Assignment Prompt & Instructions
**files (5)**
– ## AnalyticalPaper-GettingStarted.docx
– ## _analyticalpaperinstructions.pdf
– ## thestoryofanhour.pdf
– ## ENGL240AnalyticalOutlineTemplate.docx
– desirees-baby1.pdf
**## AnalyticalPaper-GettingStarted.docx**
**Analytical Paper – Getting Started**
This week, we will begin working on our analytical paper, which will be a comparative analysis of two of the literary works that we’ve read so far in class. This week’s assignment is an outline for that paper, but here’s a preview of the general requirements of the final paper so that you have a good idea of where you’re headed:
• All papers must be six paragraphs long, including an introduction paragraph, four body paragraphs, and a conclusion paragraph.
• The introduction should provide basic background info on the author(s) and the story/stories and end with your thesis statement (the principal argument you’re making about the literature in your analysis).
• The four body paragraphs should delve deeply into the inferential/interpretive level by analyzing specific passages from the story/stories.
• The paper must include a minimum of three references from reliable, academic sources, all of which are cited at least once in the paper, but we’ll talk about this more in a future week. You won’t need any research at all for the outline that’s due this week.
• The conclusion is the place to address the literature on an evaluative level (zooming out of the story and looking at how the ideas are relevant in the real world). The first sentence of the conclusion, though, should be a restatement of the thesis (though expressed in different words).
• Formatting, citations, and references must all adhere to APA style.
Below are your two prompt options. Pick whichever one seems most interesting to you for your analytical paper.
Prompt Option 1
You’ve read two short stories by Kate Chopin – Story of an Hour and Desiree’s Baby. Identify four common elements – one for each body paragraph – that the two stories share, and demonstrate how they work similarly in both stories. These can be elements like themes, tone, and/or use of literary devices.
Provide multiple quotes from the stories in each body paragraph to support your points, make sure to analyze passages on an inferential/interpretive level, and don’t forget to “read between the lines.”
Prompt Option 2
You’ve read two short stories by Kate Chopin – Story of an Hour and Desiree’s Baby. Compare and contrast the two main characters – Louise Mallard and Desiree. For this option, you will need to come up with four ways in which the characters are similar and/or different, so you can come up with two similarities and two differences between Louise Mallard and Désirée Aubigny for the four body paragraphs.
Provide multiple quotes from the stories in each body paragraph to support your points, make sure to analyze passages on an inferential/interpretive level, and don’t forget to “read between the lines.”
**Once you’ve decided on your prompt, you can begin work on your outline for this week. The template is provided within the Canvas instructions.**
**## _analyticalpaperinstructions.pdf**
This week, you will begin working on your second paper for the course – an
analytical paper. You will develop an outline and a thesis statement for your
analytical paper.
Using the critical reading skills practiced during this course, you will formulate a
thesis statement that presents a unique and specific interpretation of a literary text.
In order to analyze effectively, you will need to engage in close reading, or reading
“between the lines.” This means that you will be choosing representative passages
and carefully deconstructing them, highlighting connotations that may not be
immediately obvious to fellow readers.
This week's assignment:
1. Develop a thesis statement in which you present your interpretation of a
literary text. Note: Your instructor will provide further details on your
text options and other requirements in announcements.
2. Develop an outline using the provided template to help you organize your
points to support your thesis statement. Think of it as a skeleton that you
will “flesh out” when you write your paper. You must write full sentences
for the thesis statement, the topic/transition sentences, the passages, and
the restatement of thesis.
● Note: The passages will be direct quotes from the text, so include
quotation marks and a citation in APA style.
● Do not include any information from research yet. You first want to make
sure that you have enough evidence from the text itself to defend your
thesis.
Analytical Paper: Outline
Criteri
a
Ratings Pts
This
criterio
n is
linked
to a
Learnin
g
Outcom
e
Conten
t
37.5 to >33.38 ptsExceeds ExpectationsThe thesis statement provides a clear,
compelling analysis on the assigned or chosen text. The outline includes
several high-quality, thought-provoking ideas/points which are skillfully used
to creatively and completely support the thesis, adding new insight to the
discussion. The introduction and conclusion sections demonstrate that the
writer has thoughtfully considered how to develop the paper. Subtopics are
distinct and of equal significance. Passages for each subtopic are well-chosen,
and interpretations demonstrate thorough thought on the topic.
33.38 to >29.63 ptsMeets ExpectationsThe thesis statement provides an
analysis on the assigned or chosen text. The outline includes some thought
provoking ideas/points that support the thesis. The introduction and
conclusion sections are adequately developed. Subtopics are mostly distinct
and of equal significance. Passages for each subtopic are well-chosen, and
interpretations demonstrate thought on the topic.
29.63 to >27.0 ptsApproaches ExpectationsThe thesis statement may be
overly broad or unclearly expressed. The outline includes relevant
ideas/points that support the thesis, but they are overly broad or lack
originality. The introduction, conclusion, and/or one or more subtopics may
be underdeveloped. Subtopics demonstrate a limited amount of thought on
the topic.
27 to >0 ptsDoes Not Meet ExpectationsThe outline illustrates little thought
or insight into a thesis. Subtopics indicate a singular or a cursory approach to
the analysis. Subtopics are general or insignificant toward supporting the
topic. The writer presents minimal thought on the topic.
37.5
pts
This
criterio
n is
linked
to a
Learnin
g
Outcom
e
Organi
zation
22.5 to >20.02 ptsExceeds ExpectationsThe order of subtopics, order of
supporting points and passages/ interpretations, and thoughtful transitions
demonstrate careful forethought regarding how best to develop the analysis.
20.02 to >17.78 ptsMeets ExpectationsThe order of subtopics, order of
supporting points and passages/ interpretations, and transitions demonstrate
some forethought regarding how best to develop the argument.
17.78 to >16.2 ptsApproaches ExpectationsThe order of subtopics and of
supporting points and passages/ interpretations demonstrate little
forethought regarding how best to develop the argument. Attempts to
transition are weak.
16.2 to >0 ptsDoes Not Meet ExpectationsThe order of subtopics and order of
supporting points and passages/ interpretations appear random, and
transitions are missing.
22.5
pts
This
criterio
n is
linked
to a
Learnin
g
Outcom
e
Format,
APA,
and
Mechan
ics
15 to >13.35 ptsExceeds ExpectationsThe writer uses the outline template
required. The outline format is accurate and follows the directions, including
font, style, spacing, and headers. All passages are cited correctly. Full
sentences are written clearly, concisely, and in the third person with minimal
(if any) errors in sentence structure, word choice, grammar, spelling, and/or
punctuation.
13.35 to >11.85 ptsMeets ExpectationsThe writer uses the outline template
required. The outline format is mostly accurate and follows most of the
directions, including font, style, spacing, and headers. Passages are cited
correctly most of the time. The writer may make occasional errors in
sentence structure, word choice, grammar, spelling, and/or punctuation.
11.85 to >10.8 ptsApproaches ExpectationsThe writer uses the outline
template required, but the outline suffers from one of the following
problems:- Outline format is incorrect or has many errors in font, style,
spacing, and headers.- Many passages are cited incorrectly. – The writer
makes frequent errors in sentence structure, word choice, grammar, spelling,
and/or punctuation.
10.8 to >0 ptsDoes Not Meet ExpectationsThe writer does not use the outline
template required, passages are not cited, and/or significant problems with
language and/or mechanics hinder comprehension.
**## thestoryofanhour.pdf**
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
The Story of an Hour
Kate Chopin
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break
to her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in
half concealing. Her husband's friend Richards was there, too, near her. It was he who had been
in the newspaper office when intelligence of the railroad disaster was received, with Brently
Mallard's name leading the list of "killed." He had only taken the time to assure himself of its
truth by a second telegram, and had hastened to forestall any less careful, less tender friend in
bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed inability to
accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms.
When the storm of grief had spent itself she went away to her room alone. She would have no
one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this she sank,
pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops of trees that were all aquiver with
the new spring life. The delicious breath of rain was in the air. In the street below a peddler was
crying his wares. The notes of a distant song which some one was singing reached her faintly,
and countless sparrows were twittering in the eaves.
There were patches of blue sky showing here and there through the clouds that had met and
piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless, except
when a sob came up into her throat and shook her, as a child who has cried itself to sleep
continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a certain
strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on
one of those patches of blue sky. It was not a glance of reflection, but rather indicated a
suspension of intelligent thought.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
There was something coming to her and she was waiting for it, fearfully. What was it? She
did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky,
reaching toward her through the sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that
was approaching to possess her, and she was striving to beat it back with her will—as powerless
as her two white slender hands would have been.
When she abandoned herself a little whispered word escaped her slightly parted lips. She
said it over and over under her breath: "free, free, free!" The vacant stare and the look of terror
that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and
the coursing blood warmed and relaxed every inch of her body.
She did not stop to ask if it were or were not a monstrous joy that held her. A clear and
exalted perception enabled her to dismiss the suggestion as trivial.
She knew that she would weep again when she saw the kind, tender hands folded in death;
the face that had never looked save with love upon her, fixed and gray and dead. But she saw
beyond that bitter moment a long procession of years to come that would belong to her
absolutely. And she opened and spread her arms out to them in welcome.
There would be no one to live for her during those coming years; she would live for herself.
There would be no powerful will bending hers in that blind persistence with which men and
women believe they have a right to impose a private will upon a fellow-creature. A kind
intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief
moment of illumination.
And yet she had loved him—sometimes. Often she had not. What did it matter! What could
love, the unsolved mystery, count for in the face of this possession of self-assertion which she
suddenly recognized as the strongest impulse of her being!
"Free! Body and soul free!" she kept whispering.
Josephine was kneeling before the closed door with her lips to the keyhole, imploring for
admission. "Louise, open the door! I beg; open the door—you will make yourself ill. What are
you doing, Louise? For heaven's sake open the door."
"Go away. I am not making myself ill." No; she was drinking in a very elixir of life through
that open window.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
Her fancy was running riot along those days ahead of her. Spring days, and summer days,
and all sorts of days that would be her own. She breathed a quick prayer that life might be long.
It was only yesterday she had thought with a shudder that life might be long.
She arose at length and opened the door to her sister's importunities. There was a feverish
triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped
her sister's waist, and together they descended the stairs. Richards stood waiting for them at the
bottom.
Some one was opening the front door with a latchkey. It was Brently Mallard who entered, a
little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the
scene of the accident, and did not even know there had been one. He stood amazed at Josephine's
piercing cry; at Richards' quick motion to screen him from the view of his wife.
But Richards was too late.
When the doctors came they said she had died of heart disease—of joy that kills.
**## ENGL240AnalyticalOutlineTemplate.docx**
Running head: SHORT PAPER TITLE HERE 1
SHORT PAPER TITLE HERE 3
Analytical Paper Outline Template
When you write an analytical paper, your paper focuses on developing a nuanced interpretation of a particular work. Each paragraph should further that interpretation and must relate directly back to your thesis statement from your introduction paragraph.
For this assignment, you will develop an outline for your analytical paper. An outline is meant to help you organize your points. Think of it as a skeleton that you will “flesh out” when you write your paper. The more detail you include in the outline, the more likely you will develop a strong paper. Further directions below:
· You need to use a formal outline format; use the outline template provided below to help structure your outline.
· You must write
full sentences for the thesis statement, the topic/transition sentences, the passages, and the restatement of thesis.
**Note:** The passages will be direct quotes from the text, so include quotation marks and a citation in APA style.
· Do not include any information from research yet. You first want to make sure that you have enough evidence from the text itself to defend your thesis.
**How to use the outline template:** Erase each line before typing into the space. You may add or delete supporting points or details. To add, simply place your cursor at the end of a line, hit Enter, and you will see a new number or letter appear. To delete, simply highlight the line and hit Delete or Backspace.
I.
**Introduction**
A. Background info: ___________________________________________________
B. Background info: ___________________________________________________
C. Background info: ___________________________________________________
D. Thesis statement: ___________________________________________________
II.
**Body Paragraph 1**
A. Topic sentence: ____________________________________________________
1. passage: ____________________________________________________
a. interpretation: __________________________________________
2. passage: ____________________________________________________
a. interpretation: __________________________________________
3. passage: ____________________________________________________
a. interpretation: __________________________________________
4. passage: ____________________________________________________
a. interpretation: __________________________________________
5. passage: ____________________________________________________
a. interpretation: __________________________________________
6. passage: ____________________________________________________
a. interpretation: __________________________________________
III.
**Body Paragraph 2**
A. Topic/transition sentence: ____________________________________________
1. passage: ____________________________________________________
a. interpretation: __________________________________________
2. passage: ____________________________________________________
a. interpretation: __________________________________________
3. passage: ____________________________________________________
a. interpretation: __________________________________________
4. passage: ____________________________________________________
a. interpretation: __________________________________________
5. passage: ____________________________________________________
a. interpretation: __________________________________________
6. passage: ____________________________________________________
a. interpretation: __________________________________________
IV.
**Body Paragraph 3**
A. Topic/transition sentence: ____________________________________________
1. passage: ____________________________________________________
a. interpretation: __________________________________________
2. passage: ____________________________________________________
a. interpretation: __________________________________________
3. passage: ____________________________________________________
a. interpretation: __________________________________________
4. passage: ____________________________________________________
a. interpretation: __________________________________________
5. passage: ____________________________________________________
a. interpretation: __________________________________________
6. passage: ____________________________________________________
a. interpretation: __________________________________________
V.
**Body Paragraph 4**
A. Topic/transition sentence: ____________________________________________
1. passage: ____________________________________________________
a. interpretation: __________________________________________
2. passage: ____________________________________________________
a. interpretation: __________________________________________
3. passage: ____________________________________________________
a. interpretation: __________________________________________
4. passage: ____________________________________________________
a. interpretation: __________________________________________
5. passage: ____________________________________________________
a. interpretation: __________________________________________
6. passage: ____________________________________________________
a. interpretation: __________________________________________
VI.
**Conclusion**
A. Restatement of thesis: _______________________________________________
B. So what? Address the wider implications of your interpretation:
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
**desirees-baby1.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/desirees-baby1-pdf)
**desirees-baby1.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/desirees-baby1-pdf)
**## AnalyticalPaper-GettingStarted.docx**
**Analytical Paper – Getting Started**
This week, we will begin working on our analytical paper, which will be a comparative analysis of two of the literary works that we’ve read so far in class. This week’s assignment is an outline for that paper, but here’s a preview of the general requirements of the final paper so that you have a good idea of where you’re headed:
• All papers must be six paragraphs long, including an introduction paragraph, four body paragraphs, and a conclusion paragraph.
• The introduction should provide basic background info on the author(s) and the story/stories and end with your thesis statement (the principal argument you’re making about the literature in your analysis).
• The four body paragraphs should delve deeply into the inferential/interpretive level by analyzing specific passages from the story/stories.
• The paper must include a minimum of three references from reliable, academic sources, all of which are cited at least once in the paper, but we’ll talk about this more in a future week. You won’t need any research at all for the outline that’s due this week.
• The conclusion is the place to address the literature on an evaluative level (zooming out of the story and looking at how the ideas are relevant in the real world). The first sentence of the conclusion, though, should be a restatement of the thesis (though expressed in different words).
• Formatting, citations, and references must all adhere to APA style.
Below are your two prompt options. Pick whichever one seems most interesting to you for your analytical paper.
Prompt Option 1
You’ve read two short stories by Kate Chopin – Story of an Hour and Desiree’s Baby. Identify four common elements – one for each body paragraph – that the two stories share, and demonstrate how they work similarly in both stories. These can be elements like themes, tone, and/or use of literary devices.
Provide multiple quotes from the stories in each body paragraph to support your points, make sure to analyze passages on an inferential/interpretive level, and don’t forget to “read between the lines.”
Prompt Option 2
You’ve read two short stories by Kate Chopin – Story of an Hour and Desiree’s Baby. Compare and contrast the two main characters – Louise Mallard and Desiree. For this option, you will need to come up with four ways in which the characters are similar and/or different, so you can come up with two similarities and two differences between Louise Mallard and Désirée Aubigny for the four body paragraphs.
Provide multiple quotes from the stories in each body paragraph to support your points, make sure to analyze passages on an inferential/interpretive level, and don’t forget to “read between the lines.”
**Once you’ve decided on your prompt, you can begin work on your outline for this week. The template is provided within the Canvas instructions.**
**## _analyticalpaperinstructions.pdf**
This week, you will begin working on your second paper for the course – an
analytical paper. You will develop an outline and a thesis statement for your
analytical paper.
Using the critical reading skills practiced during this course, you will formulate a
thesis statement that presents a unique and specific interpretation of a literary text.
In order to analyze effectively, you will need to engage in close reading, or reading
“between the lines.” This means that you will be choosing representative passages
and carefully deconstructing them, highlighting connotations that may not be
immediately obvious to fellow readers.
This week's assignment:
1. Develop a thesis statement in which you present your interpretation of a
literary text. Note: Your instructor will provide further details on your
text options and other requirements in announcements.
2. Develop an outline using the provided template to help you organize your
points to support your thesis statement. Think of it as a skeleton that you
will “flesh out” when you write your paper. You must write full sentences
for the thesis statement, the topic/transition sentences, the passages, and
the restatement of thesis.
● Note: The passages will be direct quotes from the text, so include
quotation marks and a citation in APA style.
● Do not include any information from research yet. You first want to make
sure that you have enough evidence from the text itself to defend your
thesis.
Analytical Paper: Outline
Criteri
a
Ratings Pts
This
criterio
n is
linked
to a
Learnin
g
Outcom
e
Conten
t
37.5 to >33.38 ptsExceeds ExpectationsThe thesis statement provides a clear,
compelling analysis on the assigned or chosen text. The outline includes
several high-quality, thought-provoking ideas/points which are skillfully used
to creatively and completely support the thesis, adding new insight to the
discussion. The introduction and conclusion sections demonstrate that the
writer has thoughtfully considered how to develop the paper. Subtopics are
distinct and of equal significance. Passages for each subtopic are well-chosen,
and interpretations demonstrate thorough thought on the topic.
33.38 to >29.63 ptsMeets ExpectationsThe thesis statement provides an
analysis on the assigned or chosen text. The outline includes some thought
provoking ideas/points that support the thesis. The introduction and
conclusion sections are adequately developed. Subtopics are mostly distinct
and of equal significance. Passages for each subtopic are well-chosen, and
interpretations demonstrate thought on the topic.
29.63 to >27.0 ptsApproaches ExpectationsThe thesis statement may be
overly broad or unclearly expressed. The outline includes relevant
ideas/points that support the thesis, but they are overly broad or lack
originality. The introduction, conclusion, and/or one or more subtopics may
be underdeveloped. Subtopics demonstrate a limited amount of thought on
the topic.
27 to >0 ptsDoes Not Meet ExpectationsThe outline illustrates little thought
or insight into a thesis. Subtopics indicate a singular or a cursory approach to
the analysis. Subtopics are general or insignificant toward supporting the
topic. The writer presents minimal thought on the topic.
37.5
pts
This
criterio
n is
linked
to a
Learnin
g
Outcom
e
Organi
zation
22.5 to >20.02 ptsExceeds ExpectationsThe order of subtopics, order of
supporting points and passages/ interpretations, and thoughtful transitions
demonstrate careful forethought regarding how best to develop the analysis.
20.02 to >17.78 ptsMeets ExpectationsThe order of subtopics, order of
supporting points and passages/ interpretations, and transitions demonstrate
some forethought regarding how best to develop the argument.
17.78 to >16.2 ptsApproaches ExpectationsThe order of subtopics and of
supporting points and passages/ interpretations demonstrate little
forethought regarding how best to develop the argument. Attempts to
transition are weak.
16.2 to >0 ptsDoes Not Meet ExpectationsThe order of subtopics and order of
supporting points and passages/ interpretations appear random, and
transitions are missing.
22.5
pts
This
criterio
n is
linked
to a
Learnin
g
Outcom
e
Format,
APA,
and
Mechan
ics
15 to >13.35 ptsExceeds ExpectationsThe writer uses the outline template
required. The outline format is accurate and follows the directions, including
font, style, spacing, and headers. All passages are cited correctly. Full
sentences are written clearly, concisely, and in the third person with minimal
(if any) errors in sentence structure, word choice, grammar, spelling, and/or
punctuation.
13.35 to >11.85 ptsMeets ExpectationsThe writer uses the outline template
required. The outline format is mostly accurate and follows most of the
directions, including font, style, spacing, and headers. Passages are cited
correctly most of the time. The writer may make occasional errors in
sentence structure, word choice, grammar, spelling, and/or punctuation.
11.85 to >10.8 ptsApproaches ExpectationsThe writer uses the outline
template required, but the outline suffers from one of the following
problems:- Outline format is incorrect or has many errors in font, style,
spacing, and headers.- Many passages are cited incorrectly. – The writer
makes frequent errors in sentence structure, word choice, grammar, spelling,
and/or punctuation.
10.8 to >0 ptsDoes Not Meet ExpectationsThe writer does not use the outline
template required, passages are not cited, and/or significant problems with
language and/or mechanics hinder comprehension.
**## thestoryofanhour.pdf**
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
The Story of an Hour
Kate Chopin
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break
to her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in
half concealing. Her husband's friend Richards was there, too, near her. It was he who had been
in the newspaper office when intelligence of the railroad disaster was received, with Brently
Mallard's name leading the list of "killed." He had only taken the time to assure himself of its
truth by a second telegram, and had hastened to forestall any less careful, less tender friend in
bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed inability to
accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms.
When the storm of grief had spent itself she went away to her room alone. She would have no
one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this she sank,
pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops of trees that were all aquiver with
the new spring life. The delicious breath of rain was in the air. In the street below a peddler was
crying his wares. The notes of a distant song which some one was singing reached her faintly,
and countless sparrows were twittering in the eaves.
There were patches of blue sky showing here and there through the clouds that had met and
piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless, except
when a sob came up into her throat and shook her, as a child who has cried itself to sleep
continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a certain
strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on
one of those patches of blue sky. It was not a glance of reflection, but rather indicated a
suspension of intelligent thought.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
There was something coming to her and she was waiting for it, fearfully. What was it? She
did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky,
reaching toward her through the sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that
was approaching to possess her, and she was striving to beat it back with her will—as powerless
as her two white slender hands would have been.
When she abandoned herself a little whispered word escaped her slightly parted lips. She
said it over and over under her breath: "free, free, free!" The vacant stare and the look of terror
that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and
the coursing blood warmed and relaxed every inch of her body.
She did not stop to ask if it were or were not a monstrous joy that held her. A clear and
exalted perception enabled her to dismiss the suggestion as trivial.
She knew that she would weep again when she saw the kind, tender hands folded in death;
the face that had never looked save with love upon her, fixed and gray and dead. But she saw
beyond that bitter moment a long procession of years to come that would belong to her
absolutely. And she opened and spread her arms out to them in welcome.
There would be no one to live for her during those coming years; she would live for herself.
There would be no powerful will bending hers in that blind persistence with which men and
women believe they have a right to impose a private will upon a fellow-creature. A kind
intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief
moment of illumination.
And yet she had loved him—sometimes. Often she had not. What did it matter! What could
love, the unsolved mystery, count for in the face of this possession of self-assertion which she
suddenly recognized as the strongest impulse of her being!
"Free! Body and soul free!" she kept whispering.
Josephine was kneeling before the closed door with her lips to the keyhole, imploring for
admission. "Louise, open the door! I beg; open the door—you will make yourself ill. What are
you doing, Louise? For heaven's sake open the door."
"Go away. I am not making myself ill." No; she was drinking in a very elixir of life through
that open window.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
Her fancy was running riot along those days ahead of her. Spring days, and summer days,
and all sorts of days that would be her own. She breathed a quick prayer that life might be long.
It was only yesterday she had thought with a shudder that life might be long.
She arose at length and opened the door to her sister's importunities. There was a feverish
triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped
her sister's waist, and together they descended the stairs. Richards stood waiting for them at the
bottom.
Some one was opening the front door with a latchkey. It was Brently Mallard who entered, a
little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the
scene of the accident, and did not even know there had been one. He stood amazed at Josephine's
piercing cry; at Richards' quick motion to screen him from the view of his wife.
But Richards was too late.
When the doctors came they said she had died of heart disease—of joy that kills.
**## ENGL240AnalyticalOutlineTemplate.docx**
Running head: SHORT PAPER TITLE HERE 1
SHORT PAPER TITLE HERE 3
Analytical Paper Outline Template
When you write an analytical paper, your paper focuses on developing a nuanced interpretation of a particular work. Each paragraph should further that interpretation and must relate directly back to your thesis statement from your introduction paragraph.
For this assignment, you will develop an outline for your analytical paper. An outline is meant to help you organize your points. Think of it as a skeleton that you will “flesh out” when you write your paper. The more detail you include in the outline, the more likely you will develop a strong paper. Further directions below:
· You need to use a formal outline format; use the outline template provided below to help structure your outline.
· You must write
full sentences for the thesis statement, the topic/transition sentences, the passages, and the restatement of thesis.
**Note:** The passages will be direct quotes from the text, so include quotation marks and a citation in APA style.
· Do not include any information from research yet. You first want to make sure that you have enough evidence from the text itself to defend your thesis.
**How to use the outline template:** Erase each line before typing into the space. You may add or delete supporting points or details. To add, simply place your cursor at the end of a line, hit Enter, and you will see a new number or letter appear. To delete, simply highlight the line and hit Delete or Backspace.
I.
**Introduction**
A. Background info: ___________________________________________________
B. Background info: ___________________________________________________
C. Background info: ___________________________________________________
D. Thesis statement: ___________________________________________________
II.
**Body Paragraph 1**
A. Topic sentence: ____________________________________________________
1. passage: ____________________________________________________
a. interpretation: __________________________________________
2. passage: ____________________________________________________
a. interpretation: __________________________________________
3. passage: ____________________________________________________
a. interpretation: __________________________________________
4. passage: ____________________________________________________
a. interpretation: __________________________________________
5. passage: ____________________________________________________
a. interpretation: __________________________________________
6. passage: ____________________________________________________
a. interpretation: __________________________________________
III.
**Body Paragraph 2**
A. Topic/transition sentence: ____________________________________________
1. passage: ____________________________________________________
a. interpretation: __________________________________________
2. passage: ____________________________________________________
a. interpretation: __________________________________________
3. passage: ____________________________________________________
a. interpretation: __________________________________________
4. passage: ____________________________________________________
a. interpretation: __________________________________________
5. passage: ____________________________________________________
a. interpretation: __________________________________________
6. passage: ____________________________________________________
a. interpretation: __________________________________________
IV.
**Body Paragraph 3**
A. Topic/transition sentence: ____________________________________________
1. passage: ____________________________________________________
a. interpretation: __________________________________________
2. passage: ____________________________________________________
a. interpretation: __________________________________________
3. passage: ____________________________________________________
a. interpretation: __________________________________________
4. passage: ____________________________________________________
a. interpretation: __________________________________________
5. passage: ____________________________________________________
a. interpretation: __________________________________________
6. passage: ____________________________________________________
a. interpretation: __________________________________________
V.
**Body Paragraph 4**
A. Topic/transition sentence: ____________________________________________
1. passage: ____________________________________________________
a. interpretation: __________________________________________
2. passage: ____________________________________________________
a. interpretation: __________________________________________
3. passage: ____________________________________________________
a. interpretation: __________________________________________
4. passage: ____________________________________________________
a. interpretation: __________________________________________
5. passage: ____________________________________________________
a. interpretation: __________________________________________
6. passage: ____________________________________________________
a. interpretation: __________________________________________
VI.
**Conclusion**
A. Restatement of thesis: _______________________________________________
B. So what? Address the wider implications of your interpretation:
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
**desirees-baby1.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/desirees-baby1-pdf)
**## AnalyticalPaper-GettingStarted.docx**
**Analytical Paper – Getting Started**
This week, we will begin working on our analytical paper, which will be a comparative analysis of two of the literary works that we’ve read so far in class. This week’s assignment is an outline for that paper, but here’s a preview of the general requirements of the final paper so that you have a good idea of where you’re headed:
• All papers must be six paragraphs long, including an introduction paragraph, four body paragraphs, and a conclusion paragraph.
• The introduction should provide basic background info on the author(s) and the story/stories and end with your thesis statement (the principal argument you’re making about the literature in your analysis).
• The four body paragraphs should delve deeply into the inferential/interpretive level by analyzing specific passages from the story/stories.
• The paper must include a minimum of three references from reliable, academic sources, all of which are cited at least once in the paper, but we’ll talk about this more in a future week. You won’t need any research at all for the outline that’s due this week.
• The conclusion is the place to address the literature on an evaluative level (zooming out of the story and looking at how the ideas are relevant in the real world). The first sentence of the conclusion, though, should be a restatement of the thesis (though expressed in different words).
• Formatting, citations, and references must all adhere to APA style.
Below are your two prompt options. Pick whichever one seems most interesting to you for your analytical paper.
Prompt Option 1
You’ve read two short stories by Kate Chopin – Story of an Hour and Desiree’s Baby. Identify four common elements – one for each body paragraph – that the two stories share, and demonstrate how they work similarly in both stories. These can be elements like themes, tone, and/or use of literary devices.
Provide multiple quotes from the stories in each body paragraph to support your points, make sure to analyze passages on an inferential/interpretive level, and don’t forget to “read between the lines.”
Prompt Option 2
You’ve read two short stories by Kate Chopin – Story of an Hour and Desiree’s Baby. Compare and contrast the two main characters – Louise Mallard and Desiree. For this option, you will need to come up with four ways in which the characters are similar and/or different, so you can come up with two similarities and two differences between Louise Mallard and Désirée Aubigny for the four body paragraphs.
Provide multiple quotes from the stories in each body paragraph to support your points, make sure to analyze passages on an inferential/interpretive level, and don’t forget to “read between the lines.”
**Once you’ve decided on your prompt, you can begin work on your outline for this week. The template is provided within the Canvas instructions.**
**## _analyticalpaperinstructions.pdf**
This week, you will begin working on your second paper for the course – an
analytical paper. You will develop an outline and a thesis statement for your
analytical paper.
Using the critical reading skills practiced during this course, you will formulate a
thesis statement that presents a unique and specific interpretation of a literary text.
In order to analyze effectively, you will need to engage in close reading, or reading
“between the lines.” This means that you will be choosing representative passages
and carefully deconstructing them, highlighting connotations that may not be
immediately obvious to fellow readers.
This week's assignment:
1. Develop a thesis statement in which you present your interpretation of a
literary text. Note: Your instructor will provide further details on your
text options and other requirements in announcements.
2. Develop an outline using the provided template to help you organize your
points to support your thesis statement. Think of it as a skeleton that you
will “flesh out” when you write your paper. You must write full sentences
for the thesis statement, the topic/transition sentences, the passages, and
the restatement of thesis.
● Note: The passages will be direct quotes from the text, so include
quotation marks and a citation in APA style.
● Do not include any information from research yet. You first want to make
sure that you have enough evidence from the text itself to defend your
thesis.
Analytical Paper: Outline
Criteri
a
Ratings Pts
This
criterio
n is
linked
to a
Learnin
g
Outcom
e
Conten
t
37.5 to >33.38 ptsExceeds ExpectationsThe thesis statement provides a clear,
compelling analysis on the assigned or chosen text. The outline includes
several high-quality, thought-provoking ideas/points which are skillfully used
to creatively and completely support the thesis, adding new insight to the
discussion. The introduction and conclusion sections demonstrate that the
writer has thoughtfully considered how to develop the paper. Subtopics are
distinct and of equal significance. Passages for each subtopic are well-chosen,
and interpretations demonstrate thorough thought on the topic.
33.38 to >29.63 ptsMeets ExpectationsThe thesis statement provides an
analysis on the assigned or chosen text. The outline includes some thought
provoking ideas/points that support the thesis. The introduction and
conclusion sections are adequately developed. Subtopics are mostly distinct
and of equal significance. Passages for each subtopic are well-chosen, and
interpretations demonstrate thought on the topic.
29.63 to >27.0 ptsApproaches ExpectationsThe thesis statement may be
overly broad or unclearly expressed. The outline includes relevant
ideas/points that support the thesis, but they are overly broad or lack
originality. The introduction, conclusion, and/or one or more subtopics may
be underdeveloped. Subtopics demonstrate a limited amount of thought on
the topic.
27 to >0 ptsDoes Not Meet ExpectationsThe outline illustrates little thought
or insight into a thesis. Subtopics indicate a singular or a cursory approach to
the analysis. Subtopics are general or insignificant toward supporting the
topic. The writer presents minimal thought on the topic.
37.5
pts
This
criterio
n is
linked
to a
Learnin
g
Outcom
e
Organi
zation
22.5 to >20.02 ptsExceeds ExpectationsThe order of subtopics, order of
supporting points and passages/ interpretations, and thoughtful transitions
demonstrate careful forethought regarding how best to develop the analysis.
20.02 to >17.78 ptsMeets ExpectationsThe order of subtopics, order of
supporting points and passages/ interpretations, and transitions demonstrate
some forethought regarding how best to develop the argument.
17.78 to >16.2 ptsApproaches ExpectationsThe order of subtopics and of
supporting points and passages/ interpretations demonstrate little
forethought regarding how best to develop the argument. Attempts to
transition are weak.
16.2 to >0 ptsDoes Not Meet ExpectationsThe order of subtopics and order of
supporting points and passages/ interpretations appear random, and
transitions are missing.
22.5
pts
This
criterio
n is
linked
to a
Learnin
g
Outcom
e
Format,
APA,
and
Mechan
ics
15 to >13.35 ptsExceeds ExpectationsThe writer uses the outline template
required. The outline format is accurate and follows the directions, including
font, style, spacing, and headers. All passages are cited correctly. Full
sentences are written clearly, concisely, and in the third person with minimal
(if any) errors in sentence structure, word choice, grammar, spelling, and/or
punctuation.
13.35 to >11.85 ptsMeets ExpectationsThe writer uses the outline template
required. The outline format is mostly accurate and follows most of the
directions, including font, style, spacing, and headers. Passages are cited
correctly most of the time. The writer may make occasional errors in
sentence structure, word choice, grammar, spelling, and/or punctuation.
11.85 to >10.8 ptsApproaches ExpectationsThe writer uses the outline
template required, but the outline suffers from one of the following
problems:- Outline format is incorrect or has many errors in font, style,
spacing, and headers.- Many passages are cited incorrectly. – The writer
makes frequent errors in sentence structure, word choice, grammar, spelling,
and/or punctuation.
10.8 to >0 ptsDoes Not Meet ExpectationsThe writer does not use the outline
template required, passages are not cited, and/or significant problems with
language and/or mechanics hinder comprehension.
**## thestoryofanhour.pdf**
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
The Story of an Hour
Kate Chopin
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break
to her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in
half concealing. Her husband's friend Richards was there, too, near her. It was he who had been
in the newspaper office when intelligence of the railroad disaster was received, with Brently
Mallard's name leading the list of "killed." He had only taken the time to assure himself of its
truth by a second telegram, and had hastened to forestall any less careful, less tender friend in
bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed inability to
accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms.
When the storm of grief had spent itself she went away to her room alone. She would have no
one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this she sank,
pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops of trees that were all aquiver with
the new spring life. The delicious breath of rain was in the air. In the street below a peddler was
crying his wares. The notes of a distant song which some one was singing reached her faintly,
and countless sparrows were twittering in the eaves.
There were patches of blue sky showing here and there through the clouds that had met and
piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless, except
when a sob came up into her throat and shook her, as a child who has cried itself to sleep
continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a certain
strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on
one of those patches of blue sky. It was not a glance of reflection, but rather indicated a
suspension of intelligent thought.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
There was something coming to her and she was waiting for it, fearfully. What was it? She
did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky,
reaching toward her through the sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that
was approaching to possess her, and she was striving to beat it back with her will—as powerless
as her two white slender hands would have been.
When she abandoned herself a little whispered word escaped her slightly parted lips. She
said it over and over under her breath: "free, free, free!" The vacant stare and the look of terror
that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and
the coursing blood warmed and relaxed every inch of her body.
She did not stop to ask if it were or were not a monstrous joy that held her. A clear and
exalted perception enabled her to dismiss the suggestion as trivial.
She knew that she would weep again when she saw the kind, tender hands folded in death;
the face that had never looked save with love upon her, fixed and gray and dead. But she saw
beyond that bitter moment a long procession of years to come that would belong to her
absolutely. And she opened and spread her arms out to them in welcome.
There would be no one to live for her during those coming years; she would live for herself.
There would be no powerful will bending hers in that blind persistence with which men and
women believe they have a right to impose a private will upon a fellow-creature. A kind
intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief
moment of illumination.
And yet she had loved him—sometimes. Often she had not. What did it matter! What could
love, the unsolved mystery, count for in the face of this possession of self-assertion which she
suddenly recognized as the strongest impulse of her being!
"Free! Body and soul free!" she kept whispering.
Josephine was kneeling before the closed door with her lips to the keyhole, imploring for
admission. "Louise, open the door! I beg; open the door—you will make yourself ill. What are
you doing, Louise? For heaven's sake open the door."
"Go away. I am not making myself ill." No; she was drinking in a very elixir of life through
that open window.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
Her fancy was running riot along those days ahead of her. Spring days, and summer days,
and all sorts of days that would be her own. She breathed a quick prayer that life might be long.
It was only yesterday she had thought with a shudder that life might be long.
She arose at length and opened the door to her sister's importunities. There was a feverish
triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped
her sister's waist, and together they descended the stairs. Richards stood waiting for them at the
bottom.
Some one was opening the front door with a latchkey. It was Brently Mallard who entered, a
little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the
scene of the accident, and did not even know there had been one. He stood amazed at Josephine's
piercing cry; at Richards' quick motion to screen him from the view of his wife.
But Richards was too late.
When the doctors came they said she had died of heart disease—of joy that kills.
**## ENGL240AnalyticalOutlineTemplate.docx**
Running head: SHORT PAPER TITLE HERE 1
SHORT PAPER TITLE HERE 3
Analytical Paper Outline Template
When you write an analytical paper, your paper focuses on developing a nuanced interpretation of a particular work. Each paragraph should further that interpretation and must relate directly back to your thesis statement from your introduction paragraph.
For this assignment, you will develop an outline for your analytical paper. An outline is meant to help you organize your points. Think of it as a skeleton that you will “flesh out” when you write your paper. The more detail you include in the outline, the more likely you will develop a strong paper. Further directions below:
· You need to use a formal outline format; use the outline template provided below to help structure your outline.
· You must write
full sentences for the thesis statement, the topic/transition sentences, the passages, and the restatement of thesis.
**Note:** The passages will be direct quotes from the text, so include quotation marks and a citation in APA style.
· Do not include any information from research yet. You first want to make sure that you have enough evidence from the text itself to defend your thesis.
**How to use the outline template:** Erase each line before typing into the space. You may add or delete supporting points or details. To add, simply place your cursor at the end of a line, hit Enter, and you will see a new number or letter appear. To delete, simply highlight the line and hit Delete or Backspace.
I.
**Introduction**
A. Background info: ___________________________________________________
B. Background info: ___________________________________________________
C. Background info: ___________________________________________________
D. Thesis statement: ___________________________________________________
II.
**Body Paragraph 1**
A. Topic sentence: ____________________________________________________
1. passage: ____________________________________________________
a. interpretation: __________________________________________
2. passage: ____________________________________________________
a. interpretation: __________________________________________
3. passage: ____________________________________________________
a. interpretation: __________________________________________
4. passage: ____________________________________________________
a. interpretation: __________________________________________
5. passage: ____________________________________________________
a. interpretation: __________________________________________
6. passage: ____________________________________________________
a. interpretation: __________________________________________
III.
**Body Paragraph 2**
A. Topic/transition sentence: ____________________________________________
1. passage: ____________________________________________________
a. interpretation: __________________________________________
2. passage: ____________________________________________________
a. interpretation: __________________________________________
3. passage: ____________________________________________________
a. interpretation: __________________________________________
4. passage: ____________________________________________________
a. interpretation: __________________________________________
5. passage: ____________________________________________________
a. interpretation: __________________________________________
6. passage: ____________________________________________________
a. interpretation: __________________________________________
IV.
**Body Paragraph 3**
A. Topic/transition sentence: ____________________________________________
1. passage: ____________________________________________________
a. interpretation: __________________________________________
2. passage: ____________________________________________________
a. interpretation: __________________________________________
3. passage: ____________________________________________________
a. interpretation: __________________________________________
4. passage: ____________________________________________________
a. interpretation: __________________________________________
5. passage: ____________________________________________________
a. interpretation: __________________________________________
6. passage: ____________________________________________________
a. interpretation: __________________________________________
V.
**Body Paragraph 4**
A. Topic/transition sentence: ____________________________________________
1. passage: ____________________________________________________
a. interpretation: __________________________________________
2. passage: ____________________________________________________
a. interpretation: __________________________________________
3. passage: ____________________________________________________
a. interpretation: __________________________________________
4. passage: ____________________________________________________
a. interpretation: __________________________________________
5. passage: ____________________________________________________
a. interpretation: __________________________________________
6. passage: ____________________________________________________
a. interpretation: __________________________________________
VI.
**Conclusion**
A. Restatement of thesis: _______________________________________________
B. So what? Address the wider implications of your interpretation:
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
**desirees-baby1.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/desirees-baby1-pdf)