For
this assignment, you must choose both
a
literary text (Bressler, Charles E. Literary
Criticism: An Introduction to Theory and Practice. 5th ed., Pearson, 2016.) and a literary theory presented in the
class textbook (reader response) so as to develop
a formal interpretation of the text in 750+ words. Examining the
monster/monstrosity is not an end in itself but rather a process to help both
the writer and the reader understand the process whereby societies create
monsters or monstrosity and ultimately gain a better understanding of the
(dual?) human nature. Therefore, while you focus on what appears to be/ what is
a monster/s and monstrosity as well as the cultural, economic, and political
issues reflected in the text, note what precisely makes individuals deem others
as monsters and treat them as such. Challenge their treatment of others as
monsters when you are able to do so logically and ethically. What
characteristics do the ‘monsters’ have that would go against their being considered
monsters? (Have in mind what the character does and says, and what others do to
them and say about them) What does that say about society’s conceptualization
of monsters? How is the monster/monstrosity constructed, received/rejected/,
marginalized, etc.? What is the literary text teaching the readers?
You have to
demonstrate your knowledge of the assumptions and methodology of the theory you
use, addressing a few of the questions for analysis you find in the textbook.
Here is the desired layout for this short essay:
Introduction:
The introduction should capture your reader’s attention (quotation, provocative
question, a brief anecdote, etc.). It also has to offer background information,
i.e., the minimum of information that the reader will need to understand your
main claim, and your thesis statement (generally the last sentence in the
introduction). Then, identify the theory you will use and state why this theory
works well with the text. Define the main theoretical terms you will use and
cite Bressler. Use key theoretical terms
in your thesis. The thesis statement tells your reader what main claim
you are proving in the essay. It must be a declarative (not interrogative)
sentence that states the purpose of your essay in precise words. (Example: The
fate of the protagonists in Antigone illustrates
the danger of excessive pride.).
Body Paragraphs:
The body paragraphs support your thesis statement, which is the central idea of
your essay. A good essay contains an explanation of your ideas and evidence
(direct quotations, brief summaries, and paraphrases) from the text to support
your ideas. Each paragraph should contain a topic sentence (generally the first
sentence in the paragraph), which states a topic that supports the thesis
statement and an assertion about how the topic supports the thesis. Each
paragraph (5-7 sentences) should offer enough supporting details for the topic
sentence: details, quotations, summaries, and explanations.
Summary: Briefly summarize an event or a series
of events to offer the background for the claim you are trying to make. Connect
your summary to the point you are making.
Example: The boys find the grinding ball, but
later attempt to bury it. (SUMMARY)
Burying it is their futile attempt to make
time and stand still and preserve perfection. (RELEVANCE).
Direct
Quotation:
Use quotations judiciously. For this assignment, you have to use several quotations from the primary sources (the
literary text/s you analyze). Nonetheless, the paper should mainly contain
your voice. Explain how each quotation is significant to your argument. Introduce the quotation by stating your
idea (which the quotation is supporting). Then comment on it in detail.
Conclusion:
The concluding paragraph gives your essay a sense of completeness and lets the
readers know that they have come to the end of the essay. Your conclusion may
summarize the main points, make a point about the thesis, and comment on the
literary work/hero/heroine/human nature from a different perspective. Do not
begin your conclusion with “In conclusion/To conclude.”
Title:
You must give your essay a title that describes the approach you are taking in
your paper. Do not use the literary work or the name of the character(s) as
your title.
Format:
MLA, Times New Roman 12 font, double space.
please use some of my own thoughts regarding reader response in this paper utilizing lines 25-36 in the poem: The speaker is saying that everything he did for the woman was the same to her. Whether it was giving her a gift, enjoying the sunset together, or picking cherries for her, she responded with approval or a blush. She thanked others as well, but in a way that made it seem like his gift of a prestigious name was no different from anyone else’s. The speaker doesn’t see the point in blaming her for this, as it’s just a small matter. He admits he lacks the skill to express his feelings effectively. This poem encouraged me to explore the negative aspects of historical noble relationships. These relationships are often associated with broader issues of power dynamics, societal expectations, and the limitations and constraints of traditional gender roles. It’s important to consider the specific historical and cultural context when exploring the dynamics of relationships involving dukes and duchesses.
Lines 25-36 express a sense of indifference in the way the duke’s/ speaker’s romantic gestures and gifts are received by the woman. The speaker describes various actions, such as giving her a prestigious name, enjoying the sunset together, and picking cherries, and suggests that the woman responds similarly to all of them. There is a sense of frustration or disappointment in the speaker’s tone, as he feels that his efforts are not being appreciated or valued as unique. In the context of relationships involving nobility or individuals with prestigious titles like dukes and duchesses, there might be societal expectations, arranged marriages, and strategic alliances that influence the dynamics. The poem could be reflecting on the theme of perceived indifference or lack of acknowledgment within such relationships. It may touch upon the idea that, despite the speaker’s efforts, the woman responds in a way that doesn’t distinguish between different gestures or gifts, perhaps echoing broader themes of societal expectations and the complexities of romantic relationships in certain historical contexts.