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The final project builds on the close reading paper and the annotated bibliography project.
1. Close Reading Paper (project one)
Find and identify an artifact from online databases above.
Library of Congress (see Special Collections, including Prints and Photographs and Historic Newspapers)
For the final research paper, you will choose a theme from the course to explore, combining secondary research with a close reading of a primary text and artifact (see the example above). The final paper should make an argument (have a clear thesis) and engage in a meaningful way with previous scholarship on this text and topic. Although you should support your claims with research, the argument should be your own. This is not a book report, this is a new exploration into ethnic literature in America.
Since this course teaches students to write within the English major, the research paper should follow standard MLA guidelines.
The online presentation should convey all the main points of the research paper in an interactive and creative online format. It should include both visual and textual elements.
Introduction:
Thesis:
Body Paragraphs:
Every body paragraph should have these four things (not necessarily in this order).
Conclusion:
So what? Give the reader a take-away.
Remember to check out the resources on our Online Resources page and the links on MyBC. The links and sources there were compiled specifically for this course!
For your final paper, I want you to focus on SOMETHING SPECIFIC (a narrative trope, a theme, a symbol) in a text. Then I want you to create a THESIS and a PAPER that makes four "moves":
You may find that these four moves blend into each other in your analysis or that one "move" dominates the paper while the other "moves" play supporting roles. Think of these "moves" as SUGGESTIONS, not a series of things to structure your paper.
Library of Congress (see Special Collections, including Prints and Photographs and Historic Newspapers)
OUTSIDE SOURCES serve two important functions in a research paper. They establish CONTEXT for an argument and they also construct a scholarly discourse to position the argument.
Outside sources for the final paper are available in SEVERAL places. The histories in the Norton Anthologies are viable sources for CONTEXT.
SCHOLARLY sources are available through books in the library OR online through library databases (do NOT pay for subscriptions yourself).
I have uploaded an example final paper with revisions here (thanks to the brave soul who agreed to be the sacrificial lamb)! Comments deal with:
Example final paper (with revisions in red).pdf
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Satisfactory |
Unsatisfactory |
Comments |
Organization |
Strong thesis at the conclusion of the introduction to guide the paper. Thesis connected and supported in all body paragraphs. Thesis makes a strong argument about a single theme or idea using the primary text and artifact. Discussion of the primary text and artifact is coherent and succinct. |
Thesis is vague or spread throughout the introduction and the paper. Thesis is not clearly connected to all body paragraphs. Thesis does not make a strong argument about the primary text and/or artifact. |
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Close Reading |
Analyzes the theme of race, sex, and/or citizenship in ethnic literature in or through a primary text and artifact. Recognizes the complex identity of the author and/or artist as well as the author’s artistic approach. Close reading brings the primary text and artifact together in meaningful ways. Places close reading in conversation with secondary sources. Summarizes and paraphrases evidence from the primary text to support the close reading (only using direct quotes when it is necessary to analyze the language). |
Does not clearly analyze a theme from American Literature in or through a primary text and/or artifact. Close reading does not relate the primary text and artifact in meaningful ways (although it may discuss both separately). Does not situate close reading among secondary sources. Primarily summarizes the text or quotes it (rather than analyzing it). |
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Support (Research) |
Integrates support from secondary sources to support close reading. Creates a clear conversation with secondary sources (without being overpowered by them). Uses strong evidence from secondary sources. Summarizes and paraphrases evidence except when quotations are necessary. |
Does not integrate support from secondary sources. Argument is either overpowered or disconnected from secondary sources. Evidence from secondary sources is not clearly connected with the argument. Uses unnecessary quotes from the secondary source. |
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Pre-Writing |
Completed all pre-writing activities on-time (including conferences and rough draft workshop) |
Did not complete all pre-writing activities on-time. |
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Online Presentation |
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Online presentations should convey the main points of your final paper in an interactive, online format. It should have pictures, links, and a revised presentation of the final paper text.
Online presentations will be shared to the class.
This is an example of an online presentation from another class.