kinds” by Amy Tan. Choose two themes listed in the charts on the following pages. Collect 3-4 details from “Girl” and/or “Two Kinds” (such as specific plot points, symbols, or quotes) that the author/s use to explore each theme and enter them in the Evidence section of the table below. When you have completed your work, remember to save it as a new file, otherwise you will just re-send this file without saving your work. Next, use the evidence you’ve collected to write an analysis that describes and explains the role of the theme in “Girl” and/or “Two Kinds.” Your analysis should be at least 1-2 paragraphs. Here are some questions to consider as you write: How do the ideas or actions of the main characters reflect different aspects of the theme? Does the theme develop or change over the course of the story? If so, how? If your evidence includes symbols, explain how the author/s use those symbols to explore the theme. Include specific quotes from the text and explain how those quotes provide examples of how the theme applies to the story you are discussing. The four themes I have asked you to explore include the following: · Mother/daughter relationship Authenticity and Identity Generational Differences Culture and Tradition These four suggested themes to explore do not necessarily capture all possibilities. If you find a theme you would like to explore, you can enter it into one of the charts on the following pages. Theme # 1 Theme Mother/Daughter Relationship Evidence from the text that explores the theme. Evidence from the text that explores the theme. Evidence from the text that explores the theme. Evidence from the text that explores the theme. Analysis: Write your 1-2 paragraph analysis that describes and explains the role of mother/daughter relationship in the readings. Theme # 2 Theme Authenticity and Identity Evidence from the text that explores the theme. Evidence from the text that explores the theme. Evidence from the text that explores the theme. Evidence from the text that explores the theme. Analysis: Write your 1-2 paragraph analysis that describes and explains the role of the authenticity and identity in the readings. Theme # 3 Theme Generational Differences and Conflicts Evidence from the text that explores the theme. Evidence from the text that explores the theme. Evidence from the text that explores the theme. Evidence from the text that explores the theme. Analysis: Write your 1-2 paragraph analysis that describes and explains the role of the generational differences and conflicts in the readings. Theme # 4 Theme Culture and Tradition Evidence from the text that explores the theme. Evidence from the text that ...Reaction Paper # 3—Analyzing Themes in Girl” by Jamaica Kincaid.docx

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Sample Topics for Essay #1 1. In an essay explain the light OR darkness/cloud imagery in "The Jilting of Granny Weatherall." Distinguish types of “light” or levels of darkness that are used and discuss what role these play and the significance these descriptions offer toward helping readers interpret the story. 1. For example, explain Tobe’s motivation for staying all those years in “A Rose for Emily,” and what that says about society at the time; OR the true significance of the mother’s last line in “Town & Country Lovers”; OR O’Connor’s portrayal of the Misfit in “A Good Man is Hard to Find.” Are there things that any of the stories suggest to you that we did not discuss in class? Develop one for an essay. 1. Take a really close look at the lists of “things” that “they carried” in the story of that name, especially in 2 or 3 characters we DID NOT talk about in class. Does O’Brien do a good job of getting across the emotional issues and symbolic baggage of these characters? 1. What does “The Red Convertible” reveal about Native American life on the reservation. Comment on things such as Henry & Lyman’s mother or sister: what is their role, or the role of women among and in the Native American community. In other words look closely at the narrative to see what Erdrich reveals about being in their situation. 1. Examine the theme of passion, along with uses of symbolism and the treatment of gender in Kate Chopin’s story, "The Storm" (available online). Does what happens here resemble some of what occurs in “Town & Country Lovers?” If so, how? If not, does it describe “love” or is something else at work here? Provide sufficient explanation for your point of view. 1. Examine the use of SYMBOLISM (i.e, water, landscape, specific setting, a use of color, OR another element) in detail in one story that we read, or compare/contrast the use of the same symbol between two stories that we’ve discussed. 1. Select an aspect of a story that we did not cover in depth during class discussion to explain or interpret your ideas about what the author/story may be saying about their culture or society. What does looking at that component add to your understanding of the story? The message? 1. The story “Assembly Line” by B. Traven, is on the course Moodle site. It deals with the clash of cultures when a NY businessman meets a native Indian in southern Mexico. Although written many years ago, are there parallels with the characters in this story and the corporate world of “profit” and “bottom line” today? 1. Offer an analysis of a character’s motivation, especially if it really doesn’t seem clear or easy to interpret, OR contrast your views with those that may have been expressed in class about a character that we discussed. BE SURE TO SUPPORT & EXPLAIN YOUR IDEAS/VIEWS. ***These are “suggested” topics. You can come up w/one of your own or re-work some ideas that these samples offer. Essays should be typed or word-processed, approx. 3-4 pag.Sample Topics for Essay #11. In an essay explain the light O.docx

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