What Makes a Good Critical Essay?

Critical Essay/Creative Piece Monday, March 8, 2021 at 5 PMTurnitin Assignment 2
Two OPTIONS
OPTION 1: Write a critical analysis essay. You are free to write about any of the literary texts or critical we’ve read this term, i.e., the poems, the novel, the secondary sources, etc.
Take some time and go back through your reading responses. Do you see a response you want to revisit at a bit more length? A theme or topic you want to explore further? Or think about in a different way? A question you have that you think you can answer (at least tentatively) in an essay? There's more below about what makes a good critical essay.
Your essay will be at least 1,000-1,500 words long and must be formatted in MLA style. In addition to citing you core texts, you should cite at LEAST one other source.
For more on MLA style, see the Purdue University OWL at: https://owl(dot)purdue(dot)edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html. OR the Nicholls Library's own guide to MLA (https://nicholls(dot)libguides(dot)com/citation/mla). See below for more on a what makes a good critical essay as well as the resources "Writing about Literature" in this topic section.
OPTION 2: Write a creative interpretation of or extension of one of the course texts or themes. Here, your creative project could be something like fan fiction, a poem or short story in the style of, a retelling of part of a story or poem from a different perspective. For example you could think of re-writing part of "Tintern Abbey" from Dorothy's perspective, writing more letter's from Elizabeth's perspective or maybe diary entries, or maybe think of how you might "Netflix" something from the course. Would you update it? Keep it the same? Add zombies? Space aliens? A different perspective from a character in the original? Here if you're thinking of "Netflixing" you might do some kind of pitch or proposal--layout the basic plot, characters, point of view, etc. Or maybe a bit of a sample episode.
Your creative piece should be at least 1,000-1,500 words.
You should try to be as descriptive as possible with your prose. This option would not have a thesis statement or anything argumentative, but do think about the "point" or the "so what?" question. That is, what do you want your readers to walk away thinking or feeling? Think also of your audience--is it children? Adults?
What Makes a Good Critical Essay?
A good critical analysis essay does more than summarize the text or point out the existence of tropes, patterns, structures, allusions, atmosphere, tone, use of diction, etc. in a literary or cultural text. Instead, a good critical analysis essay points out the existence of the above things, but then goes on to analyze them. That is, it explains and discusses why those things matter, what they mean to the reader, to the text, to the world, and maybe even to your mom. Strive to explain, discuss, explore with your reader what the text is doing and why (and maybe even how). Put another way, answer the SO WHAT? question. For example, yes Jane Eyre at times reads like a Gothic novel, now tell the reader why or to what purpose. This doesn’t mean that in answering the SO WHAT? question that you have to make the text into an object of utility—that is you don’t have to show how reading Jane Eyre will make the reader instantly rich, but you should do more than just point out a bunch of details.
A word or two or more about summarizing and quoting. As you write, you can safely assume that your reader has read your source text or is passing familiar with it—why else would your reader be reading a critical analysis essay on “Through the Dark Sod” if she weren’t familiar with the poem? What this means is that you don’t have to give the reader a summary of the plot. Assume your reader knows what happens. This doesn’t mean you shouldn’t or can’t include a bit of plot summary, but do so purposefully. For example, you engage in plot summary to remind the reader of what happens because doing so is crucial to a point you are making or you think most readers misread a part of the plot. Thus plot summary for plot summary’s sake is bad. Plot summary in the service of making a point, furthering your argument, or engaging in a bit analysis is a good thing.
Quoting
Yes, you can quote, but do so purposefully. Think to yourself, what does quoting the text do for my reader? Think to yourself, why am I quoting this bit of text? Is the language important? Does taking a close look at the structure help my argument or the point I’m making? Is it a part of the text most readers overlook? Quoting to fill up space or because you can’t or won’t think of something to say is bad. Quoting to call attention to the power of the language, the way the text turns on itself, to highlight an overlooked passage, or as evidence of point you’re making is a good thing. For example, if you’re arguing that a particular passage is rich with visual imagery that, it might be a good thing to use selective quoting to prove that point.
One or two final thoughts on quoting. Keep in mind that most literary (and even critical) quotes are not self explanatory. It is your job as a critic and scholar to explain the quote, to show how the quote fits into your argument or analysis. And remember, when you quote you turn over control of your text, your essay to someone else. If you quote too much, the literary critic in your reader will take over and he’ll start coming up with his own interpretations of the quotes. It’s your essay, be in charge.
One last word or three on quoting.
but I've read well, and I've heard them said
a hundred times, maybe less, maybe more
If you must write prose and poems
the words you use should be your own
don't plagiarise or take "on loans"
there's always someone, somewhere
with a big nose, who knows
and who trips you up and laughs
when you fall
—“Cemetery Gates,” The Smiths
You are responsible for citing all quotes as well as all summaries, paraphrases, as well as all ideas from others. Your essay must have a “works cited” page.
Logistics Due: Monday, March 8,
For more on MLA style go to: https://owl(dot)purdue(dot)edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html
to the writer:
Critical Essay Proposal
You can use this if you'd like.
I would like to explore the story of Frankenstein and make a creative poem from the monster’s perspective. The story of Frankenstein is something that is very emotional and tragic. I want to write a poem from the monster’s perspective in the notion that the monster learned poetry. For me, I believe that the monster was also conscious and aware of his role in the universe. By making a poem, I am connecting empathically with the character of the monster. This monster has been subjected through much challenges and harsh experiences that caused him pain. His feelings can be a source of existential knowledge and insight. Frankenstein’s monster is a unique character that is an external manifestation of Victor’s sorrow. This symbolism is deep and interesting which makes a poem from the monster even more meaningful and suggestive of a deeper truth that points toward existentialism.
I believe that the monster is not inherently evil. Although the monster is responsible for many violent acts in the story, he was acting from his own heart and own volition. He was not out of control and was not acting out of rage, but rather, had his own reasoning and planning of his own revenge. Because of his humongous size, and supernatural strength, many fear that he might cause overwhelming damage and harm to others. I would like to explore the monster’s own beliefs about his own existence through poetry. It would be interesting to create a spoken art piece from the monster’s perspective at the style of old English appropriate for their time. The monster had his own journey, and has a capacity to appreciate beauty and life. He was as human inside as any other. He was capable of kindness toward his adopted family, and he knows how to learn and be expressive of good character.