[Solved] Analytical Final Draft

Assignment Prompt & Instructions

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– ## AnalyticalPaperdraft2.docx

– ## AnalyticalPaperFinalDraftInstructions.pdf

**## AnalyticalPaperdraft2.docx**

2

**When Society Erases a Woman**

Alondra Rivera

English 240

Prof. Cueto

West Coast University

5/6/26

**When Society Erases a Woman**

Kate Chopin was an American writer of the late nineteenth century who wrote about the inner world of women and the societal restrictions placed upon them. Two of her short stories,
_The Story of an Hour (1894)_ and
_Désirée’s Baby (1892)_, are literary fiction set in the American South. In The
_Story of an Hour_ Louise Mallard is a woman who celebrates the death of her husband, but she dies when her husband comes to life. The story “Désirée's Baby” is the story of Désirée, who is rejected by her husband Armand when the baby turns out to be of mixed race, but the end reveals that Armand is of Black origin. In both “The Story of an Hour” and “Désirée's Baby,” Kate Chopin uses the theme of freedom versus oppression, irony, and symbolism to expose how marriage and patriarchal power destroy women who cannot conform to society's expectations.

The theme of freedom and oppression in both stories demonstrates that marriage in the world of Chopin depersonalizes women, and their happiness fully relies on the will of their husbands. In
_The Story of an Hour_, Louise realizes she can now imagine “no one to live for her during those coming years; she would live for herself” (Chopin, 1894, par. 10), demonstrating just how completely marriage had erased her own sense of self until that moment. Her whisper of “Free! Body and soul free!” confirms that her suppression was all along continuing quietly, as it is written in (Chopin, 1894, par. 11). In
_Désirée's Baby_, Désirée's entire emotional world mirrors Armand's moods: “when he frowned she trembled, but loved him. When he smiled, she asked no greater blessing of God” (Chopin, 1892, par. 14). Her happiness is not hers; it is his. Even at the end, “she had not changed the thin white garment nor the slippers which she wore” (Chopin, 1892), showing how thoroughly marriage had conditioned her out of independent thought or action. Studies on coercive control in intimate relationships show that as the independence and freedom of one party is gradually curtailed, a sense of self is lost over time (Choudhury et al., 2025), a reality that Chopin illustrated in her fiction long before psychology named it.

Dramatic irony is also employed by Chopin in both stories to reveal the difference between social attitudes toward women and the way those women actually live. In
_The Story of an Hour_, “the doctors came and said she had died of heart disease, of joy that kills” (Chopin, 1894), a diagnosis that is far from the truth. Louise died because she lost the freedom she had just found, not because she was happy. The irony is even more pronounced in her private admission: “And yet she had loved him — sometimes. Often she had not. What did it matter” (Chopin, 1894, par. 11), which stands in contrast to society's expectations regarding her grief. In
_Désirée's Baby_, Armand's own mother wrote that she thanked God “that our dear Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery” (Chopin, 1892, par 28). The man who destroyed Désirée over race carried that very heritage himself. According to Hassan and Tayib (2020), Chopin's irony is never humorous but is always tragic to reveal the conflicts of a society that expects women to pay for troubles involving men.

The symbolism of setting is another way Chopin reflects the inner worlds of her characters and predetermines their destinies. In
_The Story of an Hour_, Louise sees through the window “the tops of trees that were all aquiver with the new spring life” (Chopin, 1894, par. 5) and “there were patches of blue sky showing here and there through the clouds” (Chopin, 1894), which echo her own fragile, incomplete awakening. In
_Désirée's Baby_, the estate signals doom from the very first paragraph: “big, solemn oaks grew close to it, and their thick-leaved, far-reaching branches shadowed it like a pall” (Chopin, 1892, par. 6), and “the roof came down steep and black like a cowl, reaching out beyond the wide galleries that encircled the yellow stuccoed house” (Chopin, 1892, par. 6). A pall covers a coffin. A cowl evokes a shroud. Chopin makes L'Abri look like a grave before anything bad has happened.

Finally, the criticism of marriage as a social institution is also raised in both stories, as the men have full control over the identity and value of women. Louise describes marriage as having “a powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature” (Chopin, 1894). The depth of that control is confirmed by the fact that just a day earlier “she had thought with a shudder that life might be long” (Chopin, 1894); marriage had made her not want to live. In
_Désirée's Baby_, Armand could give her one of the oldest and proudest names in Louisiana" (Chopin, 1892), meaning her entire social identity was borrowed from him. Once this identity is no longer needed, “he no longer loved her, because of the unconscious injury she had brought upon his home and his name” (Chopin, 1892). Her worth was never personal; it was always conditional.

Through the theme of freedom versus oppression, dramatic irony, and the symbolism of setting, Chopin argues in both stories that marriage as a patriarchal institution systematically deprives women of their freedom, with deadly consequences. Chopin's work still resonates because the expectation that women shrink themselves to fit the needs of men did not vanish with her era. Chopin urges readers to disregard the rhetoric of love and tradition and to recognize the true price that women pay when love and tradition are not challenged.

**References**

Chopin, K. (1892).
_Désirée’s Baby_ (pp. 1–4). https://www.katechopin.org/pdfs/desirees-baby.pdf

Chopin, K. (1894).
_The Story of an Hour_. Kate Chopin. https://archive.vcu.edu/english/engweb/webtexts/hour/

Choudhury, A. A., Martland, N., & Luzon, O. (2025). Women’s Experiences of Coercive Control in Intimate Partner Relationships: a Qualitative Systematic Review.
_Journal of Family Violence_. https://doi.org/10.1007/s10896-025-00970-6

Hassan, H., & Kamal, C. (2020, July 2).
_Irony in Kate Jopin’s Selected Short Stories_. https://www.researchgate.net/publication/342643989_Irony_in_Kate_Jopin

**## AnalyticalPaperFinalDraftInstructions.pdf**

Using the critical reading skills practiced in class, you will be writing an analytical
essay. In order to analyze a text effectively, you will need to engage in close reading,
or reading “between the lines.” This means that you will be choosing representative
passages and carefully deconstructing them, highlighting meanings that may not be
immediately obvious to fellow readers in order to support your overall
interpretation of the text (the thesis statement).

The idea is to reach a deep understanding of the text by examining the writer’s
narrative elements (i.e., characters, diction, style, theme, and tone), everything that
went into writing the piece. Whatever work you choose, you should first read it
carefully (usually more than once) and arrive at your own understanding of what
you read (as we have done weekly within our discussion board assignments.) The
next step is to see what others have said about it (that’s the research part) and
compare your findings with theirs.

Your paper must include the following:

● An introduction that provides relevant background information and ends
with your thesis statement

● A minimum of four body paragraphs, each of which addresses a
particular subtopic that relates to your thesis statement

● A minimum of three references from reliable, academic sources, all of
which are cited at least once in the paper. You should use at least one
peer-reviewed source from the library databases.

● A conclusion that reaffirms your thesis statement and addresses wider
implications

● Formatting, citations, and references must all adhere to APA style
● Page length – approximately 3-5 pages, not including title and reference

pages

Analytical Paper: Final Draft

Criteria Ratings Pts

This
criterion is
linked to a
Learning
Outcome

Content

60 to >53.4 ptsExceeds ExpectationsThe writer demonstrates original
thought and critical thinking skills as well as an ability to skillfully
deconstruct and interpret a text or idea – to simultaneously see behind the
surface and think beyond it, addressing wider implications. He/she
presents a clear, focused central analysis (thesis) of the text or idea and
supports it effectively with concrete details, examples, and sound logic.
Other authors’ ideas are skillfully paraphrased. Direct quotations are
minimal and well-chosen. All sources are relevant and appropriate, and the
writer’s ideas are insightful and thought-provoking.

53.4 to >47.4 ptsMeets ExpectationsThe writer presents and supports a
clear and focused central analysis (thesis) of the text or idea, but ideas may
not be consistently insightful or thought-provoking. Supporting details are
relevant and logical but may lack depth. Other authors’ ideas are effectively
paraphrased, and direct quotations are minimal. All sources are relevant
and appropriate.

47.4 to >43.2 ptsApproaches ExpectationsThe writer presents a central
analysis (thesis) of the text or idea, but it may be overly general/broad and
does not demonstrate thorough contemplation. He/she adequately supports
the central analysis, but supporting points may at times be vague and/or
lacking in originality. The writer makes an effort to paraphrase but at times
struggles to express ideas in his/her own words. The essay lacks interesting
details, and/or not all sources are relevant and appropriate.

43.2 to >0 ptsDoes Not Meet ExpectationsThe writer’s central analysis
(thesis) is unclear or missing, and the essay lacks focus. Supporting details
are insufficient, not relevant, and/or not based on sound logic. Attempts to
paraphrase do not always reflect understanding. The writer has not used
enough sources, and/or the sources are not all relevant and appropriate.

60
pts

This
criterion is
linked to a
Learning
Outcome

Organizati
on

40 to >35.6 ptsExceeds ExpectationsThe writer demonstrates a clear sense
of direction. The paper includes an engaging introduction and conclusion.
Paragraphs are unified and arranged in a logical order. Each paragraph
begins with a clear topic sentence that introduces the main idea of that
paragraph. The writer smoothly transitions from paragraph to paragraph,
showing connections between related ideas. Supporting details within
paragraphs are well-organized, and research is well-integrated.

35.6 to >31.6 ptsMeets ExpectationsThe writer demonstrates a sense of
direction. The paper includes a strong introduction and conclusion.
Paragraphs are unified and include topic sentences, but they may lack
smooth transitions between ideas. The organization of supporting details
within paragraphs may need improvement.

31.6 to >28.8 ptsApproaches ExpectationsThe writer demonstrates some
direction and includes an adequate introduction and conclusion, but topic
sentences and transitions are weak. The paragraphs show unity, but they
are not arranged in any discernable order, and supporting details may not
always be well-organized.

28.8 to >0 ptsDoes Not Meet ExpectationsThe writer demonstrates little or
no direction. The introduction and conclusion are weak. It is difficult to
identify a single subtopic for each paragraph because paragraphs are not
unified and lack clear topic sentences or transitions. The order of body
paragraphs seems random, as do the supporting details within them.

40
pts

This
criterion is
linked to a
Learning
Outcome

Style/Lang
uage

40 to >35.6 ptsExceeds ExpectationsThe writer’s tone is confident,
engaging, and appropriate for the assignment and/or the intended
audience. The text demonstrates strong vocabulary skills and does not
suffer from errors in word choice. The writer expresses ideas concisely,
only using as many words as necessary to communicate a point. The writer
achieves flow and readability by employing sentence variety successfully.

35.6 to >31.6 ptsMeets ExpectationsThe writer’s tone is appropriate and
effective overall. The text demonstrates good use of vocabulary and
contains few (if any) errors in word choice. The writer expresses ideas
concisely and clearly most of the time. The writer makes an effort to
employ sentence variety.

31.6 to >28.8 ptsApproaches ExpectationsThe writer’s tone suffers from
one or more possible problems. Depending on the assignment, it may be
too informal, too personal, not authoritative enough, etc. Numerous
sentences suffer from lack of variety, awkward constructions, wordiness,
limited vocabulary, and/or errors in word choice.

28.8 to >0 ptsDoes Not Meet ExpectationsThe writer often fails to
communicate ideas effectively because the paper suffers from significant
problems with tone, language use, and/or wordiness.

40
pts

This
criterion is
linked to a
Learning
Outcome

Sentence
Structure
and
Mechanics

40 to >35.6 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in grammar, spelling, and/or punctuation. There are no fragments or
run-on sentences.

35.6 to >31.6 ptsMeets ExpectationsThe writer makes some errors in
grammar, spelling, and/or punctuation, but these errors do not significantly
distract the reader from the substance of the text. The paper contains few
(if any) fragments and/or run-on sentences.

31.6 to >28.8 ptsApproaches ExpectationsThe writer makes numerous
errors in grammar, spelling, punctuation, and/or sentence structure, which
at times distract the reader from the substance of the text.

28.8 to >0 ptsDoes Not Meet ExpectationsThe writer makes a significant
number of errors in grammar, spelling, punctuation, and/or sentence
structure, regularly distracting the reader from the substance of the text
and hindering comprehension.

40
pts

This
criterion is
linked to a
Learning
Outcome

Format/Cr
editing
Sources

20 to >17.8 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in APA style format, citations, or references.

17.8 to >15.8 ptsMeets ExpectationsThe writer makes some errors in APA
style format, citations, or references.

15.8 to >14.4 ptsApproaches ExpectationsThe writer makes numerous
errors in APA style format, citations, or references.

14.4 to >0 ptsDoes Not Meet ExpectationsThe writer makes significant
errors in APA style format, citations, or references.

20
pts

Total Points: 200

This a more detail instructions of a video she made:

Your professor is basically stressing these main things for the final paper:

● Introduction paragraph
○ Include background info
○ Mention both stories and their publication dates
○ Give a short summary of each story
○ End with a clear thesis statement

● 4 body paragraphs
○ Each paragraph should focus on one comparison point/theme
○ Each body paragraph needs:

■ 2 quotes from The Story of an Hour
■ 2 quotes from Désirée’s Baby

○ That equals 16 total story quotes
○ After every quote:

■ explain it
■ connect it back to the thesis
■ include APA in-text citation

● Research requirements
○ Minimum 3 academic sources
○ Each source must be cited at least once
○ At least:

■ 1 source from the library database
■ 1 source not directly about the stories (history, psychology, women’s

roles, racism, etc.)
○ Only need about 1 quote from each article

● Conclusion paragraph
○ Restate thesis
○ Discuss the bigger meaning/evaluative level

● APA format
○ Title page
○ References page
○ APA citations throughout

● Length
○ 3–5 pages minimum
○ Not counting title/references pages

Big things your professor warned about:

● Make sure every quote is real
● Don’t forget page numbers in citations
● Don’t overload paragraphs with quotes
● Explain every quote
● No AI or Grammarly use according to the class policy

Now this is the comment that the professor gave me on the Analytical Paper Rough Draft
and why I didn't get a 100%. “You were required to include a minimum of 3 sources for
this paper other than the literature itself. Make sure that you use at least 3 total for
the final draft”

**## AnalyticalPaperFinalDraftInstructions.pdf**

Using the critical reading skills practiced in class, you will be writing an analytical
essay. In order to analyze a text effectively, you will need to engage in close reading,
or reading “between the lines.” This means that you will be choosing representative
passages and carefully deconstructing them, highlighting meanings that may not be
immediately obvious to fellow readers in order to support your overall
interpretation of the text (the thesis statement).

The idea is to reach a deep understanding of the text by examining the writer’s
narrative elements (i.e., characters, diction, style, theme, and tone), everything that
went into writing the piece. Whatever work you choose, you should first read it
carefully (usually more than once) and arrive at your own understanding of what
you read (as we have done weekly within our discussion board assignments.) The
next step is to see what others have said about it (that’s the research part) and
compare your findings with theirs.

Your paper must include the following:

● An introduction that provides relevant background information and ends
with your thesis statement

● A minimum of four body paragraphs, each of which addresses a
particular subtopic that relates to your thesis statement

● A minimum of three references from reliable, academic sources, all of
which are cited at least once in the paper. You should use at least one
peer-reviewed source from the library databases.

● A conclusion that reaffirms your thesis statement and addresses wider
implications

● Formatting, citations, and references must all adhere to APA style
● Page length – approximately 3-5 pages, not including title and reference

pages

Analytical Paper: Final Draft

Criteria Ratings Pts

This
criterion is
linked to a
Learning
Outcome

Content

60 to >53.4 ptsExceeds ExpectationsThe writer demonstrates original
thought and critical thinking skills as well as an ability to skillfully
deconstruct and interpret a text or idea – to simultaneously see behind the
surface and think beyond it, addressing wider implications. He/she
presents a clear, focused central analysis (thesis) of the text or idea and
supports it effectively with concrete details, examples, and sound logic.
Other authors’ ideas are skillfully paraphrased. Direct quotations are
minimal and well-chosen. All sources are relevant and appropriate, and the
writer’s ideas are insightful and thought-provoking.

53.4 to >47.4 ptsMeets ExpectationsThe writer presents and supports a
clear and focused central analysis (thesis) of the text or idea, but ideas may
not be consistently insightful or thought-provoking. Supporting details are
relevant and logical but may lack depth. Other authors’ ideas are effectively
paraphrased, and direct quotations are minimal. All sources are relevant
and appropriate.

47.4 to >43.2 ptsApproaches ExpectationsThe writer presents a central
analysis (thesis) of the text or idea, but it may be overly general/broad and
does not demonstrate thorough contemplation. He/she adequately supports
the central analysis, but supporting points may at times be vague and/or
lacking in originality. The writer makes an effort to paraphrase but at times
struggles to express ideas in his/her own words. The essay lacks interesting
details, and/or not all sources are relevant and appropriate.

43.2 to >0 ptsDoes Not Meet ExpectationsThe writer’s central analysis
(thesis) is unclear or missing, and the essay lacks focus. Supporting details
are insufficient, not relevant, and/or not based on sound logic. Attempts to
paraphrase do not always reflect understanding. The writer has not used
enough sources, and/or the sources are not all relevant and appropriate.

60
pts

This
criterion is
linked to a
Learning
Outcome

Organizati
on

40 to >35.6 ptsExceeds ExpectationsThe writer demonstrates a clear sense
of direction. The paper includes an engaging introduction and conclusion.
Paragraphs are unified and arranged in a logical order. Each paragraph
begins with a clear topic sentence that introduces the main idea of that
paragraph. The writer smoothly transitions from paragraph to paragraph,
showing connections between related ideas. Supporting details within
paragraphs are well-organized, and research is well-integrated.

35.6 to >31.6 ptsMeets ExpectationsThe writer demonstrates a sense of
direction. The paper includes a strong introduction and conclusion.
Paragraphs are unified and include topic sentences, but they may lack
smooth transitions between ideas. The organization of supporting details
within paragraphs may need improvement.

31.6 to >28.8 ptsApproaches ExpectationsThe writer demonstrates some
direction and includes an adequate introduction and conclusion, but topic
sentences and transitions are weak. The paragraphs show unity, but they
are not arranged in any discernable order, and supporting details may not
always be well-organized.

28.8 to >0 ptsDoes Not Meet ExpectationsThe writer demonstrates little or
no direction. The introduction and conclusion are weak. It is difficult to
identify a single subtopic for each paragraph because paragraphs are not
unified and lack clear topic sentences or transitions. The order of body
paragraphs seems random, as do the supporting details within them.

40
pts

This
criterion is
linked to a
Learning
Outcome

Style/Lang
uage

40 to >35.6 ptsExceeds ExpectationsThe writer’s tone is confident,
engaging, and appropriate for the assignment and/or the intended
audience. The text demonstrates strong vocabulary skills and does not
suffer from errors in word choice. The writer expresses ideas concisely,
only using as many words as necessary to communicate a point. The writer
achieves flow and readability by employing sentence variety successfully.

35.6 to >31.6 ptsMeets ExpectationsThe writer’s tone is appropriate and
effective overall. The text demonstrates good use of vocabulary and
contains few (if any) errors in word choice. The writer expresses ideas
concisely and clearly most of the time. The writer makes an effort to
employ sentence variety.

31.6 to >28.8 ptsApproaches ExpectationsThe writer’s tone suffers from
one or more possible problems. Depending on the assignment, it may be
too informal, too personal, not authoritative enough, etc. Numerous
sentences suffer from lack of variety, awkward constructions, wordiness,
limited vocabulary, and/or errors in word choice.

28.8 to >0 ptsDoes Not Meet ExpectationsThe writer often fails to
communicate ideas effectively because the paper suffers from significant
problems with tone, language use, and/or wordiness.

40
pts

This
criterion is
linked to a
Learning
Outcome

Sentence
Structure
and
Mechanics

40 to >35.6 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in grammar, spelling, and/or punctuation. There are no fragments or
run-on sentences.

35.6 to >31.6 ptsMeets ExpectationsThe writer makes some errors in
grammar, spelling, and/or punctuation, but these errors do not significantly
distract the reader from the substance of the text. The paper contains few
(if any) fragments and/or run-on sentences.

31.6 to >28.8 ptsApproaches ExpectationsThe writer makes numerous
errors in grammar, spelling, punctuation, and/or sentence structure, which
at times distract the reader from the substance of the text.

28.8 to >0 ptsDoes Not Meet ExpectationsThe writer makes a significant
number of errors in grammar, spelling, punctuation, and/or sentence
structure, regularly distracting the reader from the substance of the text
and hindering comprehension.

40
pts

This
criterion is
linked to a
Learning
Outcome

Format/Cr
editing
Sources

20 to >17.8 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in APA style format, citations, or references.

17.8 to >15.8 ptsMeets ExpectationsThe writer makes some errors in APA
style format, citations, or references.

15.8 to >14.4 ptsApproaches ExpectationsThe writer makes numerous
errors in APA style format, citations, or references.

14.4 to >0 ptsDoes Not Meet ExpectationsThe writer makes significant
errors in APA style format, citations, or references.

20
pts

Total Points: 200

This a more detail instructions of a video she made:

Your professor is basically stressing these main things for the final paper:

● Introduction paragraph
○ Include background info
○ Mention both stories and their publication dates
○ Give a short summary of each story
○ End with a clear thesis statement

● 4 body paragraphs
○ Each paragraph should focus on one comparison point/theme
○ Each body paragraph needs:

■ 2 quotes from The Story of an Hour
■ 2 quotes from Désirée’s Baby

○ That equals 16 total story quotes
○ After every quote:

■ explain it
■ connect it back to the thesis
■ include APA in-text citation

● Research requirements
○ Minimum 3 academic sources
○ Each source must be cited at least once
○ At least:

■ 1 source from the library database
■ 1 source not directly about the stories (history, psychology, women’s

roles, racism, etc.)
○ Only need about 1 quote from each article

● Conclusion paragraph
○ Restate thesis
○ Discuss the bigger meaning/evaluative level

● APA format
○ Title page
○ References page
○ APA citations throughout

● Length
○ 3–5 pages minimum
○ Not counting title/references pages

Big things your professor warned about:

● Make sure every quote is real
● Don’t forget page numbers in citations
● Don’t overload paragraphs with quotes
● Explain every quote
● No AI or Grammarly use according to the class policy

Now this is the comment that the professor gave me on the Analytical Paper Rough Draft
and why I didn't get a 100%. “You were required to include a minimum of 3 sources for
this paper other than the literature itself. Make sure that you use at least 3 total for
the final draft”

**## AnalyticalPaperdraft2.docx**

2

**When Society Erases a Woman**

Alondra Rivera

English 240

Prof. Cueto

West Coast University

5/6/26

**When Society Erases a Woman**

Kate Chopin was an American writer of the late nineteenth century who wrote about the inner world of women and the societal restrictions placed upon them. Two of her short stories,
_The Story of an Hour (1894)_ and
_Désirée’s Baby (1892)_, are literary fiction set in the American South. In The
_Story of an Hour_ Louise Mallard is a woman who celebrates the death of her husband, but she dies when her husband comes to life. The story “Désirée's Baby” is the story of Désirée, who is rejected by her husband Armand when the baby turns out to be of mixed race, but the end reveals that Armand is of Black origin. In both “The Story of an Hour” and “Désirée's Baby,” Kate Chopin uses the theme of freedom versus oppression, irony, and symbolism to expose how marriage and patriarchal power destroy women who cannot conform to society's expectations.

The theme of freedom and oppression in both stories demonstrates that marriage in the world of Chopin depersonalizes women, and their happiness fully relies on the will of their husbands. In
_The Story of an Hour_, Louise realizes she can now imagine “no one to live for her during those coming years; she would live for herself” (Chopin, 1894, par. 10), demonstrating just how completely marriage had erased her own sense of self until that moment. Her whisper of “Free! Body and soul free!” confirms that her suppression was all along continuing quietly, as it is written in (Chopin, 1894, par. 11). In
_Désirée's Baby_, Désirée's entire emotional world mirrors Armand's moods: “when he frowned she trembled, but loved him. When he smiled, she asked no greater blessing of God” (Chopin, 1892, par. 14). Her happiness is not hers; it is his. Even at the end, “she had not changed the thin white garment nor the slippers which she wore” (Chopin, 1892), showing how thoroughly marriage had conditioned her out of independent thought or action. Studies on coercive control in intimate relationships show that as the independence and freedom of one party is gradually curtailed, a sense of self is lost over time (Choudhury et al., 2025), a reality that Chopin illustrated in her fiction long before psychology named it.

Dramatic irony is also employed by Chopin in both stories to reveal the difference between social attitudes toward women and the way those women actually live. In
_The Story of an Hour_, “the doctors came and said she had died of heart disease, of joy that kills” (Chopin, 1894), a diagnosis that is far from the truth. Louise died because she lost the freedom she had just found, not because she was happy. The irony is even more pronounced in her private admission: “And yet she had loved him — sometimes. Often she had not. What did it matter” (Chopin, 1894, par. 11), which stands in contrast to society's expectations regarding her grief. In
_Désirée's Baby_, Armand's own mother wrote that she thanked God “that our dear Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery” (Chopin, 1892, par 28). The man who destroyed Désirée over race carried that very heritage himself. According to Hassan and Tayib (2020), Chopin's irony is never humorous but is always tragic to reveal the conflicts of a society that expects women to pay for troubles involving men.

The symbolism of setting is another way Chopin reflects the inner worlds of her characters and predetermines their destinies. In
_The Story of an Hour_, Louise sees through the window “the tops of trees that were all aquiver with the new spring life” (Chopin, 1894, par. 5) and “there were patches of blue sky showing here and there through the clouds” (Chopin, 1894), which echo her own fragile, incomplete awakening. In
_Désirée's Baby_, the estate signals doom from the very first paragraph: “big, solemn oaks grew close to it, and their thick-leaved, far-reaching branches shadowed it like a pall” (Chopin, 1892, par. 6), and “the roof came down steep and black like a cowl, reaching out beyond the wide galleries that encircled the yellow stuccoed house” (Chopin, 1892, par. 6). A pall covers a coffin. A cowl evokes a shroud. Chopin makes L'Abri look like a grave before anything bad has happened.

Finally, the criticism of marriage as a social institution is also raised in both stories, as the men have full control over the identity and value of women. Louise describes marriage as having “a powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature” (Chopin, 1894). The depth of that control is confirmed by the fact that just a day earlier “she had thought with a shudder that life might be long” (Chopin, 1894); marriage had made her not want to live. In
_Désirée's Baby_, Armand could give her one of the oldest and proudest names in Louisiana" (Chopin, 1892), meaning her entire social identity was borrowed from him. Once this identity is no longer needed, “he no longer loved her, because of the unconscious injury she had brought upon his home and his name” (Chopin, 1892). Her worth was never personal; it was always conditional.

Through the theme of freedom versus oppression, dramatic irony, and the symbolism of setting, Chopin argues in both stories that marriage as a patriarchal institution systematically deprives women of their freedom, with deadly consequences. Chopin's work still resonates because the expectation that women shrink themselves to fit the needs of men did not vanish with her era. Chopin urges readers to disregard the rhetoric of love and tradition and to recognize the true price that women pay when love and tradition are not challenged.

**References**

Chopin, K. (1892).
_Désirée’s Baby_ (pp. 1–4). https://www.katechopin.org/pdfs/desirees-baby.pdf

Chopin, K. (1894).
_The Story of an Hour_. Kate Chopin. https://archive.vcu.edu/english/engweb/webtexts/hour/

Choudhury, A. A., Martland, N., & Luzon, O. (2025). Women’s Experiences of Coercive Control in Intimate Partner Relationships: a Qualitative Systematic Review.
_Journal of Family Violence_. https://doi.org/10.1007/s10896-025-00970-6

Hassan, H., & Kamal, C. (2020, July 2).
_Irony in Kate Jopin’s Selected Short Stories_. https://www.researchgate.net/publication/342643989_Irony_in_Kate_Jopin

**## AnalyticalPaperFinalDraftInstructions.pdf**

Using the critical reading skills practiced in class, you will be writing an analytical
essay. In order to analyze a text effectively, you will need to engage in close reading,
or reading “between the lines.” This means that you will be choosing representative
passages and carefully deconstructing them, highlighting meanings that may not be
immediately obvious to fellow readers in order to support your overall
interpretation of the text (the thesis statement).

The idea is to reach a deep understanding of the text by examining the writer’s
narrative elements (i.e., characters, diction, style, theme, and tone), everything that
went into writing the piece. Whatever work you choose, you should first read it
carefully (usually more than once) and arrive at your own understanding of what
you read (as we have done weekly within our discussion board assignments.) The
next step is to see what others have said about it (that’s the research part) and
compare your findings with theirs.

Your paper must include the following:

● An introduction that provides relevant background information and ends
with your thesis statement

● A minimum of four body paragraphs, each of which addresses a
particular subtopic that relates to your thesis statement

● A minimum of three references from reliable, academic sources, all of
which are cited at least once in the paper. You should use at least one
peer-reviewed source from the library databases.

● A conclusion that reaffirms your thesis statement and addresses wider
implications

● Formatting, citations, and references must all adhere to APA style
● Page length – approximately 3-5 pages, not including title and reference

pages

Analytical Paper: Final Draft

Criteria Ratings Pts

This
criterion is
linked to a
Learning
Outcome

Content

60 to >53.4 ptsExceeds ExpectationsThe writer demonstrates original
thought and critical thinking skills as well as an ability to skillfully
deconstruct and interpret a text or idea – to simultaneously see behind the
surface and think beyond it, addressing wider implications. He/she
presents a clear, focused central analysis (thesis) of the text or idea and
supports it effectively with concrete details, examples, and sound logic.
Other authors’ ideas are skillfully paraphrased. Direct quotations are
minimal and well-chosen. All sources are relevant and appropriate, and the
writer’s ideas are insightful and thought-provoking.

53.4 to >47.4 ptsMeets ExpectationsThe writer presents and supports a
clear and focused central analysis (thesis) of the text or idea, but ideas may
not be consistently insightful or thought-provoking. Supporting details are
relevant and logical but may lack depth. Other authors’ ideas are effectively
paraphrased, and direct quotations are minimal. All sources are relevant
and appropriate.

47.4 to >43.2 ptsApproaches ExpectationsThe writer presents a central
analysis (thesis) of the text or idea, but it may be overly general/broad and
does not demonstrate thorough contemplation. He/she adequately supports
the central analysis, but supporting points may at times be vague and/or
lacking in originality. The writer makes an effort to paraphrase but at times
struggles to express ideas in his/her own words. The essay lacks interesting
details, and/or not all sources are relevant and appropriate.

43.2 to >0 ptsDoes Not Meet ExpectationsThe writer’s central analysis
(thesis) is unclear or missing, and the essay lacks focus. Supporting details
are insufficient, not relevant, and/or not based on sound logic. Attempts to
paraphrase do not always reflect understanding. The writer has not used
enough sources, and/or the sources are not all relevant and appropriate.

60
pts

This
criterion is
linked to a
Learning
Outcome

Organizati
on

40 to >35.6 ptsExceeds ExpectationsThe writer demonstrates a clear sense
of direction. The paper includes an engaging introduction and conclusion.
Paragraphs are unified and arranged in a logical order. Each paragraph
begins with a clear topic sentence that introduces the main idea of that
paragraph. The writer smoothly transitions from paragraph to paragraph,
showing connections between related ideas. Supporting details within
paragraphs are well-organized, and research is well-integrated.

35.6 to >31.6 ptsMeets ExpectationsThe writer demonstrates a sense of
direction. The paper includes a strong introduction and conclusion.
Paragraphs are unified and include topic sentences, but they may lack
smooth transitions between ideas. The organization of supporting details
within paragraphs may need improvement.

31.6 to >28.8 ptsApproaches ExpectationsThe writer demonstrates some
direction and includes an adequate introduction and conclusion, but topic
sentences and transitions are weak. The paragraphs show unity, but they
are not arranged in any discernable order, and supporting details may not
always be well-organized.

28.8 to >0 ptsDoes Not Meet ExpectationsThe writer demonstrates little or
no direction. The introduction and conclusion are weak. It is difficult to
identify a single subtopic for each paragraph because paragraphs are not
unified and lack clear topic sentences or transitions. The order of body
paragraphs seems random, as do the supporting details within them.

40
pts

This
criterion is
linked to a
Learning
Outcome

Style/Lang
uage

40 to >35.6 ptsExceeds ExpectationsThe writer’s tone is confident,
engaging, and appropriate for the assignment and/or the intended
audience. The text demonstrates strong vocabulary skills and does not
suffer from errors in word choice. The writer expresses ideas concisely,
only using as many words as necessary to communicate a point. The writer
achieves flow and readability by employing sentence variety successfully.

35.6 to >31.6 ptsMeets ExpectationsThe writer’s tone is appropriate and
effective overall. The text demonstrates good use of vocabulary and
contains few (if any) errors in word choice. The writer expresses ideas
concisely and clearly most of the time. The writer makes an effort to
employ sentence variety.

31.6 to >28.8 ptsApproaches ExpectationsThe writer’s tone suffers from
one or more possible problems. Depending on the assignment, it may be
too informal, too personal, not authoritative enough, etc. Numerous
sentences suffer from lack of variety, awkward constructions, wordiness,
limited vocabulary, and/or errors in word choice.

28.8 to >0 ptsDoes Not Meet ExpectationsThe writer often fails to
communicate ideas effectively because the paper suffers from significant
problems with tone, language use, and/or wordiness.

40
pts

This
criterion is
linked to a
Learning
Outcome

Sentence
Structure
and
Mechanics

40 to >35.6 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in grammar, spelling, and/or punctuation. There are no fragments or
run-on sentences.

35.6 to >31.6 ptsMeets ExpectationsThe writer makes some errors in
grammar, spelling, and/or punctuation, but these errors do not significantly
distract the reader from the substance of the text. The paper contains few
(if any) fragments and/or run-on sentences.

31.6 to >28.8 ptsApproaches ExpectationsThe writer makes numerous
errors in grammar, spelling, punctuation, and/or sentence structure, which
at times distract the reader from the substance of the text.

28.8 to >0 ptsDoes Not Meet ExpectationsThe writer makes a significant
number of errors in grammar, spelling, punctuation, and/or sentence
structure, regularly distracting the reader from the substance of the text
and hindering comprehension.

40
pts

This
criterion is
linked to a
Learning
Outcome

Format/Cr
editing
Sources

20 to >17.8 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in APA style format, citations, or references.

17.8 to >15.8 ptsMeets ExpectationsThe writer makes some errors in APA
style format, citations, or references.

15.8 to >14.4 ptsApproaches ExpectationsThe writer makes numerous
errors in APA style format, citations, or references.

14.4 to >0 ptsDoes Not Meet ExpectationsThe writer makes significant
errors in APA style format, citations, or references.

20
pts

Total Points: 200

This a more detail instructions of a video she made:

Your professor is basically stressing these main things for the final paper:

● Introduction paragraph
○ Include background info
○ Mention both stories and their publication dates
○ Give a short summary of each story
○ End with a clear thesis statement

● 4 body paragraphs
○ Each paragraph should focus on one comparison point/theme
○ Each body paragraph needs:

■ 2 quotes from The Story of an Hour
■ 2 quotes from Désirée’s Baby

○ That equals 16 total story quotes
○ After every quote:

■ explain it
■ connect it back to the thesis
■ include APA in-text citation

● Research requirements
○ Minimum 3 academic sources
○ Each source must be cited at least once
○ At least:

■ 1 source from the library database
■ 1 source not directly about the stories (history, psychology, women’s

roles, racism, etc.)
○ Only need about 1 quote from each article

● Conclusion paragraph
○ Restate thesis
○ Discuss the bigger meaning/evaluative level

● APA format
○ Title page
○ References page
○ APA citations throughout

● Length
○ 3–5 pages minimum
○ Not counting title/references pages

Big things your professor warned about:

● Make sure every quote is real
● Don’t forget page numbers in citations
● Don’t overload paragraphs with quotes
● Explain every quote
● No AI or Grammarly use according to the class policy

Now this is the comment that the professor gave me on the Analytical Paper Rough Draft
and why I didn't get a 100%. “You were required to include a minimum of 3 sources for
this paper other than the literature itself. Make sure that you use at least 3 total for
the final draft”

**## AnalyticalPaperdraft2.docx**

2

**When Society Erases a Woman**

Alondra Rivera

English 240

Prof. Cueto

West Coast University

5/6/26

**When Society Erases a Woman**

Kate Chopin was an American writer of the late nineteenth century who wrote about the inner world of women and the societal restrictions placed upon them. Two of her short stories,
_The Story of an Hour (1894)_ and
_Désirée’s Baby (1892)_, are literary fiction set in the American South. In The
_Story of an Hour_ Louise Mallard is a woman who celebrates the death of her husband, but she dies when her husband comes to life. The story “Désirée's Baby” is the story of Désirée, who is rejected by her husband Armand when the baby turns out to be of mixed race, but the end reveals that Armand is of Black origin. In both “The Story of an Hour” and “Désirée's Baby,” Kate Chopin uses the theme of freedom versus oppression, irony, and symbolism to expose how marriage and patriarchal power destroy women who cannot conform to society's expectations.

The theme of freedom and oppression in both stories demonstrates that marriage in the world of Chopin depersonalizes women, and their happiness fully relies on the will of their husbands. In
_The Story of an Hour_, Louise realizes she can now imagine “no one to live for her during those coming years; she would live for herself” (Chopin, 1894, par. 10), demonstrating just how completely marriage had erased her own sense of self until that moment. Her whisper of “Free! Body and soul free!” confirms that her suppression was all along continuing quietly, as it is written in (Chopin, 1894, par. 11). In
_Désirée's Baby_, Désirée's entire emotional world mirrors Armand's moods: “when he frowned she trembled, but loved him. When he smiled, she asked no greater blessing of God” (Chopin, 1892, par. 14). Her happiness is not hers; it is his. Even at the end, “she had not changed the thin white garment nor the slippers which she wore” (Chopin, 1892), showing how thoroughly marriage had conditioned her out of independent thought or action. Studies on coercive control in intimate relationships show that as the independence and freedom of one party is gradually curtailed, a sense of self is lost over time (Choudhury et al., 2025), a reality that Chopin illustrated in her fiction long before psychology named it.

Dramatic irony is also employed by Chopin in both stories to reveal the difference between social attitudes toward women and the way those women actually live. In
_The Story of an Hour_, “the doctors came and said she had died of heart disease, of joy that kills” (Chopin, 1894), a diagnosis that is far from the truth. Louise died because she lost the freedom she had just found, not because she was happy. The irony is even more pronounced in her private admission: “And yet she had loved him — sometimes. Often she had not. What did it matter” (Chopin, 1894, par. 11), which stands in contrast to society's expectations regarding her grief. In
_Désirée's Baby_, Armand's own mother wrote that she thanked God “that our dear Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery” (Chopin, 1892, par 28). The man who destroyed Désirée over race carried that very heritage himself. According to Hassan and Tayib (2020), Chopin's irony is never humorous but is always tragic to reveal the conflicts of a society that expects women to pay for troubles involving men.

The symbolism of setting is another way Chopin reflects the inner worlds of her characters and predetermines their destinies. In
_The Story of an Hour_, Louise sees through the window “the tops of trees that were all aquiver with the new spring life” (Chopin, 1894, par. 5) and “there were patches of blue sky showing here and there through the clouds” (Chopin, 1894), which echo her own fragile, incomplete awakening. In
_Désirée's Baby_, the estate signals doom from the very first paragraph: “big, solemn oaks grew close to it, and their thick-leaved, far-reaching branches shadowed it like a pall” (Chopin, 1892, par. 6), and “the roof came down steep and black like a cowl, reaching out beyond the wide galleries that encircled the yellow stuccoed house” (Chopin, 1892, par. 6). A pall covers a coffin. A cowl evokes a shroud. Chopin makes L'Abri look like a grave before anything bad has happened.

Finally, the criticism of marriage as a social institution is also raised in both stories, as the men have full control over the identity and value of women. Louise describes marriage as having “a powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature” (Chopin, 1894). The depth of that control is confirmed by the fact that just a day earlier “she had thought with a shudder that life might be long” (Chopin, 1894); marriage had made her not want to live. In
_Désirée's Baby_, Armand could give her one of the oldest and proudest names in Louisiana" (Chopin, 1892), meaning her entire social identity was borrowed from him. Once this identity is no longer needed, “he no longer loved her, because of the unconscious injury she had brought upon his home and his name” (Chopin, 1892). Her worth was never personal; it was always conditional.

Through the theme of freedom versus oppression, dramatic irony, and the symbolism of setting, Chopin argues in both stories that marriage as a patriarchal institution systematically deprives women of their freedom, with deadly consequences. Chopin's work still resonates because the expectation that women shrink themselves to fit the needs of men did not vanish with her era. Chopin urges readers to disregard the rhetoric of love and tradition and to recognize the true price that women pay when love and tradition are not challenged.

**References**

Chopin, K. (1892).
_Désirée’s Baby_ (pp. 1–4). https://www.katechopin.org/pdfs/desirees-baby.pdf

Chopin, K. (1894).
_The Story of an Hour_. Kate Chopin. https://archive.vcu.edu/english/engweb/webtexts/hour/

Choudhury, A. A., Martland, N., & Luzon, O. (2025). Women’s Experiences of Coercive Control in Intimate Partner Relationships: a Qualitative Systematic Review.
_Journal of Family Violence_. https://doi.org/10.1007/s10896-025-00970-6

Hassan, H., & Kamal, C. (2020, July 2).
_Irony in Kate Jopin’s Selected Short Stories_. https://www.researchgate.net/publication/342643989_Irony_in_Kate_Jopin

**## AnalyticalPaperFinalDraftInstructions.pdf**

Using the critical reading skills practiced in class, you will be writing an analytical
essay. In order to analyze a text effectively, you will need to engage in close reading,
or reading “between the lines.” This means that you will be choosing representative
passages and carefully deconstructing them, highlighting meanings that may not be
immediately obvious to fellow readers in order to support your overall
interpretation of the text (the thesis statement).

The idea is to reach a deep understanding of the text by examining the writer’s
narrative elements (i.e., characters, diction, style, theme, and tone), everything that
went into writing the piece. Whatever work you choose, you should first read it
carefully (usually more than once) and arrive at your own understanding of what
you read (as we have done weekly within our discussion board assignments.) The
next step is to see what others have said about it (that’s the research part) and
compare your findings with theirs.

Your paper must include the following:

● An introduction that provides relevant background information and ends
with your thesis statement

● A minimum of four body paragraphs, each of which addresses a
particular subtopic that relates to your thesis statement

● A minimum of three references from reliable, academic sources, all of
which are cited at least once in the paper. You should use at least one
peer-reviewed source from the library databases.

● A conclusion that reaffirms your thesis statement and addresses wider
implications

● Formatting, citations, and references must all adhere to APA style
● Page length – approximately 3-5 pages, not including title and reference

pages

Analytical Paper: Final Draft

Criteria Ratings Pts

This
criterion is
linked to a
Learning
Outcome

Content

60 to >53.4 ptsExceeds ExpectationsThe writer demonstrates original
thought and critical thinking skills as well as an ability to skillfully
deconstruct and interpret a text or idea – to simultaneously see behind the
surface and think beyond it, addressing wider implications. He/she
presents a clear, focused central analysis (thesis) of the text or idea and
supports it effectively with concrete details, examples, and sound logic.
Other authors’ ideas are skillfully paraphrased. Direct quotations are
minimal and well-chosen. All sources are relevant and appropriate, and the
writer’s ideas are insightful and thought-provoking.

53.4 to >47.4 ptsMeets ExpectationsThe writer presents and supports a
clear and focused central analysis (thesis) of the text or idea, but ideas may
not be consistently insightful or thought-provoking. Supporting details are
relevant and logical but may lack depth. Other authors’ ideas are effectively
paraphrased, and direct quotations are minimal. All sources are relevant
and appropriate.

47.4 to >43.2 ptsApproaches ExpectationsThe writer presents a central
analysis (thesis) of the text or idea, but it may be overly general/broad and
does not demonstrate thorough contemplation. He/she adequately supports
the central analysis, but supporting points may at times be vague and/or
lacking in originality. The writer makes an effort to paraphrase but at times
struggles to express ideas in his/her own words. The essay lacks interesting
details, and/or not all sources are relevant and appropriate.

43.2 to >0 ptsDoes Not Meet ExpectationsThe writer’s central analysis
(thesis) is unclear or missing, and the essay lacks focus. Supporting details
are insufficient, not relevant, and/or not based on sound logic. Attempts to
paraphrase do not always reflect understanding. The writer has not used
enough sources, and/or the sources are not all relevant and appropriate.

60
pts

This
criterion is
linked to a
Learning
Outcome

Organizati
on

40 to >35.6 ptsExceeds ExpectationsThe writer demonstrates a clear sense
of direction. The paper includes an engaging introduction and conclusion.
Paragraphs are unified and arranged in a logical order. Each paragraph
begins with a clear topic sentence that introduces the main idea of that
paragraph. The writer smoothly transitions from paragraph to paragraph,
showing connections between related ideas. Supporting details within
paragraphs are well-organized, and research is well-integrated.

35.6 to >31.6 ptsMeets ExpectationsThe writer demonstrates a sense of
direction. The paper includes a strong introduction and conclusion.
Paragraphs are unified and include topic sentences, but they may lack
smooth transitions between ideas. The organization of supporting details
within paragraphs may need improvement.

31.6 to >28.8 ptsApproaches ExpectationsThe writer demonstrates some
direction and includes an adequate introduction and conclusion, but topic
sentences and transitions are weak. The paragraphs show unity, but they
are not arranged in any discernable order, and supporting details may not
always be well-organized.

28.8 to >0 ptsDoes Not Meet ExpectationsThe writer demonstrates little or
no direction. The introduction and conclusion are weak. It is difficult to
identify a single subtopic for each paragraph because paragraphs are not
unified and lack clear topic sentences or transitions. The order of body
paragraphs seems random, as do the supporting details within them.

40
pts

This
criterion is
linked to a
Learning
Outcome

Style/Lang
uage

40 to >35.6 ptsExceeds ExpectationsThe writer’s tone is confident,
engaging, and appropriate for the assignment and/or the intended
audience. The text demonstrates strong vocabulary skills and does not
suffer from errors in word choice. The writer expresses ideas concisely,
only using as many words as necessary to communicate a point. The writer
achieves flow and readability by employing sentence variety successfully.

35.6 to >31.6 ptsMeets ExpectationsThe writer’s tone is appropriate and
effective overall. The text demonstrates good use of vocabulary and
contains few (if any) errors in word choice. The writer expresses ideas
concisely and clearly most of the time. The writer makes an effort to
employ sentence variety.

31.6 to >28.8 ptsApproaches ExpectationsThe writer’s tone suffers from
one or more possible problems. Depending on the assignment, it may be
too informal, too personal, not authoritative enough, etc. Numerous
sentences suffer from lack of variety, awkward constructions, wordiness,
limited vocabulary, and/or errors in word choice.

28.8 to >0 ptsDoes Not Meet ExpectationsThe writer often fails to
communicate ideas effectively because the paper suffers from significant
problems with tone, language use, and/or wordiness.

40
pts

This
criterion is
linked to a
Learning
Outcome

Sentence
Structure
and
Mechanics

40 to >35.6 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in grammar, spelling, and/or punctuation. There are no fragments or
run-on sentences.

35.6 to >31.6 ptsMeets ExpectationsThe writer makes some errors in
grammar, spelling, and/or punctuation, but these errors do not significantly
distract the reader from the substance of the text. The paper contains few
(if any) fragments and/or run-on sentences.

31.6 to >28.8 ptsApproaches ExpectationsThe writer makes numerous
errors in grammar, spelling, punctuation, and/or sentence structure, which
at times distract the reader from the substance of the text.

28.8 to >0 ptsDoes Not Meet ExpectationsThe writer makes a significant
number of errors in grammar, spelling, punctuation, and/or sentence
structure, regularly distracting the reader from the substance of the text
and hindering comprehension.

40
pts

This
criterion is
linked to a
Learning
Outcome

Format/Cr
editing
Sources

20 to >17.8 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in APA style format, citations, or references.

17.8 to >15.8 ptsMeets ExpectationsThe writer makes some errors in APA
style format, citations, or references.

15.8 to >14.4 ptsApproaches ExpectationsThe writer makes numerous
errors in APA style format, citations, or references.

14.4 to >0 ptsDoes Not Meet ExpectationsThe writer makes significant
errors in APA style format, citations, or references.

20
pts

Total Points: 200

This a more detail instructions of a video she made:

Your professor is basically stressing these main things for the final paper:

● Introduction paragraph
○ Include background info
○ Mention both stories and their publication dates
○ Give a short summary of each story
○ End with a clear thesis statement

● 4 body paragraphs
○ Each paragraph should focus on one comparison point/theme
○ Each body paragraph needs:

■ 2 quotes from The Story of an Hour
■ 2 quotes from Désirée’s Baby

○ That equals 16 total story quotes
○ After every quote:

■ explain it
■ connect it back to the thesis
■ include APA in-text citation

● Research requirements
○ Minimum 3 academic sources
○ Each source must be cited at least once
○ At least:

■ 1 source from the library database
■ 1 source not directly about the stories (history, psychology, women’s

roles, racism, etc.)
○ Only need about 1 quote from each article

● Conclusion paragraph
○ Restate thesis
○ Discuss the bigger meaning/evaluative level

● APA format
○ Title page
○ References page
○ APA citations throughout

● Length
○ 3–5 pages minimum
○ Not counting title/references pages

Big things your professor warned about:

● Make sure every quote is real
● Don’t forget page numbers in citations
● Don’t overload paragraphs with quotes
● Explain every quote
● No AI or Grammarly use according to the class policy

Now this is the comment that the professor gave me on the Analytical Paper Rough Draft
and why I didn't get a 100%. “You were required to include a minimum of 3 sources for
this paper other than the literature itself. Make sure that you use at least 3 total for
the final draft”