Module Two Course Theme: Literary Analysis For Students

Module Two Course Theme Literary Analysisin Module Two Students Will

Module Two: Course Theme Literary Analysis In Module Two, students will work on a literary analysis. To complete the analysis, course theme will have to be paired with a fictional work (such as a fictional short story, poem, play, or film). Below are some suggested fictional works listed under their corresponding course themes. Author names are provided parenthetically. Most of the suggested stories/poems/plays can be found through a quick web search.

If a story is unavailable, inform the instructor so he or she may assist you. Addiction: “Babylon Revisited” (F. Scott Fitzgerald); “Sonny’s Blues” (James Baldwin). Aging, death, and dying: “Thanatopsis” (William Cullen Bryant); “Midterm Break” (Seamus Heaney); “Death Be Not Proud” (John Donne); “Time Flies” (David Ives). Body image/eating disorders: “Barbie Doll” (Marge Piercy); Wasted (Marya Hornbacher). Coming of Age: “A&P” (John Updike); “How Far She Went” (Mary Hood); “Where Are You Going, Where Have You Been?” (Joyce Carol Oates). Heterosexual gender roles: equality and civil rights: “A Work of Artifice” (Marge Piercy); “The Curse” (Andre Dubus); “The Yellow Wallpaper” (Charlotte Perkins Gilman); Trifles (Susan Glaspell). Lesbian, gay, bisexual, and transgender roles: equality and civil rights: “Life After High School” (Joyce Carol Oates); “Paul’s Case” (Willa Cather); A Streetcar Named Desire (Tennessee Williams). Mental illness: schizophrenia, OCD, bipolar disorder: “A Rose for Emily” (William Faulkner); “The Tell-Tale Heart” (Edgar Allan Poe); “Bartleby” (Herman Melville). Physical disability, impairment, and disfigurement: “Everyday Use” (Alice Walker); “Good Country People” (Flannery O’Connor); “The Birthmark” (Nathaniel Hawthorne). Psychosis and violence: “A Good Man Is Hard to Find” (Flannery O’Connor); “The Curse” (Andre Dubus); “The Cask of Amontillado” (Edgar Allan Poe); “Hunters in the Snow” (Tobias Wolff). War and Post Traumatic Stress Disorder (PTSD): The Red Badge of Courage (Stephen Crane); “Soldiers’ Home” (Ernest Hemingway); “The Things They Carried” (Tim O’Brien); “The Thing in the Forest” (A.S. Byatt).

Paper For Above instruction

The assignment requires conducting a literary analysis that pairs a specific course theme with a selected fictional work. The process involves choosing a theme such as addiction, aging and death, body image, coming of age, gender roles, LGBTQ+ issues, mental illness, disability, violence, or war-related trauma, among others, and then selecting a corresponding literary piece that exemplifies or explores that theme in depth. This analytical process aims to deepen understanding of both the theme and the literary work, focusing on how the work articulates, questions, or exemplifies the chosen theme.

To begin, students should identify a compelling theme that resonates with their interests or academic focus among the suggested options. For instance, a student interested in mental health issues might select the theme of mental illness, pairing it with William Faulkner’s “A Rose for Emily” or Edgar Allan Poe’s “The Tell-Tale Heart”. Conversely, a student fascinated by gender roles might explore the theme of heterosexual gender roles and civil rights, selecting works like Charlotte Perkins Gilman’s “The Yellow Wallpaper” or Susan Glaspell’s “Trifles”.

Analyzing the chosen work involves examining literary elements such as narrative perspective, symbolism, character development, tone, and imagery, and understanding how these elements serve to communicate the central theme. For example, in Charlotte Perkins Gilman’s “The Yellow Wallpaper”, the depiction of a woman’s psychological decline reflects societal constraints on women and challenges gender norms. Conversely, in “A Rose for Emily”, the story explores mental illness and decay as metaphors for societal change and resistance to progress.

The analysis should include a thesis statement that clearly articulates how the work captures or challenges the theme, supported by evidence from the text. This entails close reading and citing specific passages, symbols, or narrative techniques. Comparing the thematic elements across multiple works can also deepen the analysis if relevant. Moreover, contextualizing the work historically or culturally can enrich interpretation—for instance, understanding the societal attitudes during the time the work was written that influence its portrayal of themes like mental illness or gender roles.

Finally, the paper should demonstrate critical thinking and original insight. It should not merely summarize the story but analyze how the author employs literary devices to engage with the theme, and what commentary the work offers regarding the human condition related to that theme. Student authors should aim for clarity, coherence, and depth in discussing their selected work and its thematic relevance.

References

• Fitzgerald, F. S. (1931). Babylon Revisited. Esquire.
• Baldwin, J. (1957). Sonny’s Blues. The Partisan Review.
• Bryant, W. C. (1821). Thanatopsis. The American Magazine.
• Heaney, S. (1996). Midterm Break. Opened Ground: Poems 1966–1996.
• Piercy, M. (1971). Barbie Doll. In Collected Poems.
• Horner, M. (1999). Wasted. New York Times Book Review.
• Updike, J. (1961). A&P. The New Yorker.
• Oates, J. C. (1976). Where Are You Going, Where Have You Been?. Epoch.
• Faulkner, W. (1930). A Rose for Emily. Harper’s Magazine.
• Williams, T. (1947). A Streetcar Named Desire. New Directions Publishing.