Textual Analysis of Never Let Me Go Writing Assignment

Essay Instructions:

Context
We spent the first 5 weeks of class learning how to frame our arguments about education by responding to texts about the subject, using a “They Say/I Say” format in our writing and in our class discussions. We practiced summarizing, quoting, and responding to these different texts both on and off the page.
Never Let Me Go is a novel by Kazuo Ishiguro. What does fiction have to do with academic writing? Every piece of writing is a response to something happening in the world, and every story has an underlying argument. This argument can be harder to detect in fiction because it is rarely directly stated, so it’s up to the reader to interpret that argument for themself using symbols, metaphors, images, and dialogue.
For this essay, you will analyze Never Let Me Go by Kazuo Ishiguro and present your interpretation of the text. You are making an argument here, and it should be supported by evidence from the text in the form of quotations and summary. In addition, you should join in a conversation with other critics about the text by using the “They Say/I Say” format in your writing. As a separate part of this project, you will also be presenting your essay to the class. See rubric for NLMG Presentation.
Generating Ideas
Start by writing down anything interesting, revealing, or strange about the text. What stands out to you? What questions does the text raise in your mind? Does the story remind you of any real-world issues that you’d like to discuss? If so, how would you explain that connection to someone in detail?
Research what others have to say about the text. We will read some criticism in class, and you’re welcome to use any of the articles we read as sources for your essay, but you should do some outside research as well. Do not use Sparknotes, Shmoop, Wikipedia, or any online study guides.
Look for patterns in the text. Is there anything that repeats in the text? Colors? Certain images, like the ocean or forests? Words or phrases? Ideas or emotions? Write them down, and then brainstorm what their significance might be. Often these repetitions will point to themes that you can analyze.
Ask yourself: So what? Draft up your tentative thesis/claim about the text. Does it present something new about the text that goes beyond like/dislike and agree/disagree? Is it something that warrants a conversation?
Objectives/Assessment
Performance of independent research at the college level
Development of critical analysis (“I say”) in response to research (“they say”)
Focused argument presented with organized structures
A claim about the text that reflects thought, insight, and originality and challenges the reader to see the topic in a new way
Attention to MLA format
Appropriate use of language, grammar, and mechanics
Basic Requirements
Typed, double-spaced, 12 point TNR font, 1 inch margins
Minimum: 1200 words (not counting Works Cited page)
A minimum of 3 reliable sources not including the novel
MLA format, including page numbers and in-text citations
Electronic copy submitted to Canvas & hard copy submitted in class
Deadlines
March 18 – Tentative thesis
March 20 – Rough draft due for Writing Workshop (individual conferences optional)
March 25-27 – Presentations (graded separately)
March 29 – Final draft due at 11:59 PM
April 1 – Reflection & hard copy of final draft due
Grading
(15% of course grade)
Objective
Description
Point Breakdown
Focus & Organization
Organization The essay remains focused throughout; organizational components (e.g. introduction, thesis statement, transitions, topic sentences, paragraph development etc.) are used effectively
Focus: 10 pts.
Organization: 10 pts.

(20 pts.)
Thesis
Thesis is clear & concise and presents an interpretation of the novel that reflects thought, insight, and originality and challenges the reader to see the novel in a new way
Clarity: 10 pts.
Originality: 10 pts.
(20 pts.)
Critical Analysis
Analysis of text themes is clearly explained and supported by evidence from the text; explanation of significance and other rhetorical devices demonstrates critical analysis appropriate to college writing
Clear analysis: 10 pts.
Evidence support: 10 pts.

(20 pts.)
Research & MLA
At least 3 reliable sources are used; MLA format is used correctly, including in-text citations; Works Cited formatted correctly.
Sources: 5 pts.
MLA format: 5 pts.
(10 pts.)
Usage
Language used within the essay is appropriate for academic writing; grammar errors do not disrupt communication; spacing, punctuation, and spelling conform to standard rules.
Academic Writing: 5 pts.
Grammar: 5 pts.
Spacing: 3 pts.
Punctuation: 5 pts.
Spelling: 2 pts.
(20 pts.)
Writing Process
Writing process includes submission of tentative thesis, and rough draft is thorough and at least 50% of final draft in terms of idea development
Tentative thesis: 5 pts.
Rough draft: 5 pts.

(10 pts.)
Total possible points: 100 pts. (15% of final grade)

Essay Sample Content Preview:

Student’s Name
Course
Instructor
Date
Textual Analysis of Never Let Me Go
Kazuo Ishiguro’s novel Never Let Me Go addresses the outrageous evil surrounding the subject of human cloning. The story in the novel follows the lives of three friends, Kathy, Ruth, and Tommy who are part of a human cloning program at Hailsham that was sanctioned by the state as a way of prolonging the lives of the ordinary citizens of a dystopian England where the story takes place. Hailsham serves as the institution where the clones or “students” are allowed to grow far away from the rest of the human population. The organ donation process begins once the students become young adults and goes on until their time of death. Usually, the clones died after the third or fourth donation. The novel explores three important issues of life. The novel shows how memory, otherness and the issue of love and friendship are portrayed from the perspectives of the human clones and the significance of this to humanity.
One question that Ishiguro’s novel raises is one about memory and the way this is important in understanding the human side of the clones. In the story, memory is used as a means of coping with tough situations in life especially losses. In the provided text, the story is told in the first person by Kathy, who through memories takes us through the life and experiences of the human clones at Hailsham institution. She talks about the memories of Hailsham, which no longer exists, and about her two friends Ruth and Tommy that are also both dead. On this fact, Yeung adds that memory in the novel is important since it “reflects human beings’ confrontation with mortality,” (Yeung 1). In the article, the author makes a connection between memory and mortality by pointing out that relieving the events of the past can help one to deal with the trauma caused by the thought of mortality. Moreover, the novel reveals notions related to death by using euphemisms such as ‘donation’ and ‘complete,’ which both indicate that the characters were well aware of their mortality. This is true in Kathy’s case since we understand that her narration is majorly motivated by the realization that her end was imminent and she believed that somehow, retelling her friends’ experiences would help her deal with her coming fate. Speaking about her memories of Hailsham, Kathy notes that she tried for a very long time to stop thinking Hailsham. However, she was not successful in this as she says, “there came the point when I just stopped resisting.” (Ishiguro 9). Even though one of the clones contributed to her going back to such memories, this statement also proves that Kathy had come to realize that dealing with the memories of her past would help her cope with her death that was just close by. Furthermore, in the end, Kathy admits that she has no choice but to remind herself of the memories since as the days go by, her time on earth keeps reducing (265). This confirms that memory is used as a means of escaping the realities of our mortality as human beings or as clones in the case of Kathy and her friends.
Apart from memory, the novel also reveals the otherness caused by the human cloning...

Updated on January 26, 2024

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Textual Analysis of Never Let Me Go Writing Assignment

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