PLEASANT VALLEY HIGH SCHOOL LIBRARY Information Literacy for Lifelong Learning. Mini Literary Analysis Research Planner

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1 PLEASANT VALLEY HIGH SCHOOL LIBRARY Information Literacy for Lifelong Learning Mini Literary Analysis Research Planner Student Name: Grade/Class: Teacher: Author: Title: Literary criticism is an analysis, interpretation, and/or evaluation of a work of literature. A literary criticism paper goes beyond creating a simple report, summary, or personal appraisal. It answers the question, "What point or message did the author reveal that makes this book worth reading?" You will need to defend your thesis with textual evidence from primary and secondary sources. Essays you read may interpret the literature's meaning, analyze its structure and style, classify the work according to its genre, defend the literature against moralists and censors, and/or judge its worth by comparing it with other works. (The Concise Oxford Dictionary of Literary Terms) Table of Contents Research Process Grade Sheet Inside Cover Literary Analysis Project Checklist 1-2 Thesis Project Organizer 3 Literary Criticism Annotated Works Cited Generator 4 Novels for Students Publication Information 5 Determining the Original Source What to Look For 6 Works Cited Examples for Novels for Students 7-9 Research Check-In #1 10 Research Check-In #2 11 Student Self-Evaluation Reflection 12 Accessing the Library Pathfinders Back Cover Pleasant Valley High School Library 9/17/2014

2 Research Process Grade Sheet Date Due Research Activity Reading Journal Points Possible Points Earned ARTM Test Research Check-In #1 For Students Highlights/Notes Research Check-In #2 Thesis Project Organizer Outline Annotated Works Cited Rough Draft (including Turnitin.com submission) Final Draft (including Turnitin.corn submission) Student Self-Evaluation Reflection

3 Literary Analysis Project Checklist Classroom/Independent Activities 1. Review project assignment requirements and deadlines. 2. Read primary work, record quotes and responses in a reading journal. 3. Complete Research Check-In #1 indicating your impressions about your primary work. 4. Conference with your teacher about your reading journal. 5. Read your for Students article and talk to the text considering connections to your worldng thesis focusing on the themes, style, historical context, critical overview and criticism sections. 6. Verify enrollment in Turnitin class. 7. Using the Library Handbook, format Word document in MLA format; save to student network drive folder. Library Day 1. Cite the primary work in NoodleTools and share project with your teacher. 2. Locate the for Students article in the Gale Virtual Reference Library and it to yourself. 3. Complete publication information for the for Students article. Library Day 2 1. Cite the for Students sources in NoodleTools. 2. Begin annotating citations. 1

4 Classroom/Independent Activities 1. Complete Research Check-In #2 indicating your thoughts and feelings about your research progress. 2. Conference with your teacher about your thesis idea. 3. Complete Thesis Project Organizer. 4. Take notes differentiating among summarizing, paraphrasing, direct quoting and using your own ideas. 5. Construct an outline for your paper and conference with your teacher. 6. Write, peer-edit, and self-edit your paper. 7. Save first draft to your student network drive folder. 8. Upload your first draft into Turnitin. 9. Conference with your teacher about your first draft and Turnitin originality report. 10. Edit and revise your draft. 11. Save your final paper to your student folder. 12. Upload final paper into Turnitin. 13. Complete Student Self Evaluation Reflection. 2

5 Thesis Project Organizer Thes s Sta emen : Supporting Assertions: Explanation/Quotes Supporting Assertions: Explanation/Quotes Supporting Assertions: Explanation/Quotes Projected Conclusion: Powerfully restate the stance of your thesis in light of the evidence you presented. 3 Adapted from Power Research Mots Copyright C 2003 Joyce Kasman Valenza. All rights reserved except those which may be granted by Sections 107 and 108 of the Copyright Revision Act of 1076.

6 Literary Criticism Annotated Works Cited Generator Directions: Use the following questions as prompts for writing your annotation. Items marked with an asterisk * must be included in your annotation. MLA Citation: Annotation: 1) *Who is the author of the essay? What are her/his credentials? 2) In what source was this essay originally published? 3) *Which literary element or elements are analyzed in the essay? (Character, structure, narrative/voice, plot, setting/mood, etc.) 4) *In your own words, explain the main idea of this article. 5) Identify one or two sentences that summarize the author's thesis. 6) To which evidence in the primary text does the author refer? 7) *Is the work relevant to your potential thesis? How? What evidence does it provide and how will you use it to support your thesis? 8) Discuss what you found to be the most interesting point in this article. Do you agree or disagree with the author's assessment? How does this author's view compare with other criticism you have read? 4

7 Novels for Students Publication Information 1r tittptllgograegroupxcimips/retrievacloisghitcounttype= None&sort, RELEVANCEStiviPS. trirofitproditt= GVRLAtirser6 roupn erne= please ra_vhsitttabld=ttioistsearc hid= FtletresultListType.RESULT_LIST8o_ovil &tit View Favorites Tools Help FavoOtet TT Pleasant Val rl.:al:;- L GVRL G'veu Refereme Libra.CTER OV ES AY, K 0 URL: Database: Author: Article Title: Source: Editor: Volume: Publisher: Publication City: Copyright Date: Pages: Date of Access: 5

8 Determinin al somas at to look form If you're not sure, search for the title as an exact phrase using Google Advanced Search Journal Book Look for these words in the title: Look for a publisher: Journal Review Studies Research Quarterly Press Company Books House Publishers Look for Look for an editor Volume Look for a copyright year Issue Number Look for a month or season in the publication date NNW MI, V. ree: Robert W. Cochran, "Circularity in The Sun Also!! Source: Frederick W. Turner Myth Inside and Out: The " in Modern Fiction Studies, Vol. XIV, No. 3, Au-!I Natural" in Bernard Malamud and the Critics, New York pp ii University Press, milted by Leslie A. Field and Joyce W. 11 Field, 1970, 19. MO MII 0,1111

9 Works Cited Examples for Novels for Students Example #1: Reference book article To Kill a Mockingbird When To Kill a Mockingbird was published in 1960, it brought its young first-time author, Harper Lee, a startling amount of attention and notoriety. The novel replays three key years in the life of Scout Finch, the young daughter of an Alabama town's principled lawyer. The work was an instant sensation. becoming a best-seller and winning the. Harper Lee 1960 Introductory material s a reference source article with no author Example #2: A critical essay written specifically for the reference book resolve and sympathy. Lee lyrically communicates the need to cherish and protect those who, like mockingbirds. do so harm but are especially vulnerabk to the violent injustices of out society, Source: Darren Felty. in an essay for Novel; for Sintlenrs, Gale Look at the end of the article to get the information for your citation This critical es ay w for Novels for Studen Example #3: A previously published excerpt from a book reprinted in the reference book Notice Twayne publisher and the publication date of 19 This is an excerpt from a book, itomanuctsm, WC ief reditels d1c C111,111411CU wiui UPC past, and, like the ntsponses elicited by the Gothic, we react with pain and p4easure to an involvement with our past world and our past selves. Sourec Claudia Dinst Johnson, "The Mockingbird's Song." in To Kill a Mockinibini. Threaterang flowidaries,,twarne PUblishers, 1994, pp, Example #4: A previously published essay from a journal reprinted in the reference book Notice Studielt - n the t-ti the Vol " i e the so _ Urfte and the spr, end las urce This i s a 1hcl 1979 ue Publicatio n date, reprinted journal article Burgess, F. Alexander has written a book called A Clockwork Orange; and Alex, who tells his own story, is in a sense also the author of a book with the same title. Burgess is hinting that he detects within his own personality elements of both characters, that they form a yin-yang opposition which he sees within himself. But if he indicts himself. Burgess also invites the reader to examine his own capacity for playing the roles of both Alex and F. Alexander. 7 S mirce: Rubin Rahiativitz. "Ethical vanies in Burgess's A Ckrek.work Oremge, - in Stuthec in the Novel, Vol. 11, No, I. Spring 1979, pp ,

10 Works Cited Examples for Novels for Students When working with the for Students series you must determine what type of information you are using in order to cite it properly. Each critical essay must be cited individually. Below you will find citation examples for the print and ebook versions. Type of Information Used NoodleTools Citation Format #1 Introductory material (author biography, plot, themes, style, etc.) Reference Source #2 A critical essay written for Gale's For Students Reference Source A previously published critical essay from a book reprinted in Gale's For Students Reprinted Article on the next screen select Book (Look for a publisher, editor, and/or copyright year #4 A previously published critical essay from a journal reprinted in Gale's For Students Reprinted Article on the next screen select Journal (Look for a volume and issue number as well as a month or season for the copyright date) Reprint or Excerpt? Critical essays may be a full reproduction (reprint) or a partial reproduction (excerpt) of the original article. Read the introduction to the essay to determine if it is an excerpt. Example #1: Introduction, author biography, plot, themes, style, historical context, critical overview "To Kill a Mockingbird." Novels for Students. Ed. Diane Telgen. Vol. 2. Detroit: Gale, Print. "To Kill a Mockingbird." Novels for Students. Ed. Diane Telgen. Vol. 2. Detroit: Gale, Gale Virtual Reference Library. Web. 12 June < >. 8

11 Works Cited Examples for Novels for Students Example #2: Critical essay written specifically for the reference book Felty, Darren. "Darren Felty." Novels for Students. Ed. Diane Telgen. Vol. 2. Detroit: Gale, Print. Felty, Darren. "Darren Felty." Novels for Students. Ed. Diane Telgen. Vol. 2. Detroit: Gale, Gale Virtual Reference Library. Web. 12 June < >. Example #3: Reprinted Article (Section or chapter of a book excerpted in an anthology/collection) Johnson, Claudia Durst. "Claudia Durst Johnson." Novels for Students. Ed. Diane Telgen. Vol. 2. Detroit: Gale, Excerpt from "The Mockingbird's Song." To Kill a Mockingbird: Threatening Boundaries. N.p.: Twayne, Print. Johnson, Claudia Durst. "Claudia Durst Johnson." Novels for Students. Ed. Diane Telgen. Vol. 2. Detroit: Gale, Excerpt from "The Mockingbird's Song." To Kill a Mockingbird: Threatening Boundaries. N.p.: Twayne, Gale Virtual Reference Library. Web. 12 June < >. Example #4: Reprinted Article (Journal article reprinted in an anthology/collection) Rabinovitz, Rubin. "Rubin Rabinovitz." Novels for Students. Ed. David Galens. Vol. 15. Detroit: Gale, Print. Rpt. of "Ethical Values in Burgess's A Clockwork Orange." Studies in the Novel 11.1 (1979): Rabinovitz, Rubin. "Rubin Rabinovitz." Novels for Students. Ed. David Galens. Vol. 15. Detroit: Gale, Rpt. of "Ethical Values in Burgess's A Clockwork Orange." Studies in the Novel 11.1 (1979): Gale Virtual Reference Library. Web. 5 Nov < >. 9

12 Research Check-In #1 What do you think about your literary criticism book? What do you like? What don't you like? Rate your book: Poor Excellent ** * ** * * ** ** * * * 10

13 Research Check-In #2 Describe how the research process is going for you. Mark an X on each continuum line indicating your current feelings and thoughts. Feelings about my research project Nervous/Anxious Confident/Calm Thoughts about my research project Confused Focused Write about your progress: what's working and not working for you? What can you do to improve the process? What questions do you have about your research project? 11

14 Student Self-Evaluation Reflection Planning: Reflect on the process of focusing your research. What challenges did you encounter in developing a thesis? Gathering: Describe any problems or successes you had as you searched. Did any particular search strategies work well or disappoint you? Which sources worked best for you? Did you find enough material on your topic? Organizing: How did you ensure that your research information covered all aspects of your thesis? How and did you modify your original thesis? Was your note-taking method satisfactory? Documenting: What issues did you encounter as you documented your sources? Presenting/Communicating: Were you proud of your product? How might you have improved it? Ra e the Planner: On a scale of 1-5, rate the usefulness of this planner Not very helpful Somewhat helpful Helpful Very Helpful Extremely helpful Additional Comments: Adapted Cram Power /?rrwrrch Too,s Copycight Ct 2003 Joyce Kasrnan Valenza. All rights reserved except those which may be granted by Sections 107 and 108 of the Copyright Revision Act a

15 Accessing the Library Pathfinders