• April 1st, 2016


Paper, Order, or Assignment Requirements

What to do:


  1. Develop a brief summary of what is happening at the literal level. Who is doing what to whom and why?


  1. Consider the analytical strategies. Develop your analysis of these strategies as part of an argument about why your passage is significant to our understanding of the novel. What do we learn about the character in your passage that we do not learn elsewhere? Which theme is unique to your passage and how and why is it developed in it differently from the way it is developed elsewhere in the novel? Examine de Bernieres’s use of grammar, logic, syntax, diction, figurative language, themes, allusions, punctuation, binary oppositions, and anything else you find curious or noteworthy about your passage. What is the thematic significance of de Bernieres’s stylistic choices?


  1. Summarize your two scholarly sources for an audience unfamiliar with them. Clarify the central claim or thesis of each source and the use of evidence to support this claim. How and why do the two sources differ? (You might even create a synthesis chart to help you break down the articles in terms of their theses, their use of evidence, their use of logic, their methodologies, their biases, etc.) After understanding and explaining each of the two arguments on its own terms, consider the following question: How do the authors’ arguments have an impact on your own analysis of your passage and on de Bernieres’ representation of it?


  1. Make sure to incorporate your textual evidence into your speech. The textual evidence that inspired your analysis should be made explicit. I want to see quotations: internal evidence from the novel—that will be excerpts from your quotation or other related ones—and external evidence from the scholarly articles.


  1. Organize your outline clearly and logically, so that the sequence of ideas is easy for your audience to follow. What does your audience need to know first? What next? Do you want to begin by analyzing your passage and then introduce the scholarly source at the end? Do you wish to begin with a summary of the sources and then show how they influence the way you interpreted your passage? Do you wish to incorporate the articles into the speech, where they are most relevant?


  1. Establish the thesis and map at the beginning of the speech. Your thesis should be an answer to the questions, “Why is this passage significant to my understanding of the novel and how do these scholarly sources have an impact on my developing argument about the accuracy of this passage in Corelli’s Mandolin?” Be as specific as you can in your thesis. Make sure that your thesis meets the Criteria for a Good Thesis. Be provocative. Go out on a limb.


  1. Come up with a relevant and attention-getting hook/introduction that leads gracefully to your thesis/map. Your conclusion should end your speech on a resonant note as well as synthesizing your main points.


  1. Hand in your outline on time. We will discuss your full sentence outline in my office, and I’ll give you feedback on it then, so you can revise it. Prepare either index cards or a keyword outline—with which you should practice—and hand that in on the day of the speech. Remember that the purpose of your doing a full sentence outline is to force you to articulate your thoughts fully. The purpose of a keyword outline or set of index cards is to provide you with a memory-jogger that you will actually use during your speech, so do print out the keyword outline in a very large, bold, easily visible typefont.


  1. Plan to practice your speech at least 20 times. Focus on addressing and correcting the flaws you made in your Rhetoric I speeches and on continuing to develop your strengths.


  1. Make a transparency of your passage in 16 point font. Feel free to annotate the passage so that we can see clearly what you thought was important about it.


Purposes of the Assignment:

  1. to allow you to focus analytically on what you feel is a passage from the novel that contains a researchable claim within it;
  2. to encourage you to find and synthesize into your argument two scholarly sources;
  3. to help you practice giving a speech before writing a paper, using the speech as a “rough draft” of the paper.

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