Literary Commentary
During the study of each text throughout the year, students will be expected to participate in an online discussion in which we share and exchange ideas about interesting literary observations (related to author choices) we've made as we've read.
In order to receive a score of 20 for this assignment, each student needs to do two things:
Part 1.
Provide the Line of Inquiry (LoI) they’re planning to use as the basis for their argument/paper.
Identify the authorial choice you’ll be analyzing and the category (language, structure, style, technique) into which your analysis fits. [Note: If you’re analyzing more than one authorial choice in your paper, you must also explain how/why the two (or more) choices you’ve selected fit together in the same paper.]
Briefly explain what you’ll be proving about how the authorial choice(s) you are analyzing convey(s) deep meaning in the work.
Example:
A: Line of Inquiry: In what way does Eugene O’Neill draw parallels in characterization in the play Long Day’s Journey into Night to demonstrate the vicious cycles that often stand in the way of progress within families hoping to overcome their problematic past?
B: I’m analyzing O’Neill’s use of characterization (and, more specifically, the parallel characterization he utilizes). This fits into the category of “technique,” and, to some extent because of the parallel nature of the characterization, “structure” on some level.
C: My paper will look at how O’Neill uses the technique of characterization to say something important about how dysfunctional families get stuck in a rut and have a very hard time making meaningful progress from one generation to the next. Specifically, I’ll be arguing that O’Neill intentionally draws parallels between the parents in the play and their children, showing, in the process, how the younger generation is in no better shape than the previous one. The hope that folks have that the next generation will have a better life winds up not panning out, as seen through the parallel characterization and the ways in which the Tyrone children are, in so many ways, just like their parents.
2. Reply to (at least) one other student's pitch with a substantive response to that student's idea that presses the student and/or challenges the idea. Responses should clearly fall into one of the following categories:
constructive criticism
extending questions/challenges related to the idea presented, expressing a concern you have about the viability of the argument.
Literary Commentary threads will open during the study of each book (leading up to their respective due dates--see the class calendar and also note that all discussion participation is due by 11:59 PM on the due date), and they will be assessed as follows:
Students who fulfill both requirements of the assignment and who demonstrate knowledge and a good-faith effort will receive a score of 20.
Students who partially complete the assignment or who fail to convincingly demonstrate knowledge and/or a good faith effort will receive a score of 10.
Students who do not complete the assignment and/or who do so but in a way that does not represent a good faith effort will receive a score of 0.
Note: Students who fail to complete this assignment by the deadline will be given a score of 0. There are no opportunities for partial credit for late submissions related to this assignment.