British Literature II Papers

Scholastic Honesty and Plagiarism

All acts of plagiarism and scholastic dishonesty are violations of academic integrity subjected to disciplinary action or expulsion. 

Scholastic Dishonesty includes using Artificial Intelligence (AI) to create or write assignments, which is not allowed in this class. My expectation is that you will not use AI-powered programs, such as ChatGPT or DALL-E, to generate writing assignments. Such use is an academic integrity violation subject to disciplinary action. However, using programs that help you format your papers per MLA, translate a foreign language, improve word choices, or utilize proper grammar and spelling, such as Grammarly, is encouraged.

Plagiarism is intentionally or knowingly representing the words or ideas of another as one's own.

Self-Plagiarism, which is submitting a paper you completed in another class (high school or college), is also forbidden.

Each paper is assessed based on the criteria set by this grading rubric. Click here for Paper Guidelines and Policies.

Paper #1--Maximum 200 points (1500-2000 words)

For the first paper, choose one of the topics below (or submit an alternate topic for approval). Note: All papers must include an analysis of at least one required work from our reading list (Romantic or Victorian periods) that should be named in the introduction. Use examples from the works to illustrate your points.

1. Romanticism was a literary movement marked especially by an emphasis on imagination, emotions, human reason, the passing of time, death/loss, spirituality, and a love of nature, beauty, and liberty. Discuss the one or more tenets of Romanticism as exemplified in the works of 1-2 Romantic writers. Incorporate their use of figurative language when appropriate. Examples of figurative language devices include: personification, hyperbole, oxymoron, simile, metaphor, diction, irony, allusion, symbolism, repetition, alliteration, etc. 

2. Compare and contrast the use of at least three different figurative language devices in the works of 1-2 Romantic or Victorian poets. Examples of figurative language devices include: personification, hyperbole, oxymoron, simile, metaphor, diction, irony, allusion, symbolism, repetition, alliteration, etc. 

3. One of the values of Romanticism is an appreciation for the past. The Romantic Poets make numerous references (allusions) to classic art and literature in their poetry. These writings include Homer's Iliad and Odyssey, Dante's Inferno, the Christian and Hebrew bibles, the works of Shakespeare, Milton's Paradise Lost, and Virgil's The Aeneid. Choose one of these classic works and discuss its treatment by at least two of the Romantics. How does an understanding of classic works promote a better understanding of the poetry?

4. To understand British literature, one must have a basic understanding of Greek and Roman mythology. Ovid's Metamorphoses is a collection of nearly 250 myths, all centered around some kind of metamorphosis or change. Discuss how one of the Romantic or Victorian writers we have studied thus far echoes the theory of change or metamorphosis by alluding to ancient mythology.

5. Compare Mary Wollstonecraft's "A Vindication of the Rights of Women" (1792) and John Stuart Mill's "The Subjection of Women" (1860). In what ways are they addressing the same topic but proposing different solutions? How does Mill's text appear as a response to Wollstonecraft, even though he makes no mention of her in his entire text?

6. The Victorian period was rife with the tensions of lingering Romanticism and Modernist ideas poised on the horizon. Mass transportation, modern modes of communication and manufacturing, a population movement from agrarian to urban locations, the expansion of democratic tendencies, and the "woman question" all contributed to the tensions and inconsistencies of the period. Discuss this conflict as exemplified in works of 1-2 Victorian writers.

7. The 18th and 19th century was a difficult time for women in Great Britain, who were rated as second class citizens and could not vote, hold office, or get a decent education. Bad working conditions and underemployment drove thousands into prostitution, while other Victorian women were expected to marry and have children, or to remain unmarried spinsters, who were both repressed and impoverished. Discuss the plight of women as exemplified in the works 1-2 British writers who lived during this time period.

8. Explore the impact of industrialization as exemplified 2-3 of Romantic or Victorian writers and their works. Discuss the use of figurative language when appropriate. Examples of figurative language devices include: personification, hyperbole, oxymoron, simile, metaphor, diction, irony, allusion, symbolism, repetition, alliteration, etc. 

9. Compare and contrast gender roles in the works of two or more Romantic or Victorian writers.

10. Compare and contrast the the place of religion in society, literature, and education in the Romantic and Victorian eras. How does the function and place of spirituality get expressed? Discuss the use of figurative language when appropriate. Examples of figurative language devices include: personification, hyperbole, oxymoron, simile, metaphor, diction, irony, allusion, symbolism, repetition, alliteration, etc. 

11. Choose one of the writers on the reading list (Romantics or Victorians) and write an essay showing how his or her life (or historical events) are reflected in one or two specific works. Use examples from the text to illustrate your ideas.

12. Make the connection between actual historical events and one of the works on the reading list (Victorians or Romantics).

13. Several of the authors and works we are reading this semester (Blake, Byron, Keats, Carroll, Lawrence, Joyce, Rushdie, Kureishi, Ishiguro, Adichie, etc.) have recently been banned in libraries in states such as Florida and, unfortunately, Texas. Focus your paper on 1-3 works and make an argument about the historical, literary, and social value of these authors and their works. Be sure to include at least one piece from the Romantic or Victorian time period (such as Wollstonecraft or Shelley).

For this paper, you will need to integrate 3-6 library or scholarly sources into your paper and 3-6 direct quotes (one must be a long quote in block quote format). Your block quote should be 4-10 lines long (see the MLA lecture for examples). All other quotes should be no more than a couple of lines and add significant meaning to the paper. It is important that you properly introduce and integrate all quotes.

Your library sources should support your thesis, passing the CRAAP Test. Please use scholarly articles or library sources (don't Google and use unacceptable sources such as SparkNotes, Wikipedia, Shmoop, Bookrags, or other Content Farms). To access online databases, go to the ACC Library and click A-Z list of databases, then click Subject). You will need to search by subject and then choose Literature and Literary Criticism. Other topics can be accessed via Multi-Subject. At some point, you will be prompted to type in your ACCeID and password. If you need help, Ask a Librarian.

This helpful video will assist you in organizing your research as you go. Here are library and research links to the handout and presentation slides from my fall English 2322 class, which will hopefully help as you research! 

Before you begin your research, you must complete the Academic Honesty/Plagiarism and Finding Articles tutorials with a score of 80% or higher and then email me the results. When you submit your paper for a grade, be sure to make a notation at the very bottom of your paper or you will be penalized. 

Once you have a good foundation for your paper, I will need to see your outline. The outline should be no longer than one-half page and you do not have to use Roman numerals. The purpose of the outline is to examine your thesis statement and the organization of your paper to make sure that you are on the right track. Submit your outline (with one scholarly library source in MLA format listed underneath) via the portal in the Paper One folder in Blackboard via the Papers and Outlines tab. I will review your outline and then let you know whether or not you need to make alterations. If I say that everything looks just fine, you can begin writing the paper. Once you have drafted and revised your paper, please begin peer editing in the Discussion Board (BB2). Be sure to check out the sample outline in Paper One folder.

For all papers, please follow instructions as well as paper guidelines and policies. 

There must be a clear thesis statement (the last sentence of the introduction), topic sentences in the body paragraphs that each express a main point of the thesis, and a conclusion. 

Please use the third person point of view in the introduction and body paragraphs of your paper. However, your conclusion must be a first-person reflection. How did you connect with the authors and writings discussed in your paper? From this time period? How are the issues relevant in modern society?

You must use original ideas and thoughts and give credit to sources. In addition, your essay should utilize a variety of sentence structures and word choices, as well as transitional phrases and sentences. You also need to study the grammar review where the specifics of grammar and mechanics are covered in detail. 

Each paper is assessed based on the criteria set by the grading rubric.

The final version of this paper (including the works cited) must be submitted as a single document file (PDF, DOC, or DOCX) via Blackboard (SafeAssign) by the date noted on the schedule (no TXT or Pages for Apple files). The portal for submitting this paper and others can be found in the Course Menu in Blackboard.

Please make a notation of the completion of the Plagiarism and Finding Articles tutorials (both linked here) and any other extra credit work completed underneath your Works Cited page. The tutorials are required. If you do not complete them with a score of 80 percent or higher, email them to me, and/or fail to mention them underneath your Works Cited, you will be penalized.

Paper #2--Maximum 200 points (750-2000 words)

For this paper, you may write another research paper Option I (topics 1-8) or Option II (comparison contrast), choose a creative writing option (topics 9-13), or submit an alternate topic for approval. 

Here are the prompts to choose from:

Option I: Research Analysis

1. Modernism, Post-Modern, and Present Day British writers emphasized the individual and placed high value on style and content that were seen as new, original, ground-breaking, shocking, and challenging to the status quo. Modernist poetry frequently rejected traditional end rhyme and consistent meter that made up familiar poetic forms. Modernist prose experimented with fractured and multiple narrators and points of view and with psychological realism expressed through stream-of-consciousness writing. Modernist writing also took on themes that had previously been taboo. Sexuality, violence, bodily functions, religious doubt, the senseless waste of war, and the world's ugliness all became fair game for writers. Discuss the one or more tenets of Modernism as exemplified in the works of 1-2 Modern British writers. Discuss the use of figurative language when appropriate. Examples of figurative language devices include: personification, hyperbole, oxymoron, simile, metaphor, diction, irony, allusion, symbolism, repetition, alliteration, etc. 

2. Compare and contrast the work of one of the Modern, Post-Modern, or Present Day poets to the work of one of the Romantic poets. How does this 20th-century poet support or challenge the tenets of Romanticism? Discuss the use of figurative language when appropriate. Examples of figurative language devices include: personification, hyperbole, oxymoron, simile, metaphor, diction, irony, allusion, symbolism, repetition, alliteration, etc. 

3. Choose one of the Modern, Post-Modern, or Present Day writers we have read this semester and write an essay showing how his or her life is reflected in one or two specific works.

4. Discuss the use of animal imagery in the works of Lawrence, Carroll, Gill, and/or another Modern, Post-Modern, or Present Day author we have studied (no more than two authors). Feel free to bring in another English language author, as long as you use at least one of the later writers. Examples of figurative language devices include: personification, hyperbole, oxymoron, simile, metaphor, diction, irony, allusion, symbolism, repetition, alliteration, etc. 

5. What do Modern, Post-Modern, or Present Day British poets have to say about some of the traditional themes of poetry: gender, love, death, aging, loss, religion, etc.? Choose one theme and use the works of 1-2 Modern, Post-Modern, or Present Day poets studied to illustrate your points. Discuss the use of figurative language when appropriate. Examples of figurative language devices include: personification, hyperbole, oxymoron, simile, metaphor, diction, irony, allusion, symbolism, repetition, alliteration, etc. 

6. The writings of the great Greek philosophers, Aristotle and Plato, are alluded to in several of the writings of British writers, including Blake, Arnold, Joyce, Yeats, and Shelley. Compare and contrast the values of Plato and/or Aristotle to the values of at least 1-2 Modern or Post-Modern, or Present Day writers as expressed in their works. Discuss the use of figurative language when appropriate. Examples of figurative language devices include: personification, hyperbole, oxymoron, simile, metaphor, diction, irony, allusion, symbolism, repetition, alliteration, etc. 

7. Discuss the place of religion in society, literature, and education in the Modern, Post-Modern, or Present Day eras. How does the function and place of spirituality get expressed in their writings? If you wish, you can compare these more contemporary writers to their predecessors in the Romantic and/or Victorian time period. Discuss the use of figurative language when appropriate. Examples of figurative language devices include: personification, hyperbole, oxymoron, simile, metaphor, diction, irony, allusion, symbolism, repetition, alliteration, etc. 

8. Several of the authors and works we are reading this semester (Blake, Byron, Keats, Carroll, Lawrence, Joyce, Rushdie, Kureishi, Ishiguro, Adichie, etc.) have recently been banned in libraries in states such as Florida and, unfortunately, Texas. Focus your paper on 2-3 works and make an argument about the historical, literary, and social value of these authors and their works. Be sure to include at least one piece from the Modern, Post-Modern, or Present Day period. You cannot choose this option if you focused on book banning in Paper One.

Option II: Comparison/Contrast

Write a comparison/contrast of two short stories (from the reading lists) or two poems of your choosing. Do not use a work used in a previous assignment. Please try to choose pieces with similar themes and/or structures-- this is very important.

Your paper must include at least three direct quotes using MLA documentation. In your essay, compare and contrast the central idea or themes of the works, as well as two dominant elements [point of view, setting, character, conflict, tone, and/or figurative language (imagery, symbolism, personification, allusion, metaphor, irony, etc.)]. Stay away from point of view in poetry.

At least one work must be from the Modern, Post-Modern, or Present Day authors on our reading list.

Research is optional, but if you must conduct research, please use scholarly sources.

Option III: Creative Writing

9. Write a prologue or epilogue for one of the short stories or novels on the our reading list. Be sure to use the author's diction, style, and format. Be cognizant of the author's use of setting, point of view, character, figurative language (imagery, symbolism, personification, allusion, metaphor, irony, etc.) tone, and conflict. Type Prologue or Epilogue for your title and give the name of the work as well. Include a paragraph analyzing your methodology. Use MLA format for your heading, headers, and Works Cited. In the Works Cited page, you will create an entry for the original work.  

10. Write an original short story based on one of the characters in a poem, short story, or novel (from our reading list) in which each of the elements of short fiction are clearly utilized and support the central idea of the story: setting, point of view, character, language, tone, and conflict. Attach a short analysis of the story's central idea, climax, and three or more dominant elements (tone, setting, character, conflict, POV, language) in the story. Use MLA format for your heading, headers, and Works Cited. In the Works Cited page, you will create an entry for the original work. 

11. Write an original short story inspired by one of the short fiction writers or novelists from the reading list. Make sure that the elements of short fiction are clearly utilized and support the central idea of the story: setting, point of view, character, language, tone, and conflict. Attach a short analysis of the story's central idea, climax, and three or more dominant elements (tone, setting, character, conflict, POV, language) in the story. Use MLA format for your heading, headers, and Works Cited. In the Works Cited page, you will create an entry for the work from our list. 

12.  Write a collection of five or more poems (with titles) using the style of one or more of the poets on our reading list. Use at least two language devices (imagery, simile, tone, symbolism, personification, allusion, metaphor, repetition, irony) in each poem. Use MLA format for your heading, headers, and Works Cited. In the WC, you will create an entry for poems (from our reading list) that inspired yours. Finally, write a short statement analyzing your methodology after all the poems are presented, right before your Works Cited page. 

13. Write a collection of five or more poems inspired by the themes or the style of one or more of the poets on our reading list. Use at least two language devices (imagery, simile, symbolism, personification, allusion, metaphor, repetition, irony, etc.) in each poem. After each poem, give the name of the poet that inspired you and a short statement analyzing your methodology. Use MLA format for your heading, headers, and Works Cited. In the Works Cited page, you will create an entry for the works that inspired you from our list. 

Please note that the creative writing options DO NOT include the opportunity to write the paper with a partner or group.

Each paper is assessed based on the criteria set by the grading rubric. For all papers, please follow instructions as well as paper guidelines and policies. 

Once you have a good foundation for your paper, I will need to see your outline. The outline should be no longer than one-half page and you do not have to use Roman numerals. The purpose of the outline is to examine your thesis statement and the organization of your paper to make sure that you are on the right track. Submit your outline (with one scholarly library source in MLA format listed underneath) via the portal in the Paper Two folder in Blackboard. I will review your outline and then let you know whether or not you need to make alterations. If I say that everything looks just fine, you can begin writing the paper. Once you have drafted and revised your paper, please begin peer editing in the Discussion Board (BB4). Be sure to check out the sample outlines in the Paper and Outlines folder in Blackboard.

You must use original ideas and thoughts and give credit to sources. In addition, your essay should utilize a variety of sentence structures and word choices, as well as transitional phrases and sentences. 

For Options I and II, there must be a clear thesis statement (the last sentence of the introduction), topic sentences in the body paragraphs that each express a main point of the thesis, and a conclusion. Please use the third person point of view in the introduction and body paragraphs of your paper. However, your conclusion must be a first-person reflection. How did you connect with the authors and writings discussed in your paper? From this time period? How are the issues relevant in modern society?

For Option I, you will need to integrate 3-6 library or scholarly sources into your paper and 3-6 direct quotes. It is important that you properly introduce and integrate all quotes.

Your library sources should support your thesis, passing the CRAAP Test. Please use scholarly articles or library sources (don't Google and use unacceptable sources such as SparkNotes, Wikipedia, Shmoop, Bookrags, or other Content Farms). To access online databases, go to the ACC Library and click A-Z list of databases, then click Subject). You will need to search by subject and then choose Literature and Literary Criticism. Other topics can be accessed via Multi-Subject. At some point, you will be prompted to type in your ACCeID and password. If you need help, Ask a Librarian.

This helpful video will assist you in organizing your research as you go. Here are library and research links to the handout and presentation slides from my fall English 2322 class, which will hopefully help as you research! 

The final version of this paper (including the works cited) must be submitted as a single document file (PDF, DOC, or DOCX) via Blackboard (SafeAssign) by the date noted on the schedule (no TXT or Pages for Apple files). The portal for submitting this paper and others can be found in the Course Menu in Blackboard.

Group Work

If you want to get together with 1-2 other students and agree to write the final paper as a group, I will allow it. You cannot write your paper as a group if you are using the creative writing option. If I observe a member who is causing the team difficulty by not participating adequately, not meeting deadlines for tasks, not communicating, etc., then that student will be removed from the team and asked to create a completely different paper on his or her own.

If you choose this option, I will expect to observe several activities:

1. Requesting that the teacher create a Group Folder in Blackboard.

2. Brainstorming and deciding on the topic, then submitting outline before the hard due date (all group members must submit identical outlines).

3. Dividing up various responsibilities regarding the paper and setting up deadlines for each responsibility. For example, you might want to decide that one person writes the introduction and conclusion, while other members write other sections of the paper. Either way, it is a group effort. Even if one person doesn't do his or her share, you are all still responsible for the final product. (I will deal with the person who is not contributing and you can certainly alert me to that fact as well.)

4. Putting together a rough draft for the paper that everyone proofreads and comments on. One person in the group must submit the first take; the other the second. All members of the group are responsible for helping two students or more in the Discussion Board.

5. Collaborating and communicating in a respectful manner throughout the process.

6. Submitting the final paper (with the names of all students in the group in the heading). All submissions should be identical with the exception of the conclusion, which is a first-person reflection.

If you have any questions or concerns about this option, please do not hesitate to contact me.

Please note that the creative writing options DO NOT include the opportunity to write the paper with a partner or group.