PLEASANT VALLEY HIGH SCHOOL LIBRARY
Information Literacy for Lifelong Learning
Short Story 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
Short Stories for Students Publication Information
5
Works Cited Examples for Short Stories for Students
6-7
Research Check-In #1
8
Research Check-In #2
9
Student Self-Evaluation Reflection
10
Accessing the Library Pathfinders
Back Cover
CPleasant Valley High School Library
9/17/2014
Research Process Grade Sheet
Date Due
Points
Possible
Research Activity
Reading Journal
Research Check-In #1
Short Stories 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 Retlection
Points
Earned
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 working 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 email 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
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
Thesis Project Organizer
Thes s Statement:
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 Pc, , er Rece are k
Copyright 2003 Joyce Kasman Valenza All rights reserved except those which may be granted by Sectmns 07 and 108 of the Copyright Revision Act of 1976
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
Short Stories for Students Publication Information
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CHARACTER OVERVIEW, CRMCAL ESSAY, WORK OVERVIEW BIOGRAPHY, PLOT SUMMARY
The Scarlet I bis
Short Stories for Students
Ed. Anne Marie Hacht. Vol. 23. Detroit: Gale, 2006. p225-243.
COPYRIGHT 2006 Gale, COPYRIGHT 2007 Gale, Cengage Lear --
URL:
Database:
Author:
Article Title:
Source:
Editor:
Volume:
Publisher:
Publication City:
Copyright Date:
Pages:
Date of Access:
5
Works Cited Examples for Short Stories for Students
Example #1: Reference book article
The Scarlet Ibis
The Scarlet his," by James Flurst, was I st published in the July I 960 iSSUe of the Atlantic Monthlv
magazine. The story is also available in Elements
(if Literature: Third Coarse (pubhshed by Fiolt.
Rinehart, and Winston, 1997 The story focuses on
the troubled relationship between two young boys:
the narrator and his mentally and physically disabk‘i brother, Doodle. It explores the conflicts betwecii love and pride and draws attention to the
effects of familial and societal expectations on
those who are handicapped. The narrative unfolds
against the background of the carnage of World
War I, with its associated themes of the dangers of
attempting to make others over in one?s own im-
James Hurst
1960
ntroductory ma enal is c ted
as a reference source article
ith no author
age, the brotherhood of all mankind, and the waste
of life resulting from a lack of love and compassion. In the course of the story. Doodle becomes
symbolically identified with a rare and beautiful
scarlet ihis which, finding itself in a hostile envi-
Example #2: A critical essay written specifically for the reference book
Look at the end of the article
to get the information for y u
citation
Doodle is alive, his penitent tears over Doodle's
dead body and his reflections elsewhere in the story
on the dangers of pride show that he has learned at
last, albeit at the cost of Doodle's life. This is another
suggested link between Doodle and Christ:
both had to die so that those left alive could learn
the gospel of love and compassion. In sheltering
Doodle's body with his own from the "heresy of
rain" (another Christian reference), Brother fmally
gives Doodle the selfless love and protection that
proved so elusive while he was alive.
Source: Claire Robinson, Critical Essay on -The Scarlet
Ibis,- in Short Stories for Students, Thomson Gale, 2006,
This critic!' essaY was written
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6
Works Cited Examples for Short Stories for Students
When working with the Short Stories 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 Short Stories For Students
Reference Source
Example #1:
Introduction, author biography, plot, themes, style, historical context, critical overview
"The Scarlet Ibis." Short Stories for Students. Ed. Anne Marie Hacht. Vol. 23. Detroit: Gale,
2006. 225-43. Print.
"The Scarlet Ibis." Short Stories for Students. Ed. Anne Marie Hacht. Vol. 23. Detroit: Gale,
2006. 225-43. Gale Virtual Reference Library. Web. 10 June 2013.
<http://go.galegroup.corn >.
Example #2:
Critical essay written specifically for the reference book
Robinson, Claire. "Claire Robinson." Short Stories for Students. Ed. Anne Marie Hacht. Vol. 23.
Detroit: Gale, 2006. 234-37. Print.
Robinson, Claire. "Claire Robinson." Short Stories for Students. Ed. Anne Marie Hacht. Vol. 23.
Detroit: Gale, 2006. 234-37. Gale Virtual Reference Library. Web. 10 June 2013.
<http://go.galegroup.corn >.
7
Research Check In #1
-
What do you think about your short story? What do you like? What don't you
like?
Rate your short story:
Excellent
Poor
*
**
* ** *
***
8
** * **
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.
0
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?
9
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 criticism on your work?
Organizing: How did you ensure that your research information covered all aspects of your thesis? How and
why 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?
Looking ahead: What changes would you make to improve the research process for your next project?
10
Accessing the Library Pathfinders