For this assignment, you will write a research-based essay that defends a particular reading of a literary text. You may choose Antigone, Hamlet, or Fences as your subject. Although this essay is longer and will include citations from at least three secondary sources, your goal in your research paper is essentially the same as your goal in your first paper: to defend a particular reading of a literary text. Your paper should consist of
an introduction with a clear, strong thesis that makes a definite and specific claim about the text
several body paragraphs that support your thesis
a paragraph (or two) that answers any potential objections to your thesis
a conclusion that does more than simply restate your introduction
a Works Cited page in MLA style You must incorporate at least three of the sources on your annotated bibliography into your argument

Targeted Learning Outcomes:
Apply rhetorical concepts (writer, audience, subject, purpose, context) to analyze and compose a variety of texts.
Develop an understanding ofand engagement withmetacognitive practices (reflection, adaptation, and revision) to navigate writing situations.
The writer has made narrative choices based on
the rhetorical situation (including medium/venue, audience/audience expectations)
their own goals and purposes (how they hope to impact/affect their audience)
Rhetorical strategies to demonstrate:
Narrative: tell me a story
Narrative structure: beginnings, middles, ends purposefully / strategically ordered
Rich description that includes specific, concrete details and paint a clear picture for the reader
Narrative point / purpose: not a claim but a reason (implicit or explicit) for sharing this story
Technical Requirements:
Formatted according to course guidelines (see General Formatting Guidelines for Papers).
On time submission to Canvas.
Minimum three pages of text.
Maximum five pages of text.
Tell me a story about you and your relationship and experiences with language / literacy

Explanation / Purpose:
From Anzalda to Tizon, weve read several narratives (stories) about how others experience language in the United States. For our final essay, you will contribute to these conversations by sharing (one of) your own language story (stories).

Regardless of how many languages you know, all of us wield and experience language daily. For some of us, language is ever-present in our lives because everyday communication is a constant negotiation. For others, language is something that exists largely under the radar (a part of life that barely / rarely rises to our consciousness) and only appears to us in moments of language difference (someone is speaking in a way we do not understand / someone does not understand what it is we are saying). For some, it is simply a tool for communication with no deep personal connectionssomething not aligned with their identity. Yet, for others still, language is community and culture and a way of connecting within and across generations, geography, shared beliefs and experiences. And, for many, language is all of these things at different times and all at once.

How you language (to use the verb form of the word from Asao Inoue) comes from some time, place, culture, history, set of experiences, beliefs, assumptions, goals, and more. How you choose to speak or write (in specific situations), how you react to language difference, how you view yourself because of your use of particular languages in particular situations have all developed over time and they are at once unique to an individual as well as shaped by collective, societal attitudes, assumptions, and expectations.

For our last essay, reflect on your layered, varied, and evolving relationship(s) with language. Consider the role language has played in your lifehow visible or invisible language has been at various stages of your life and what those experiences might reveal about (your) language, power, and identity. Identify a critical moment (or a small cluster of related moments) that reveal something significant about your relationship with languagewritten or spoken, English or an English-variant, a recognized language or one that exists on the peripheryand reflect on how that experience (or cluster of experiences) has impacted you and your current relationship with language.

The Narrative Essay
In 3-5 pages, construct a language autobiography or narrative that explores the ways in which an experience (or experiences)positive or negativehas shaped you and your relationship(s) with language. Your narrative should be reflective and personally significant, but it should also have a point and purpose that extend beyond your own enlightenment. There must be a reason you are sharing this story at this moment in time. In other words, you will tell your story about language that says something more about language, power, identity, systemic racism, privilege, education, etc.  Your values and ideas surrounding what it means to be an effective communicator, to be literate, to be a good writer or proficient language user, to be smart or educated come from somewhere, and your experiences can teach us something about the impact of language in all of our lives.

Although you can write about more than one experience, keep in mind that a strong narrativea good storyis specific and includes rich, concrete details that paint a full picture of the event or situation.  You do not want to take on too muchtell too many talesthat do not come together to construct a single, full, detailed and cohesive picture. Remember that you only have 3-5 pages for this assignment.

Additionally, narratives are often most effective when the language used is carefully, particularly, and artfully chosen. Avoid overly sentimental or figurative language that can detract from or overshadow the events on the page.

The readings we have done this quarter should serve as a springboard for exploring your own experiences with language and literacy.  Please note, however, that this does not mean I expect you to have the same or even similar experiences to the writers weve read (be honest! Dont try to fabricate experiences so that they mimic the readings because thats what you think I want to hear); rather, I hope that the narratives weve read will encourage you to think more critically and reflectively about your own experiences and how they relate to and challenge the experiences of others. 

Your paper will be assessed on (25pts total):
General Task: It is a narrative (story) about language (not just an explanatory essay). It utilizes vivid and concrete details to tell a story of your relationship with language. Your history, experiences, and relationship with language is clearly highlighted and drives the narrative.

Narrative Point / Purpose: The point / purpose of the narrative is clear. The narrative addresses the larger picture / contributes to larger discussions of language, power, identity. There is a reason (implicit or explicit) for sharing this story.

Detail and Development: The focus of the narrative is narrow. All scenes / moments included in the narrative work together to tell a single story / convey a single message. The narrative is not overly general or broad. Rather than provide a superficial overview of events, the narrative develops a rich, immersive story, using specific, concrete details and dialogue to paint a clear picture for the reader.

Organization and Cohesion: The narrative includes a beginning, middle, and end. Paragraphs flow from one paragraph to anotherthere are no purposeless jumps between paragraphs. Within paragraphs, sentences work together to focus on a single main topic / point / idea.

Clarity: The narrative uses language that is clear, vivid, and non-sentimental or overly dramatic. Sentence structures are generally grammatical (unless the narrative is purposefully and deliberately challenging Standard American English spelling and grammar conventions).

Proofreading / Polish: There is accuracy and consistency in spelling and capitalization, a lack of typos, and proper formatting throughout the paper (unless the narrative is purposefully and deliberately challenging Standard American English spelling and grammar conventions). Care and attention have been paid to producing a finished piece.

Evaluation finale: BOOK REVIEW OF THE NOVEL
Washington Black by Esi Edugyan
Due date: Friday, December 4th (by the end of the day) sent via MIO.
What is it: A critical review of the novel read during the session. Critical reviews describe and evaluate the book in terms of accepted literary and historical standards and supports this evaluation with evidence from the text. The following pointers are meant to be suggestions for writing a critical review.
You must include the following:
    Cover page
    Essay style (no point form text) the instructions below are meant to guide your writing and can be followed in this, or any order of your liking.
    Word count stated on the last page of your assignment (expected words count 700-2000 words)
    1-inch margins all around, double spaced, Font size 12, Times New Roman font style or comparable
Basic requirements:
To write a critical review, the reviewer must know two things:
1.    Knowing the work under review: This demands not only attempting to understand the author’s purpose and how the component parts of the work contribute to that purpose, but also knowledge of the author: his/her nationality, time period, other works etc.
2.    Requirements of the genre: This means understanding the art form and how it functions. Without such context, the reviewer has no historical or literary standard upon which to base an evaluation.
Reviewing essentials
Description of the book. Sufficient description should be given so that the reader will have some understanding of the author’s thoughts. This account is not a summary. It can be woven into the critical remarks.
Discuss the author. Biographical information should be relevant to the subject of the review and enhance the reader’s understanding of the work under discussion.
Appraise the book. A review must be a considered judgment that includes:
    a statement of the reviewer’s understanding of the author’s purpose
    how well the reviewer feels the author’s purpose has been achieved
    evidence to support the reviewer’s judgement of the author’ achievement.

While you read:
    Read the book with care.
    Highlight quotable passages.
    Note your impressions as you read.
    Allow time to assimilate what you read so that the book can be seen in perspective.
    Keep in mind the need for a single impression which must be clear to the reader.

THE REVIEW OUTLINE
A review outline gives you an over-all grasp of the organization of the review, to determine the central point your review will make, to eliminate inessentials or irrelevancies, and to fill in gaps or omissions.
    Examine the notes you have made and eliminate those with no relationship to your central thesis.
    By organizing your discussion topics into groups, aspects of the book will emerge: e.g., theme, character, structure, etc.
    Write down all the major headings of the outline and fill in the subdivisions.
    All parts should support your thesis or central point.

FIRST DRAFT
Opening paragraphs set the tone of the paper. Possible introductions usually make a statement about the:
    Thesis
    Authorial purpose
    Topicality of the work or its significance
    Comparison of the work to others by the same author or within the same genre
    Author.
The body of the review logically develops your thesis. Follow your outline or adjust it to further your argument. The aim should be to push your central point. Put quoted material in quotation marks, or indented, and properly footnoted.
Concluding paragraphs sums up or restates your thesis or it may make a final judgement regarding the book. Do not introduce new information or ideas in the conclusion.

REVISING THE DRAFT
    Allow time to elapse, at least a day, before starting your revision.
    Correct grammatical mistakes and punctuation as you find them.
    Read your paper through again looking for unity, organization and logical development.
    If necessary, do not hesitate to make major revisions in your draft.
    Verify quotations for accuracy and check the format and content of references.

REVIEWING CONSIDERATIONS
Character
    From what sources are the characters drawn?
    What is the author’s attitude toward his characters?
    Are the characters flat or three dimensional?
    Does character development occur?
    Is character delineation direct or indirect?
Theme
    What is/are the major theme(s)?
    How are they revealed and developed?
    Is the theme traditional and familiar, or new and original?
    Is the theme didactic, psychological, social, entertaining, escapist, etc. in purpose or intent?
Plot
    How are the various elements of plot (i.e.: introduction, suspense, climax, conclusion) handled?
    What is the relationship of plot to character delineation?
    To what extent, and how, is accident employed as a complicating and/or resolving force?
    What are the elements of mystery and suspense?
    What other devices of plot complication and resolution are employed?
    Is there a sub-plot and how is it related to the main plot?
    Is the plot primary or secondary to some of the other essential elements of the story (character, setting, style, etc.)?
Style
    What are the “intellectual qualities” of the writing (e.g., simplicity, clarity)?
    What are the “emotional qualities” of the writing (e.g., humour, wit, satire)?
    What are the “aesthetic qualities” of the writing (e.g., harmony, rhythm)?
    What stylistic devices are employed (e.g., symbolism, motifs, parody, allegory)?
    How effective is dialogue?
Setting
    What is the setting and does it play a significant role in the work?
    Is a sense of atmosphere evoked, and how?
    What scenic effects are used and how important and effective are they?
    Does the setting influence or impinge on the characters and/or plot?
Biography
    Does the book give a “full-length” picture of the subject?
    What phases of the subject’s life receive greatest treatment and is this treatment justified?
    What is the point of view of the author?
    How is the subject matter organized: chronologically, retrospectively, etc.?
    Is the treatment superficial or does the author show extensive study into the subject’s life?
    What source materials were used in the preparation of the biography?
    Does the author attempt to get at the subject’s hidden motives?
    What important new facts about the subject’s life are revealed in the book?
    What is the relationship of the subject’s career to contemporary history?
    How does the biography compare with others about the same person?
History
    With what particular period does the book deal?
    How thorough is the treatment?
    What were the sources used?
    Is the account given in broad outline or in detail?
    Is the style that of reportorial writing, or is there an effort at interpretive writing?
    What is the point of view or thesis of the author?
    Is the treatment superficial or profound?
    For what group is the book intended (general, popular, scholarly, etc.)?
    What part does biographical writing play in the book?
    Is social history or political history emphasized?
    Are dates used extensively, and if so, are they used intelligently?