Paper instructions:
Consider Faulkner’s own words as you think about “A Rose for Emily.” In his Nobel Prize acceptance speech, Faulkner said, “…the young man or woman writing today

has forgotten the problems of the human heart in conflict with itself which alone can make good writing because only that is worth writing about, worth the agony and

the sweat” (qtd. in Select Writers 299). How is “A Rose for Miss Emily” a story about the human heart in conflict with itself?

PDF story

http://resources.mhs.vic.edu.au/creating/downloads/A_Rose_for_Emily.pdf

Research Paper – Specific Requirements of the Research Paper

NO STUDENT CAN PASS THIS CLASS WITHOUT TURNING IN A FINAL RESEARCH ESSAY/PAPER. THIS ESSAY/PAPER IS MANDATORY AND FAILURE TO SUBMIT THIS WILL RESULT IN A FINAL LETTER GRADE OF “F.”
Point Value: 200 points

Developmental Steps (5 steps) = 100 points
Final Complete Research Paper = 100 points

Only 1 paper will be written, but it will be written and submitted in parts. The final paper will put all of the parts together into one cohesive paper.

• Subject of the Research Paper

You will have to choose between 2 shorts stories (see course calendar). You are writing only one paper on one of the titles provided by the instructor. Do not include biographical information or other works. These are major works by major American authors. Focus totally on the work indicated. Go to TCL’s Online Library Links

a. Read both “A&P” (pages 163+) and “A Rose for Emily” (pages 628+)
b. Choose one of the stories for the subject of our research paper.

• You can write only on one of the works listed, no others. Any papers written on any other works will receive no credit: a zero.
• You are not to write a biography of the author. You are to write about the content of the identified works. Biographical information with result in a proportioned deduction (20% biography = 20% deduction).
• The required length is 1200-1500 words excluding the Works Cited list.
• A minimum of five secondary sources is required.
• Only MLA format can be used.

Focus of the Paper: The textbook under the short story section identifies for students the elements of short story development. Students are to read and research the story that they have chosen.

The paper will consist of
(1) an introduction that includes as part of the introduction the theme of the story and identifies the techniques to be discussed in the paper,
(2) paragraph 2 = theme of the story,
(3) paragraph 3 = one developmental technique with examples supporting that this is a major developmental element,
(4) paragraph 4 = another developmental technique with examples supporting that this is a major developmental element,
(5) paragraph 5 = a third developmental technique with examples supporting that this is a major developmental element, and
(6) an appropriate conclusion.

Primary Source (in the text book) and Secondary Sources (link to TCL’s Library) of the Research Papers
a. You must use and give citations from the original work. The original work content is
cited to the author of the work with page numbers because the work is in your
textbook. Do not use any other primary source/s.
b. The use of any other secondary source will cause the paper to receive a -20 per source. The only secondary sources that can be used are on the library link.

link.
Grading Rubric for Literary Research Paper: English 102

CONTENT – 100 points
POINTS DEDUCTED
COMMENTS

A blank means that you have done this correctly. Text book: Mays, Kelly J. The Norton Introduction to Literature, 11th Edition. W.W. Norton & Company, 2013. ISBN: 978-0393913392.

All pages numbers refer to the text book. In addition, the course site on Blackboard contains a video library and numerous guidelines posted as announcements/emails.

Required Length: 1200-1500 words
Blackboard: Rhetorical Design and Research Paper Requirements
MLA Format (Font, Paragraphing, spacing)
Video Library and Discussion Board

In text citations for quotations
(no citation = plagiarism)
Pages 1885-91
In text citations for paraphrases from secondary sources
(no citation = plagiarism)
Pages 1882-84, pages 1891-93, Video Library, and Discussion Board
Correct Works Cited format Pages 1893-96, Video Library, and Discussion Board
Required: 5 secondary resources + Primary Source Page 1895 (top), Video Library, and Discussion Board

GRAMMAR – 100 points
POINTS DEDUCTED
(-2 for each error except misspelled words which is -5 )
COMMENTS
For explanation of grammatical errors, see the You Tube Video Library posted on Blackboard in the course site.
Fragments/Comma Splice
Run-on Sentences
Spelling – Deduct 5 points per misspelled word
Subject-Verb Agreement
Formal English of 3rd person only and Pronoun Antecedent Agreement
Missing or Incorrect Word
Faulty sentence structure
Contractions
Awkward Wording/Does not make sense
Capitalization
Punctuation
a. commas
b. semicolons
c. apostrophes

Comments:
Total Points Available: 200
Content Points:
Grammar Points

Total Points Earned:
Four Simple Rules for All Formal Papers

TRANSITIONS: Students need to use transitions extensively in their papers.
Writers realize that they must keep their reader linked to the ideas being presented.

To make the flow of a paper effective, writers use transitions liberally. Transitions occur between sentences and paragraphs.

2. CONTRACTIONS: People consider contractions informal writing. In the academic setting, students do not use contractions in their writing (I’m, won’t, she’ll, can’t, don’t, etc.). Write them out: will not, she will …

3. FORMAL ENGLISH: Expressions such as the ones listed below are not appropriate in formal writing. Focus on the content of the essay, not your opinion.
I believe •
In my opinion •
I feel•
• I think

4. FORMAL ENGLISH: Students write all assignments in the third person.

Writers should not use command (imperative) sentences since the subject of a command is the word “you.” The words listed below are also informal English. For example, Look at the reasons she gives. “Look” is a command and means “you look.”

In academic writing, students need to avoid using the following words or any of their forms.

I, my, mine, me, myself
We, our, ours, us, ourselves
You, your, yours, yourself, yourselves