Literary Analysis Othello

Basic Tips for Writing a Literary Analysis
1. Write in the present tense.
EXAMPLE: In Faulkner’s “A Rose for Emily,” the townspeople visit Emily Grierson’s house because it smells bad.
NOT: In Faulkner’s “A Rose for Emily,” the townspeople visited Emily Grierson’s house because it smelled bad.
2. Normally, keep yourself out of your analysis; in other words, use the third person (no I or you). Some instructors may require or allow the first or second person in an informal analysis if the usage is consistent, however, so check with your instructor.
FIRST PERSON: I believe that the narrator in “Sonny’s Blues” is a dynamic character because I read many details about the changes in his attitude toward and relationship with Sonny.
THIRD PERSON: The narrator in “Sonny’s Blues” is a dynamic character who changes his attitude toward and relationship with Sonny as the story progresses.
SECOND PERSON: At the end of “Everyday Use,” Mama realizes that Maggie is like her but has not received the attention you should give your daughter to help her attain self-esteem.
THIRD PERSON: At the end of “Everyday Use,” Mama realizes that Maggie is like her but has not received enough attention to build self-esteem.
3. Avoid summarizing the plot (i.e., retelling the story literally). Instead analyze (form a thesis about and explain) the story in literary terms.
PLOT SUMMARY: In Edgar Allan Poe’s “The Tell-Tale Heart,” the mad narrator explains in detail how he kills the old man, who screams as he dies. After being alerted by a neighbor, the police arrive, and the madman gives them a tour through the house, finally halting in the old man’s bedroom, where he has buried the man beneath the floor planks under the bed. As he is talking, the narrator hears what he thinks is the old man’s heart beating loudly, and he is driven to confess the murder.
ANALYSIS: Though the narrator claims he is not mad, the reader realizes that the narrator in “The Telltale Heart” is unreliable and lies about his sanity. For example, the mad narrator says he can hear “all things in the heaven and in the earth.” Sane people cannot. He also lies to the police when he tells them that the shriek they hear occurs in his dream. Though sane people do lie, most do not meticulously plan murders, lie to the police, and then confess without prompting. Finally, the madman is so plagued with guilt that he hears his own conscience in the form of the old man’s heart beating loudly. Dead hearts do not beat, nor do sane people confuse their consciences with the sounds of external objects.
4. Include a clear thesis statement which addresses something meaningful about the literature, often about the theme. (See separate thesis handout.)
5. Use literary terms to discuss your points (i.e., character, theme, setting, rhyme, point of view, alliteration, symbols, imagery, figurative language, protagonist, and so forth).
Example using nonliterary terms:
NONLITERARY TERMS: To show that women are important, Adrienne Rich writes about Aunt Jennifer and the tigers that she creates in her needlework.
Example using literary terms:
LITERARY TERMS: The poem “Aunt Jennifer’s Tigers” contains vivid images and symbols which reveal a feminist perspective.
6. Do not confuse characters’ (in fiction or drama) or speakers’ (in poetry) viewpoints with authors’ viewpoints.
AUTHOR: As a black woman, Eudora Welty faces racism in “A Worn Path.” (Eudora Welty, the author, was not black.)
CHARACTER: As a black woman, Old Phoenix faces racism in “A Worn Path.” (Old Phoenix, a character, is black.)
POET: In “Stopping by Woods on a Snowy Evening,” Robert Frost is tempted to drift into his subconscious dream world, yet he knows he has other obligations to fulfill when he states, “But I have promises to keep, / And miles to go before I sleep.” (The pronoun “I” refers to the speaker of the poem, not to Robert Frost, the poet.)
SPEAKER: In “Stopping by Woods on a Snowy Evening,” the speaker is tempted to drift into his subconscious dream world, yet he knows he has other obligations to fulfill when he states, “But I have promises to keep, / And miles to go before I sleep.” (Here the “I” correctly refers to the speaker of the poem.)
7. Support your points with many quotations and paraphrases, but write the majority of your paper in your own words with your own ideas.
8. When writing a research paper that includes literary criticism, make sure that you form your own opinion rather than merely restate those of the critics. You may, however, use the critics’ views to support yours.
9. Cite prose, poetry, drama, critics, and any other sources used according to specialized MLA standards.

Drama Essay
After you’ve read Othello (as well as the introduction on 1284 and the play itself) for the drama unit, choose one of the topics on pages 1964-1965 related to Othello as the subject of your essay.
The chapter entitled Writing About a Play (44) focuses on creating your literary essay for the drama unit. Your essay should follow the MLA format outlined in the textbook. Please pay close attention to the sample essay. The Work Cited at the end of the sample essay shows the information for citing the play from your textbook. The only things you will need to change will be the author, title, and the page numbers in order to have your Work Cited page. You are not required to use secondary sources for this essay. If you do, be sure to cite accordingly.
The length of the essay should be approximately 700-1000 words in length. Use evidence from the play to support your thesis (the overall point you’re making in the essay). The in-text citations in the sample paper illustrates the MLA parenthetical citation format for including the evidence you’ve chosen. Specific examples of quoting a play can be found on page 1963

Eng. 1123 and Literature Rubric
Criteria Ratings Pts
This criterion is linked to a Learning Outcome
Thesis/Assertion (x3)
15 pts
Thesis or assertion is expressed very well
12 pts
Thesis or assertion is expressed reasonably well.
9 pts
Thesis or assertion is obvious but vaguely expressed.
6 pts
Thesis or assertion is made but expressed or constructed poorly.
3 pts
Thesis or assertion is not evident or expressed.No Marks
15 pts
This criterion is linked to a Learning Outcome
Thesis/Topic Support (x3)
15 pts
Topic is clearly well supported, reflecting an advanced level of thought.Full Marks
12 pts
Topic is reasonably well supported, reflecting a proficient level of thought.
9 pts
Topic is weakly supported, reflecting a reasonable level of thought.
6 pts
Topic is poorly supported, reflecting an elementary level of thought.
3 pts
Topic is not logically supported, reflecting an insufficient level of thought..
15 pts
This criterion is linked to a Learning Outcome
Literary Interpretation
15 pts
Interpretation reflects a scholarly understanding of the literary selection.Full Marks
12 pts
Interpretation reflects a general understanding of the literary selection.
9 pts
Interpretation reflects an elementary understanding of the literary selection.
6 pts
Interpretation reflects a partial understanding of the literary selection.
3 pts
Interpretation reflects a lack of understanding of the literary selection.
15 pts
This criterion is linked to a Learning Outcome
Organization and Connection of Major Ideas
15 pts
Organization is logical and so clear that the reader knows at all times what the writer intends.
12 pts
Organization is logical and clear, though lacking full clarity and coherence.
9 pts
Organization is evident but not effective.
6 pts
Organization is present but unclear.
3 pts
The essay lacks a beginning, middle, and/or ending.
15 pts
This criterion is linked to a Learning Outcome
Language/Expression/Writing/Grammar
20 pts
Essay has no major errors in any category,, and the writer uses a collegiate level of vocabulary.Full Marks
16 pts
Essay has few minor errors in one or two categories, and the writer uses a scholarly level of vocabulary.
12 pts
Essay has isolated errors in most categories, and the writer uses an acceptable level of vocabulary, reducing clarity and credibility.
8 pts
Essay has many errors in most categories, and the writer uses an underdeveloped level of vocabulary, poorly communicating ideas.
4 pts
Essay has major and frequent errors in all categories, and the writer uses a sophomoric level of vocabulary, failing to communicate ideas.
20 pts
This criterion is linked to a Learning Outcome
Quality and Integration of Research
20 pts
Research is of scholarly sources, thorough ,and incorporated well. All sources are accurately formatted and listed.
16 pts
Research is above average and incorporated well, with one or two minor errors in source citations.
12 pts
Research is adequate and acceptably incorporated. Sources are cited, but there are many errors in formatting.
4 pts
Research is absent or material is used but not documented or listed.
20 pts
Total Points: 100
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