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Prompt: In this 750-1000 word essay you will conduct a literary analysis compari
Prompt: In this 750-1000 word essay you will conduct a literary analysis comparing an image, word, or idea between two literary texts. A literary analysis is a claim about the two texts that you support with your analysis of evidence from those texts.
Text Selection: One text will be from your week’s reading; the other text can be from that week’s reading, but could also be any text we read earlier in the semester. Introductions from the anthology are not eligible for use in your essay, and you should not quote from them.
Note!: This essay is worth 10% of the final grade. Please make sure you read the feedback on your first essay before beginning the second essay.
What makes a good comparative literary analysis essay?
Comparisons
When you’re comparing two things, you’ll need to establish a basis for comparison. For example, if you ask me whether I prefer oranges or chairs, I would be confused. I wouldn’t understand what the basis for comparison is. If you ask me whether I prefer oranges or chairs as the subjects of still-life painting, I would be better able to answer your question. You’ll want your reader to understand why you’re comparing these two particular texts.
After you’ve established a basis for comparison, you’ll want to think about the similarities and differences you see in the way these two texts do something. Maybe both texts feature the central image of a tree, but in one text the tree is chopped down, while in the other it is struck by lightning. The fact that this is the case is an observation. Your goal is to answer questions like: What is the importance of these differences (Why are they there)? How do these differences impact the meaning you make of each text? Why is it important to pay attention to the ways these texts make similar but different use of the image of a tree? What does this tell us about both texts, as well as each text individually?
Strong Claims are. . .
About the text–your aim is to make a claim about what the text is doing, not what it is about, the influence it has had, or its historical context
Arguable – a reasonable reader could disagree with your claim; the claim is not obvious; it needs to be supported with evidence from the text
Specific – your claim is about a specific passage/word/image in the texts and says something specific about it. The more specific your claim is, the more arguable it will be as well.
Complex / provides a road map – your claim shows the relationship between all of its ideas (using words like although, in order to, because, by), and is organized in such a way that the reader knows what sub-claims to expect in the rest of your essay.
Strong analysis. . .
Is not summary – you should be focusing on *why* or *how* something is happening, not *what* is happening
Focuses on particular passage/passages from the text – you can mix direct quotation with paraphrase, but you cannot support your claims without evidence from the text
Shows all of the steps of its thinking – you should connect the dots between the textual evidence and your claims with step by step thinking. Remember that your reader doesn’t yet know how your text and your claim are connected (if your claim is self-explanatory, then it is not a strong claim!!!)
Does not quote from introductory material: the introductory material in the textbook is useful for gaining historical context about the text, but the prompt is not asking you to explain the text’s historical context, or use the historical context as part of your claim. Rather, your claim should be supported by your own reading of the text. You should never need to quote from the introductory material. When you quote from the introductory material instead of the text itself, I have to assume it’s because you haven’t read the text itself.
Process Worksheet
Although claims, evidence, and analysis are all important things to have in your essay, you probably won’t write your essay in that order. This worksheet will guide you through the steps (which we’ll also practice in our discussions) for brainstorming and planning your essay. Make a copy of this document, and turn in a completed worksheet with your essay in the submission portal. Completing this worksheet counts towards 10 points out of 100 for this assignment:
Identify Patterns Across Texts
This is a space for you to brainstorm connections between texts. Once you’ve chosen a text from your week, use this space to make observations about important images, words, ideas, and metaphors. As you make these observations, write next to those images, words, and ideas, other texts from this semester that resonate or echo these observations. At this point, you are just making a list of things that are happening in your text (the “what” of the text), and making connections to other texts that share a similar “what.”
Similarities and Differences
Choose a pairing of texts that you will compare, and, focusing on one or two of the observations you made above, start listing similarities and differences between the way the two texts use an image, word, idea, or metaphor. Remember that the similarities are important for forming a basis for comparison (justifying why you are comparing these two texts), but the differences will likely be the most interesting part of your argument. Remember that identifying similarities and differences is still answering the question of “what” is happening in these two texts.
3. Ask questions of those similarities and differences
Look back at your observations, and pick out a few that you find the most interesting. Now start developing questions about why each text uses these images, words, metaphors, ideas. You should start to get specific here. Maybe don’t only ask why something happens, but why it happens when it does or where it does. Why does each author use that particular word or image in the particular way that they do? The more specific you can make your question, the better. Now you are getting to the “why” and “how” of the text.
4. Develop a Hypothesis
Which of your questions seems most interesting? Do any of them seem connected? Your task now is to present a hypothesis that answers one or more of the questions you posed as specifically as possible. Remember, there are no correct answers here, only more or less convincing ones.
5. Test your claim
Now that you have a tentative hypothesis, you’ll want to see if you can turn it into a claim. Can you support your hypothesis with evidence from the text? Do you need to analyze the evidence for your reader in order to persuade them of your claim? If not, the claim is not arguable enough. What evidence will you use to support your claim? What points do you need to make in your analysis to convince your reader that your answer to the text’s questions is a persuasive one?
Possible Claim Templates
Here are some claim templates to get you started. Note that the highlighted portion is the important, arguable part of the claim (the rest is observations). These should serve as starting points. You will likely need to revise these heavily in order to show the relationship between the particular ideas that you’re talking about in your essay.
Both Text A and Text B do Z thing. However, while A does X, B does Y, showing some important thing about these two texts.
Both Text A and Text B do Z thing, which is important for this reason. However, A approaches Z in X way, showing us some important thing, while B approaches Z in Y way, which tells us another important thing.
Remember that I am always happy to talk about your claims before your essays are due! Prepare a claim and set up a meeting so we can talk about it.
Category
0 points
5 points
10 points
15 points
20 points
Claim
The claim is difficult to discern either because it presents a summary of the texts or because the essay is not well-organized.
The essay’s claim is not about the texts, and therefore cannot be supported with evidence from the text itself.
The essay’s claim sets a bar that is either too low (obvious/summary) or too high for the essay to reach.
The essay as a whole makes an arguable, specific, and complex argument about the texts, but the claim is not articulated clearly.
The claim appears clearly in the first paragraph and makes an arguable, specific, and complex argument about the 2 texts.
Evidence
The essay uses no evidence from the literary texts as either paraphrase or direct quotation.
The evidence provided is not appropriate to/does not align with the claim.
The essay makes use of evidence, but does not balance the evidence with their own writing (i.e. unnecessarily long quotations).
The essay makes use of appropriate evidence, but the evidence is not well-integrated (just dropped in without any framing)
The essay makes judicious use of appropriate pieces of evidence.
Analysis
There is not much discernable analysis connecting the evidence to the claims. The essay is primarily a summary of the text.
The analysis often slips into summary, telling the reader what happened, rather than making an argument for why or how something happened.
The analysis sometimes slips into summary, telling the reader what happened, rather than making an argument for why or how something happened.
The analysis is mostly clear, but leaves some holes in its connections between the evidence and the claim.
The analysis clearly and persuasively connects the evidence with the claim.
Fulfilling the prompt
[Note: if the essay contains AI “hallucinations” or other typical AI characteristics, you will receive a tentative 0 until you meet with me to discuss your writing process. See the syllabus for more on this.]
The essay refers to no text(s) on the syllabus for this week, or refers to the introductory material in the textbook and/or the essay falls far below or above the 750-1000 word limit.
The essay primarily constitutes summary, rather than analysis and/or the essay falls below or above the 750-1000 word limit.
The essay makes a claim comparing appropriate texts, but refers to introductory material to make its point and/or falls below or above the 750-1000 word limit.
The essay makes an argument about one of the literary texts assigned for the week the essay is due (and one other text on the syllabus) and does not refer to introductory material, but is below or above the 750-1000 word limit.
The essay makes an argument about one of the literary texts assigned for the week the essay is due (and one other text on the syllabus), is 750-1000 words, and does not refer to introductory material to make its claim.
Essay 2 Reflection Worksheet
We often work to complete an assignment, and then forget about it completely, but this isn’t really conducive to learning from what we’ve done. In this reflection worksheet, you’ll answer some questions that will encourage you to reflect on the work you’ve done on this essay. Make a copy of this document, and turn in a completed worksheet with your essay in the submission portal. Completing this worksheet counts towards 10 points out of 100 for this assignment.
What was the most challenging part of this assignment?
2. What was the easiest part of this assignment?
3. Using the categories on the rubric, how would you evaluate your essay, and why?
4. What part of this essay are you most proud of?
5. What do you feel like you need to work on more?
6. How will you work to improve on this part of literary analysis?
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