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**files (2)** – ## ENGL240AnalyticalOutlineTemplate.pdf – ## Analytical.pdf **## ENGL240AnalyticalOutlineTemplate.pdf** Running head: SHORT PAPER TITLE HERE 1 Analytical Paper Outline Template When you write an analytical paper, your paper focuses on developing a nuanced interpretation of a particul…

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Assignment Prompt & Instructions

**files (2)**

– ## ENGL240AnalyticalOutlineTemplate.pdf

– ## Analytical.pdf

**## ENGL240AnalyticalOutlineTemplate.pdf**

Running head: SHORT PAPER TITLE HERE 1

Analytical Paper Outline Template

When you write an analytical paper, your paper focuses on developing a nuanced interpretation

of a particular work. Each paragraph should further that interpretation and must relate directly

back to your thesis statement from your introduction paragraph.

For this assignment, you will develop an outline for your analytical paper. An outline is meant to

help you organize your points. Think of it as a skeleton that you will “flesh out” when you write

your paper. The more detail you include in the outline, the more likely you will develop a strong

paper. Further directions below:

• You need to use a formal outline format; use the outline template provided below to help

structure your outline.

• You must write full sentences for the thesis statement, the topic/transition sentences, the

passages, and the restatement of thesis. Note: The passages will be direct quotes from the

text, so include quotation marks and a citation in APA style.

• Do not include any information from research yet. You first want to make sure that you

have enough evidence from the text itself to defend your thesis.

How to use the outline template: Erase each line before typing into the space. You may add or

delete supporting points or details. To add, simply place your cursor at the end of a line, hit

Enter, and you will see a new number or letter appear. To delete, simply highlight the line and hit

Delete or Backspace.

I. Introduction

A. Background info: ___________________________________________________

B. Background info: ___________________________________________________

C. Background info: ___________________________________________________

D. Thesis statement: ___________________________________________________

II. Body Paragraph 1

A. Topic sentence: ____________________________________________________

1. passage: ____________________________________________________

a. interpretation: __________________________________________

2. passage: ____________________________________________________

SHORT PAPER TITLE HERE 2

a. interpretation: __________________________________________

3. passage: ____________________________________________________

a. interpretation: __________________________________________

4. passage: ____________________________________________________

a. interpretation: __________________________________________

5. passage: ____________________________________________________

a. interpretation: __________________________________________

6. passage: ____________________________________________________

a. interpretation: __________________________________________

III. Body Paragraph 2

A. Topic/transition sentence: ____________________________________________

1. passage: ____________________________________________________

a. interpretation: __________________________________________

2. passage: ____________________________________________________

a. interpretation: __________________________________________

3. passage: ____________________________________________________

a. interpretation: __________________________________________

4. passage: ____________________________________________________

a. interpretation: __________________________________________

5. passage: ____________________________________________________

a. interpretation: __________________________________________

6. passage: ____________________________________________________

a. interpretation: __________________________________________

SHORT PAPER TITLE HERE 3

IV. Body Paragraph 3

A. Topic/transition sentence: ____________________________________________

1. passage: ____________________________________________________

a. interpretation: __________________________________________

2. passage: ____________________________________________________

a. interpretation: __________________________________________

3. passage: ____________________________________________________

a. interpretation: __________________________________________

4. passage: ____________________________________________________

a. interpretation: __________________________________________

5. passage: ____________________________________________________

a. interpretation: __________________________________________

6. passage: ____________________________________________________

a. interpretation: __________________________________________

V. Body Paragraph 4

A. Topic/transition sentence: ____________________________________________

1. passage: ____________________________________________________

a. interpretation: __________________________________________

2. passage: ____________________________________________________

a. interpretation: __________________________________________

3. passage: ____________________________________________________

a. interpretation: __________________________________________

4. passage: ____________________________________________________

SHORT PAPER TITLE HERE 4

a. interpretation: __________________________________________

5. passage: ____________________________________________________

a. interpretation: __________________________________________

6. passage: ____________________________________________________

a. interpretation: __________________________________________

VI. Conclusion

A. Restatement of thesis: _______________________________________________

B. So what? Address the wider implications of your interpretation:

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

**## Analytical.pdf**

Write as a freshman in college style and use prompt 1also look at the
template provided to be able to completely assignment

This week, you will begin working on your second paper for the course – an analytical
paper. You will develop an outline and a thesis statement for your analytical paper.

Using the critical reading skills practiced during this course, you will formulate a thesis
statement that presents a unique and specific interpretation of a literary text. In order to
analyze 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 connotations that may not be immediately obvious to
fellow readers.

This week's assignment:

1. Develop a thesis statement in which you present your interpretation of a
literary text. Note: Your instructor will provide further details on your text
options and other requirements in announcements.

2. Develop an outline using the provided template to help you organize your
points to support your thesis statement. Think of it as a skeleton that you will
“flesh out” when you write your paper. You must write full sentences for the
thesis statement, the topic/transition sentences, the passages, and the
restatement of thesis.

● Note: The passages will be direct quotes from the text, so include quotation
marks and a citation in APA style.

● Do not include any information from research yet. You first want to make sure
that you have enough evidence from the text itself to defend your thesis.

Analytical Paper Outline Template

Download Analytical Paper Outline Template

Do not rely solely on the instructions you see here. Your instructor will provide a
list of texts to choose from and further details in the announcements page, so
make sure to check there for complete guidelines regarding your analytical paper.

See the rubric for specific grading criteria.

Points: 75
Due Sunday, 11:59 p.m. (Pacific time)

Rubric

[https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1)

Analytical Paper: Outline

Criteria Ratings Pts

This
criterion
is linked
to a
Learning
Outcome

Content

37.5 to >33.38 ptsExceeds ExpectationsThe thesis statement provides a
clear, compelling analysis on the assigned or chosen text. The outline includes
several high-quality, thought-provoking ideas/points which are skillfully used to
creatively and completely support the thesis, adding new insight to the
discussion. The introduction and conclusion sections demonstrate that the writer
has thoughtfully considered how to develop the paper. Subtopics are distinct
and of equal significance. Passages for each subtopic are well-chosen, and
interpretations demonstrate thorough thought on the topic.

33.38 to >29.63 ptsMeets ExpectationsThe thesis statement provides an
analysis on the assigned or chosen text. The outline includes some thought
provoking ideas/points that support the thesis. The introduction and conclusion
sections are adequately developed. Subtopics are mostly distinct and of equal
significance. Passages for each subtopic are well-chosen, and interpretations
demonstrate thought on the topic.

29.63 to >27.0 ptsApproaches ExpectationsThe thesis statement may be
overly broad or unclearly expressed. The outline includes relevant ideas/points
that support the thesis, but they are overly broad or lack originality. The
introduction, conclusion, and/or one or more subtopics may be underdeveloped.
Subtopics demonstrate a limited amount of thought on the topic.

27 to >0 ptsDoes Not Meet ExpectationsThe outline illustrates little thought or
insight into a thesis. Subtopics indicate a singular or a cursory approach to the
analysis. Subtopics are general or insignificant toward supporting the topic. The
writer presents minimal thought on the topic.

37.5
pts

This
criterion
is linked
to a
Learning
Outcome

Organiza
tion

22.5 to >20.02 ptsExceeds ExpectationsThe order of subtopics, order of
supporting points and passages/ interpretations, and thoughtful transitions
demonstrate careful forethought regarding how best to develop the analysis.

20.02 to >17.78 ptsMeets ExpectationsThe order of subtopics, order of
supporting points and passages/ interpretations, and transitions demonstrate
some forethought regarding how best to develop the argument.

17.78 to >16.2 ptsApproaches ExpectationsThe order of subtopics and of
supporting points and passages/ interpretations demonstrate little forethought
regarding how best to develop the argument. Attempts to transition are weak.

16.2 to >0 ptsDoes Not Meet ExpectationsThe order of subtopics and order of
supporting points and passages/ interpretations appear random, and transitions
are missing.

22.5
pts

This
criterion
is linked
to a
Learning
Outcome

Format,
APA,
and
Mechani
cs

15 to >13.35 ptsExceeds ExpectationsThe writer uses the outline template
required. The outline format is accurate and follows the directions, including
font, style, spacing, and headers. All passages are cited correctly. Full
sentences are written clearly, concisely, and in the third person with minimal (if
any) errors in sentence structure, word choice, grammar, spelling, and/or
punctuation.

13.35 to >11.85 ptsMeets ExpectationsThe writer uses the outline template
required. The outline format is mostly accurate and follows most of the
directions, including font, style, spacing, and headers. Passages are cited
correctly most of the time. The writer may make occasional errors in sentence
structure, word choice, grammar, spelling, and/or punctuation.

11.85 to >10.8 ptsApproaches ExpectationsThe writer uses the outline
template required, but the outline suffers from one of the following problems:-
Outline format is incorrect or has many errors in font, style, spacing, and
headers.- Many passages are cited incorrectly. – The writer makes frequent
errors in sentence structure, word choice, grammar, spelling, and/or
punctuation.

10.8 to >0 ptsDoes Not Meet ExpectationsThe writer does not use the outline
template required, passages are not cited, and/or significant problems with
language and/or mechanics hinder comprehension.

15
pts

Total Points: 75

This week, we will begin working on our analytical paper, which will be a comparative analysis
of two of the literary works that we’ve read so far in class. This week’s assignment is an outline
for that paper, but here’s a preview of the general requirements of the final paper so that you
have a good idea of where you’re headed:
• All papers must be six paragraphs long, including an introduction paragraph, four body
paragraphs, and a conclusion paragraph.
• The introduction should provide basic background info on the author(s) and the story/stories
and end with your thesis statement (the principal argument you’re making about the literature in
your analysis).
• The four body paragraphs should delve deeply into the inferential/interpretive level by
analyzing specific passages from the story/stories.
• The paper must include a minimum of three references from reliable, academic sources, all of
which are cited at least once in the paper, but we’ll talk about this more in a future week. You
won’t need any research at all for the outline that’s due this week.
• The conclusion is the place to address the literature on an evaluative level (zooming out of the
story and looking at how the ideas are relevant in the real world). The first sentence of the
conclusion, though, should be a restatement of the thesis (though expressed in different words).
• Formatting, citations, and references must all adhere to APA style.
Below are your two prompt options. Pick whichever one seems most interesting to you for your
analytical paper.
Prompt Option 1
You’ve read two short stories by Kate Chopin – Story of an Hour and Desiree’s Baby. Identify
four common elements – one for each body paragraph – that the two stories share, and
demonstrate how they work similarly in both stories. These can be elements like themes, tone,
and/or use of literary devices.
Provide multiple quotes from the stories in each body paragraph to support your points, make
sure to analyze passages on an inferential/interpretive level, and don’t forget to “read between
the lines.”
Prompt Option 2
You’ve read two short stories by Kate Chopin – Story of an Hour and Desiree’s Baby. Compare
and contrast the two main characters – Louise Mallard and Desiree. For this option, you will
need to come up with four ways in which the characters are similar and/or different, so you can
come up with two similarities and two differences between Louise Mallard and Désirée Aubigny
for the four body paragraphs.

– Rubric

**## Analytical.pdf**

Write as a freshman in college style and use prompt 1also look at the
template provided to be able to completely assignment

This week, you will begin working on your second paper for the course – an analytical
paper. You will develop an outline and a thesis statement for your analytical paper.

Using the critical reading skills practiced during this course, you will formulate a thesis
statement that presents a unique and specific interpretation of a literary text. In order to
analyze 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 connotations that may not be immediately obvious to
fellow readers.

This week's assignment:

1. Develop a thesis statement in which you present your interpretation of a
literary text. Note: Your instructor will provide further details on your text
options and other requirements in announcements.

2. Develop an outline using the provided template to help you organize your
points to support your thesis statement. Think of it as a skeleton that you will
“flesh out” when you write your paper. You must write full sentences for the
thesis statement, the topic/transition sentences, the passages, and the
restatement of thesis.

● Note: The passages will be direct quotes from the text, so include quotation
marks and a citation in APA style.

● Do not include any information from research yet. You first want to make sure
that you have enough evidence from the text itself to defend your thesis.

Analytical Paper Outline Template

Download Analytical Paper Outline Template

Do not rely solely on the instructions you see here. Your instructor will provide a
list of texts to choose from and further details in the announcements page, so
make sure to check there for complete guidelines regarding your analytical paper.

See the rubric for specific grading criteria.

Points: 75
Due Sunday, 11:59 p.m. (Pacific time)

Rubric

[https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1)

Analytical Paper: Outline

Criteria Ratings Pts

This
criterion
is linked
to a
Learning
Outcome

Content

37.5 to >33.38 ptsExceeds ExpectationsThe thesis statement provides a
clear, compelling analysis on the assigned or chosen text. The outline includes
several high-quality, thought-provoking ideas/points which are skillfully used to
creatively and completely support the thesis, adding new insight to the
discussion. The introduction and conclusion sections demonstrate that the writer
has thoughtfully considered how to develop the paper. Subtopics are distinct
and of equal significance. Passages for each subtopic are well-chosen, and
interpretations demonstrate thorough thought on the topic.

33.38 to >29.63 ptsMeets ExpectationsThe thesis statement provides an
analysis on the assigned or chosen text. The outline includes some thought
provoking ideas/points that support the thesis. The introduction and conclusion
sections are adequately developed. Subtopics are mostly distinct and of equal
significance. Passages for each subtopic are well-chosen, and interpretations
demonstrate thought on the topic.

29.63 to >27.0 ptsApproaches ExpectationsThe thesis statement may be
overly broad or unclearly expressed. The outline includes relevant ideas/points
that support the thesis, but they are overly broad or lack originality. The
introduction, conclusion, and/or one or more subtopics may be underdeveloped.
Subtopics demonstrate a limited amount of thought on the topic.

27 to >0 ptsDoes Not Meet ExpectationsThe outline illustrates little thought or
insight into a thesis. Subtopics indicate a singular or a cursory approach to the
analysis. Subtopics are general or insignificant toward supporting the topic. The
writer presents minimal thought on the topic.

37.5
pts

This
criterion
is linked
to a
Learning
Outcome

Organiza
tion

22.5 to >20.02 ptsExceeds ExpectationsThe order of subtopics, order of
supporting points and passages/ interpretations, and thoughtful transitions
demonstrate careful forethought regarding how best to develop the analysis.

20.02 to >17.78 ptsMeets ExpectationsThe order of subtopics, order of
supporting points and passages/ interpretations, and transitions demonstrate
some forethought regarding how best to develop the argument.

17.78 to >16.2 ptsApproaches ExpectationsThe order of subtopics and of
supporting points and passages/ interpretations demonstrate little forethought
regarding how best to develop the argument. Attempts to transition are weak.

16.2 to >0 ptsDoes Not Meet ExpectationsThe order of subtopics and order of
supporting points and passages/ interpretations appear random, and transitions
are missing.

22.5
pts

This
criterion
is linked
to a
Learning
Outcome

Format,
APA,
and
Mechani
cs

15 to >13.35 ptsExceeds ExpectationsThe writer uses the outline template
required. The outline format is accurate and follows the directions, including
font, style, spacing, and headers. All passages are cited correctly. Full
sentences are written clearly, concisely, and in the third person with minimal (if
any) errors in sentence structure, word choice, grammar, spelling, and/or
punctuation.

13.35 to >11.85 ptsMeets ExpectationsThe writer uses the outline template
required. The outline format is mostly accurate and follows most of the
directions, including font, style, spacing, and headers. Passages are cited
correctly most of the time. The writer may make occasional errors in sentence
structure, word choice, grammar, spelling, and/or punctuation.

11.85 to >10.8 ptsApproaches ExpectationsThe writer uses the outline
template required, but the outline suffers from one of the following problems:-
Outline format is incorrect or has many errors in font, style, spacing, and
headers.- Many passages are cited incorrectly. – The writer makes frequent
errors in sentence structure, word choice, grammar, spelling, and/or
punctuation.

10.8 to >0 ptsDoes Not Meet ExpectationsThe writer does not use the outline
template required, passages are not cited, and/or significant problems with
language and/or mechanics hinder comprehension.

15
pts

Total Points: 75

This week, we will begin working on our analytical paper, which will be a comparative analysis
of two of the literary works that we’ve read so far in class. This week’s assignment is an outline
for that paper, but here’s a preview of the general requirements of the final paper so that you
have a good idea of where you’re headed:
• All papers must be six paragraphs long, including an introduction paragraph, four body
paragraphs, and a conclusion paragraph.
• The introduction should provide basic background info on the author(s) and the story/stories
and end with your thesis statement (the principal argument you’re making about the literature in
your analysis).
• The four body paragraphs should delve deeply into the inferential/interpretive level by
analyzing specific passages from the story/stories.
• The paper must include a minimum of three references from reliable, academic sources, all of
which are cited at least once in the paper, but we’ll talk about this more in a future week. You
won’t need any research at all for the outline that’s due this week.
• The conclusion is the place to address the literature on an evaluative level (zooming out of the
story and looking at how the ideas are relevant in the real world). The first sentence of the
conclusion, though, should be a restatement of the thesis (though expressed in different words).
• Formatting, citations, and references must all adhere to APA style.
Below are your two prompt options. Pick whichever one seems most interesting to you for your
analytical paper.
Prompt Option 1
You’ve read two short stories by Kate Chopin – Story of an Hour and Desiree’s Baby. Identify
four common elements – one for each body paragraph – that the two stories share, and
demonstrate how they work similarly in both stories. These can be elements like themes, tone,
and/or use of literary devices.
Provide multiple quotes from the stories in each body paragraph to support your points, make
sure to analyze passages on an inferential/interpretive level, and don’t forget to “read between
the lines.”
Prompt Option 2
You’ve read two short stories by Kate Chopin – Story of an Hour and Desiree’s Baby. Compare
and contrast the two main characters – Louise Mallard and Desiree. For this option, you will
need to come up with four ways in which the characters are similar and/or different, so you can
come up with two similarities and two differences between Louise Mallard and Désirée Aubigny
for the four body paragraphs.

– Rubric

**## ENGL240AnalyticalOutlineTemplate.pdf**

Running head: SHORT PAPER TITLE HERE 1

Analytical Paper Outline Template

When you write an analytical paper, your paper focuses on developing a nuanced interpretation

of a particular work. Each paragraph should further that interpretation and must relate directly

back to your thesis statement from your introduction paragraph.

For this assignment, you will develop an outline for your analytical paper. An outline is meant to

help you organize your points. Think of it as a skeleton that you will “flesh out” when you write

your paper. The more detail you include in the outline, the more likely you will develop a strong

paper. Further directions below:

• You need to use a formal outline format; use the outline template provided below to help

structure your outline.

• You must write full sentences for the thesis statement, the topic/transition sentences, the

passages, and the restatement of thesis. Note: The passages will be direct quotes from the

text, so include quotation marks and a citation in APA style.

• Do not include any information from research yet. You first want to make sure that you

have enough evidence from the text itself to defend your thesis.

How to use the outline template: Erase each line before typing into the space. You may add or

delete supporting points or details. To add, simply place your cursor at the end of a line, hit

Enter, and you will see a new number or letter appear. To delete, simply highlight the line and hit

Delete or Backspace.

I. Introduction

A. Background info: ___________________________________________________

B. Background info: ___________________________________________________

C. Background info: ___________________________________________________

D. Thesis statement: ___________________________________________________

II. Body Paragraph 1

A. Topic sentence: ____________________________________________________

1. passage: ____________________________________________________

a. interpretation: __________________________________________

2. passage: ____________________________________________________

SHORT PAPER TITLE HERE 2

a. interpretation: __________________________________________

3. passage: ____________________________________________________

a. interpretation: __________________________________________

4. passage: ____________________________________________________

a. interpretation: __________________________________________

5. passage: ____________________________________________________

a. interpretation: __________________________________________

6. passage: ____________________________________________________

a. interpretation: __________________________________________

III. Body Paragraph 2

A. Topic/transition sentence: ____________________________________________

1. passage: ____________________________________________________

a. interpretation: __________________________________________

2. passage: ____________________________________________________

a. interpretation: __________________________________________

3. passage: ____________________________________________________

a. interpretation: __________________________________________

4. passage: ____________________________________________________

a. interpretation: __________________________________________

5. passage: ____________________________________________________

a. interpretation: __________________________________________

6. passage: ____________________________________________________

a. interpretation: __________________________________________

SHORT PAPER TITLE HERE 3

IV. Body Paragraph 3

A. Topic/transition sentence: ____________________________________________

1. passage: ____________________________________________________

a. interpretation: __________________________________________

2. passage: ____________________________________________________

a. interpretation: __________________________________________

3. passage: ____________________________________________________

a. interpretation: __________________________________________

4. passage: ____________________________________________________

a. interpretation: __________________________________________

5. passage: ____________________________________________________

a. interpretation: __________________________________________

6. passage: ____________________________________________________

a. interpretation: __________________________________________

V. Body Paragraph 4

A. Topic/transition sentence: ____________________________________________

1. passage: ____________________________________________________

a. interpretation: __________________________________________

2. passage: ____________________________________________________

a. interpretation: __________________________________________

3. passage: ____________________________________________________

a. interpretation: __________________________________________

4. passage: ____________________________________________________

SHORT PAPER TITLE HERE 4

a. interpretation: __________________________________________

5. passage: ____________________________________________________

a. interpretation: __________________________________________

6. passage: ____________________________________________________

a. interpretation: __________________________________________

VI. Conclusion

A. Restatement of thesis: _______________________________________________

B. So what? Address the wider implications of your interpretation:

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

**## Analytical.pdf**

Write as a freshman in college style and use prompt 1also look at the
template provided to be able to completely assignment

This week, you will begin working on your second paper for the course – an analytical
paper. You will develop an outline and a thesis statement for your analytical paper.

Using the critical reading skills practiced during this course, you will formulate a thesis
statement that presents a unique and specific interpretation of a literary text. In order to
analyze 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 connotations that may not be immediately obvious to
fellow readers.

This week's assignment:

1. Develop a thesis statement in which you present your interpretation of a
literary text. Note: Your instructor will provide further details on your text
options and other requirements in announcements.

2. Develop an outline using the provided template to help you organize your
points to support your thesis statement. Think of it as a skeleton that you will
“flesh out” when you write your paper. You must write full sentences for the
thesis statement, the topic/transition sentences, the passages, and the
restatement of thesis.

● Note: The passages will be direct quotes from the text, so include quotation
marks and a citation in APA style.

● Do not include any information from research yet. You first want to make sure
that you have enough evidence from the text itself to defend your thesis.

Analytical Paper Outline Template

Download Analytical Paper Outline Template

Do not rely solely on the instructions you see here. Your instructor will provide a
list of texts to choose from and further details in the announcements page, so
make sure to check there for complete guidelines regarding your analytical paper.

See the rubric for specific grading criteria.

Points: 75
Due Sunday, 11:59 p.m. (Pacific time)

Rubric

[https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1)

Analytical Paper: Outline

Criteria Ratings Pts

This
criterion
is linked
to a
Learning
Outcome

Content

37.5 to >33.38 ptsExceeds ExpectationsThe thesis statement provides a
clear, compelling analysis on the assigned or chosen text. The outline includes
several high-quality, thought-provoking ideas/points which are skillfully used to
creatively and completely support the thesis, adding new insight to the
discussion. The introduction and conclusion sections demonstrate that the writer
has thoughtfully considered how to develop the paper. Subtopics are distinct
and of equal significance. Passages for each subtopic are well-chosen, and
interpretations demonstrate thorough thought on the topic.

33.38 to >29.63 ptsMeets ExpectationsThe thesis statement provides an
analysis on the assigned or chosen text. The outline includes some thought
provoking ideas/points that support the thesis. The introduction and conclusion
sections are adequately developed. Subtopics are mostly distinct and of equal
significance. Passages for each subtopic are well-chosen, and interpretations
demonstrate thought on the topic.

29.63 to >27.0 ptsApproaches ExpectationsThe thesis statement may be
overly broad or unclearly expressed. The outline includes relevant ideas/points
that support the thesis, but they are overly broad or lack originality. The
introduction, conclusion, and/or one or more subtopics may be underdeveloped.
Subtopics demonstrate a limited amount of thought on the topic.

27 to >0 ptsDoes Not Meet ExpectationsThe outline illustrates little thought or
insight into a thesis. Subtopics indicate a singular or a cursory approach to the
analysis. Subtopics are general or insignificant toward supporting the topic. The
writer presents minimal thought on the topic.

37.5
pts

This
criterion
is linked
to a
Learning
Outcome

Organiza
tion

22.5 to >20.02 ptsExceeds ExpectationsThe order of subtopics, order of
supporting points and passages/ interpretations, and thoughtful transitions
demonstrate careful forethought regarding how best to develop the analysis.

20.02 to >17.78 ptsMeets ExpectationsThe order of subtopics, order of
supporting points and passages/ interpretations, and transitions demonstrate
some forethought regarding how best to develop the argument.

17.78 to >16.2 ptsApproaches ExpectationsThe order of subtopics and of
supporting points and passages/ interpretations demonstrate little forethought
regarding how best to develop the argument. Attempts to transition are weak.

16.2 to >0 ptsDoes Not Meet ExpectationsThe order of subtopics and order of
supporting points and passages/ interpretations appear random, and transitions
are missing.

22.5
pts

This
criterion
is linked
to a
Learning
Outcome

Format,
APA,
and
Mechani
cs

15 to >13.35 ptsExceeds ExpectationsThe writer uses the outline template
required. The outline format is accurate and follows the directions, including
font, style, spacing, and headers. All passages are cited correctly. Full
sentences are written clearly, concisely, and in the third person with minimal (if
any) errors in sentence structure, word choice, grammar, spelling, and/or
punctuation.

13.35 to >11.85 ptsMeets ExpectationsThe writer uses the outline template
required. The outline format is mostly accurate and follows most of the
directions, including font, style, spacing, and headers. Passages are cited
correctly most of the time. The writer may make occasional errors in sentence
structure, word choice, grammar, spelling, and/or punctuation.

11.85 to >10.8 ptsApproaches ExpectationsThe writer uses the outline
template required, but the outline suffers from one of the following problems:-
Outline format is incorrect or has many errors in font, style, spacing, and
headers.- Many passages are cited incorrectly. – The writer makes frequent
errors in sentence structure, word choice, grammar, spelling, and/or
punctuation.

10.8 to >0 ptsDoes Not Meet ExpectationsThe writer does not use the outline
template required, passages are not cited, and/or significant problems with
language and/or mechanics hinder comprehension.

15
pts

Total Points: 75

This week, we will begin working on our analytical paper, which will be a comparative analysis
of two of the literary works that we’ve read so far in class. This week’s assignment is an outline
for that paper, but here’s a preview of the general requirements of the final paper so that you
have a good idea of where you’re headed:
• All papers must be six paragraphs long, including an introduction paragraph, four body
paragraphs, and a conclusion paragraph.
• The introduction should provide basic background info on the author(s) and the story/stories
and end with your thesis statement (the principal argument you’re making about the literature in
your analysis).
• The four body paragraphs should delve deeply into the inferential/interpretive level by
analyzing specific passages from the story/stories.
• The paper must include a minimum of three references from reliable, academic sources, all of
which are cited at least once in the paper, but we’ll talk about this more in a future week. You
won’t need any research at all for the outline that’s due this week.
• The conclusion is the place to address the literature on an evaluative level (zooming out of the
story and looking at how the ideas are relevant in the real world). The first sentence of the
conclusion, though, should be a restatement of the thesis (though expressed in different words).
• Formatting, citations, and references must all adhere to APA style.
Below are your two prompt options. Pick whichever one seems most interesting to you for your
analytical paper.
Prompt Option 1
You’ve read two short stories by Kate Chopin – Story of an Hour and Desiree’s Baby. Identify
four common elements – one for each body paragraph – that the two stories share, and
demonstrate how they work similarly in both stories. These can be elements like themes, tone,
and/or use of literary devices.
Provide multiple quotes from the stories in each body paragraph to support your points, make
sure to analyze passages on an inferential/interpretive level, and don’t forget to “read between
the lines.”
Prompt Option 2
You’ve read two short stories by Kate Chopin – Story of an Hour and Desiree’s Baby. Compare
and contrast the two main characters – Louise Mallard and Desiree. For this option, you will
need to come up with four ways in which the characters are similar and/or different, so you can
come up with two similarities and two differences between Louise Mallard and Désirée Aubigny
for the four body paragraphs.

– Rubric

**## ENGL240AnalyticalOutlineTemplate.pdf**

Running head: SHORT PAPER TITLE HERE 1

Analytical Paper Outline Template

When you write an analytical paper, your paper focuses on developing a nuanced interpretation

of a particular work. Each paragraph should further that interpretation and must relate directly

back to your thesis statement from your introduction paragraph.

For this assignment, you will develop an outline for your analytical paper. An outline is meant to

help you organize your points. Think of it as a skeleton that you will “flesh out” when you write

your paper. The more detail you include in the outline, the more likely you will develop a strong

paper. Further directions below:

• You need to use a formal outline format; use the outline template provided below to help

structure your outline.

• You must write full sentences for the thesis statement, the topic/transition sentences, the

passages, and the restatement of thesis. Note: The passages will be direct quotes from the

text, so include quotation marks and a citation in APA style.

• Do not include any information from research yet. You first want to make sure that you

have enough evidence from the text itself to defend your thesis.

How to use the outline template: Erase each line before typing into the space. You may add or

delete supporting points or details. To add, simply place your cursor at the end of a line, hit

Enter, and you will see a new number or letter appear. To delete, simply highlight the line and hit

Delete or Backspace.

I. Introduction

A. Background info: ___________________________________________________

B. Background info: ___________________________________________________

C. Background info: ___________________________________________________

D. Thesis statement: ___________________________________________________

II. Body Paragraph 1

A. Topic sentence: ____________________________________________________

1. passage: ____________________________________________________

a. interpretation: __________________________________________

2. passage: ____________________________________________________

SHORT PAPER TITLE HERE 2

a. interpretation: __________________________________________

3. passage: ____________________________________________________

a. interpretation: __________________________________________

4. passage: ____________________________________________________

a. interpretation: __________________________________________

5. passage: ____________________________________________________

a. interpretation: __________________________________________

6. passage: ____________________________________________________

a. interpretation: __________________________________________

III. Body Paragraph 2

A. Topic/transition sentence: ____________________________________________

1. passage: ____________________________________________________

a. interpretation: __________________________________________

2. passage: ____________________________________________________

a. interpretation: __________________________________________

3. passage: ____________________________________________________

a. interpretation: __________________________________________

4. passage: ____________________________________________________

a. interpretation: __________________________________________

5. passage: ____________________________________________________

a. interpretation: __________________________________________

6. passage: ____________________________________________________

a. interpretation: __________________________________________

SHORT PAPER TITLE HERE 3

IV. Body Paragraph 3

A. Topic/transition sentence: ____________________________________________

1. passage: ____________________________________________________

a. interpretation: __________________________________________

2. passage: ____________________________________________________

a. interpretation: __________________________________________

3. passage: ____________________________________________________

a. interpretation: __________________________________________

4. passage: ____________________________________________________

a. interpretation: __________________________________________

5. passage: ____________________________________________________

a. interpretation: __________________________________________

6. passage: ____________________________________________________

a. interpretation: __________________________________________

V. Body Paragraph 4

A. Topic/transition sentence: ____________________________________________

1. passage: ____________________________________________________

a. interpretation: __________________________________________

2. passage: ____________________________________________________

a. interpretation: __________________________________________

3. passage: ____________________________________________________

a. interpretation: __________________________________________

4. passage: ____________________________________________________

SHORT PAPER TITLE HERE 4

a. interpretation: __________________________________________

5. passage: ____________________________________________________

a. interpretation: __________________________________________

6. passage: ____________________________________________________

a. interpretation: __________________________________________

VI. Conclusion

A. Restatement of thesis: _______________________________________________

B. So what? Address the wider implications of your interpretation:

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

**## Analytical.pdf**

Write as a freshman in college style and use prompt 1also look at the
template provided to be able to completely assignment

This week, you will begin working on your second paper for the course – an analytical
paper. You will develop an outline and a thesis statement for your analytical paper.

Using the critical reading skills practiced during this course, you will formulate a thesis
statement that presents a unique and specific interpretation of a literary text. In order to
analyze 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 connotations that may not be immediately obvious to
fellow readers.

This week's assignment:

1. Develop a thesis statement in which you present your interpretation of a
literary text. Note: Your instructor will provide further details on your text
options and other requirements in announcements.

2. Develop an outline using the provided template to help you organize your
points to support your thesis statement. Think of it as a skeleton that you will
“flesh out” when you write your paper. You must write full sentences for the
thesis statement, the topic/transition sentences, the passages, and the
restatement of thesis.

● Note: The passages will be direct quotes from the text, so include quotation
marks and a citation in APA style.

● Do not include any information from research yet. You first want to make sure
that you have enough evidence from the text itself to defend your thesis.

Analytical Paper Outline Template

Download Analytical Paper Outline Template

Do not rely solely on the instructions you see here. Your instructor will provide a
list of texts to choose from and further details in the announcements page, so
make sure to check there for complete guidelines regarding your analytical paper.

See the rubric for specific grading criteria.

Points: 75
Due Sunday, 11:59 p.m. (Pacific time)

Rubric

[https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1)

[https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859391/download?download_frd=1)

Analytical Paper: Outline

Criteria Ratings Pts

This
criterion
is linked
to a
Learning
Outcome

Content

37.5 to >33.38 ptsExceeds ExpectationsThe thesis statement provides a
clear, compelling analysis on the assigned or chosen text. The outline includes
several high-quality, thought-provoking ideas/points which are skillfully used to
creatively and completely support the thesis, adding new insight to the
discussion. The introduction and conclusion sections demonstrate that the writer
has thoughtfully considered how to develop the paper. Subtopics are distinct
and of equal significance. Passages for each subtopic are well-chosen, and
interpretations demonstrate thorough thought on the topic.

33.38 to >29.63 ptsMeets ExpectationsThe thesis statement provides an
analysis on the assigned or chosen text. The outline includes some thought
provoking ideas/points that support the thesis. The introduction and conclusion
sections are adequately developed. Subtopics are mostly distinct and of equal
significance. Passages for each subtopic are well-chosen, and interpretations
demonstrate thought on the topic.

29.63 to >27.0 ptsApproaches ExpectationsThe thesis statement may be
overly broad or unclearly expressed. The outline includes relevant ideas/points
that support the thesis, but they are overly broad or lack originality. The
introduction, conclusion, and/or one or more subtopics may be underdeveloped.
Subtopics demonstrate a limited amount of thought on the topic.

27 to >0 ptsDoes Not Meet ExpectationsThe outline illustrates little thought or
insight into a thesis. Subtopics indicate a singular or a cursory approach to the
analysis. Subtopics are general or insignificant toward supporting the topic. The
writer presents minimal thought on the topic.

37.5
pts

This
criterion
is linked
to a
Learning
Outcome

Organiza
tion

22.5 to >20.02 ptsExceeds ExpectationsThe order of subtopics, order of
supporting points and passages/ interpretations, and thoughtful transitions
demonstrate careful forethought regarding how best to develop the analysis.

20.02 to >17.78 ptsMeets ExpectationsThe order of subtopics, order of
supporting points and passages/ interpretations, and transitions demonstrate
some forethought regarding how best to develop the argument.

17.78 to >16.2 ptsApproaches ExpectationsThe order of subtopics and of
supporting points and passages/ interpretations demonstrate little forethought
regarding how best to develop the argument. Attempts to transition are weak.

16.2 to >0 ptsDoes Not Meet ExpectationsThe order of subtopics and order of
supporting points and passages/ interpretations appear random, and transitions
are missing.

22.5
pts

This
criterion
is linked
to a
Learning
Outcome

Format,
APA,
and
Mechani
cs

15 to >13.35 ptsExceeds ExpectationsThe writer uses the outline template
required. The outline format is accurate and follows the directions, including
font, style, spacing, and headers. All passages are cited correctly. Full
sentences are written clearly, concisely, and in the third person with minimal (if
any) errors in sentence structure, word choice, grammar, spelling, and/or
punctuation.

13.35 to >11.85 ptsMeets ExpectationsThe writer uses the outline template
required. The outline format is mostly accurate and follows most of the
directions, including font, style, spacing, and headers. Passages are cited
correctly most of the time. The writer may make occasional errors in sentence
structure, word choice, grammar, spelling, and/or punctuation.

11.85 to >10.8 ptsApproaches ExpectationsThe writer uses the outline
template required, but the outline suffers from one of the following problems:-
Outline format is incorrect or has many errors in font, style, spacing, and
headers.- Many passages are cited incorrectly. – The writer makes frequent
errors in sentence structure, word choice, grammar, spelling, and/or
punctuation.

10.8 to >0 ptsDoes Not Meet ExpectationsThe writer does not use the outline
template required, passages are not cited, and/or significant problems with
language and/or mechanics hinder comprehension.

15
pts

Total Points: 75

This week, we will begin working on our analytical paper, which will be a comparative analysis
of two of the literary works that we’ve read so far in class. This week’s assignment is an outline
for that paper, but here’s a preview of the general requirements of the final paper so that you
have a good idea of where you’re headed:
• All papers must be six paragraphs long, including an introduction paragraph, four body
paragraphs, and a conclusion paragraph.
• The introduction should provide basic background info on the author(s) and the story/stories
and end with your thesis statement (the principal argument you’re making about the literature in
your analysis).
• The four body paragraphs should delve deeply into the inferential/interpretive level by
analyzing specific passages from the story/stories.
• The paper must include a minimum of three references from reliable, academic sources, all of
which are cited at least once in the paper, but we’ll talk about this more in a future week. You
won’t need any research at all for the outline that’s due this week.
• The conclusion is the place to address the literature on an evaluative level (zooming out of the
story and looking at how the ideas are relevant in the real world). The first sentence of the
conclusion, though, should be a restatement of the thesis (though expressed in different words).
• Formatting, citations, and references must all adhere to APA style.
Below are your two prompt options. Pick whichever one seems most interesting to you for your
analytical paper.
Prompt Option 1
You’ve read two short stories by Kate Chopin – Story of an Hour and Desiree’s Baby. Identify
four common elements – one for each body paragraph – that the two stories share, and
demonstrate how they work similarly in both stories. These can be elements like themes, tone,
and/or use of literary devices.
Provide multiple quotes from the stories in each body paragraph to support your points, make
sure to analyze passages on an inferential/interpretive level, and don’t forget to “read between
the lines.”
Prompt Option 2
You’ve read two short stories by Kate Chopin – Story of an Hour and Desiree’s Baby. Compare
and contrast the two main characters – Louise Mallard and Desiree. For this option, you will
need to come up with four ways in which the characters are similar and/or different, so you can
come up with two similarities and two differences between Louise Mallard and Désirée Aubigny
for the four body paragraphs.

– Rubric

November 6, 2026
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attached **files (2)** – ## Assignment7Template-Source1Summary.docx – ## Assignment7.docx **## Assignment7Template-Source1Summary.docx** **STUDENT TEMPLATE** **Assignment 7: Source 1 Summary (Template)** **(** **Step 2 of 6 for your Critical Essay assignment)** **![A cartoon character with a green c…

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Assignment Prompt & Instructions

attached

**files (2)**

– ## Assignment7Template-Source1Summary.docx

– ## Assignment7.docx

**## Assignment7Template-Source1Summary.docx**

**STUDENT TEMPLATE**

**Assignment 7: Source 1 Summary (Template)**

**(**
**Step 2 of 6 for your Critical Essay assignment)**

**![A cartoon character with a green circle and white squares AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-assgn-due-in-48-hours-20971579)Read or view your source and then copy and paste the reference here:**

Answer the following questions using complete sentences:

1. What is the overall main idea of your source?

2. What is the main point of the first part of the source?

3. What is one piece of information that supports this point?

4. What is the main point in the middle of the source?

5. What is one piece of information that supports this point?

6. What is the main point of the final part of the source?

7. What is one piece of information that supports that point?

8. If there is a conclusion or call to action, what is it?

**Now, combine all the sentences for a summary for your summary paragraph. Write it, following this format:**

<Authorlastname> (YEAR) explains that <paste sentence from #1 here>. Paste sentence 2. Paste sentence 3. Paste sentence 4. Paste sentence 5. Paste sentence 6. Paste sentence 7. Paste sentence 8.

**Write your paragraph here:**

## image1.png

**## Assignment7.docx**

Assignment 7: Source 1 Summary

**Source 1 Summary (Step 2 of 6 for your Critical Essay assignment)**

You were able to practice summary writing when you
**generated** material for your Literacy Autobiography by taking notes on the main ideas of “From Elementary to High School,” the student Literacy Autobiography example. Then, after
**organizing, revising, and proofreading,** you turned this information into the beginning of your introduction for that essay.

As you can tell by the bolded words already in these assignment guidelines, the process will be the same as you used to create the Literacy Autobiography essay.

For your next essay, The Critical Essay, you will
**generate** summaries for two sources that, after
**organizing, revising, and proofreading**, will become the first two body paragraphs in this essay.

[**Download this template**](https://canvas.south.edu/courses/71399/files/17458593?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/71399/files/17458593/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

1. Pick
**one** of the topics below, either “First-Gen College Students” or College Stress and Self-Care,” that you might want to know more about.

**TOPIC:**
**_First-Gen College Students_**

SOURCE 1

Bernadotte, A. (2018, May 1).
_What do we really mean when we say college isn’t for everyone?_ [Video]. YouTube.
[https://youtu.be/eXw9o4j43iYLinks to an external site.](https://youtu.be/eXw9o4j43iY)

**TOPIC:**
**_College Stress and Self-Care_**

SOURCE 1

Scott, E. (2025, December 3).
_How stress works with and against your memory._ Very Well Mind.
[https://www.verywellmind.com/stress-and-your-memory-4158323 Links to an external site.](https://www.verywellmind.com/stress-and-your-memory-4158323)

2. Read or view the source given for your topic and take notes (you are
**generating** material for your Crical Essay). You want to identify the source’s overall main idea and identify the main points from the beginning, middle, and end of the source that come together to build the overall main idea. (Tip: the idea from the end of the source usually concern’s the author's conclusion and call to action).

3.
**You will then download and complete the** [**template**](https://canvas.south.edu/courses/71399/files/17458593?wrap=1) [**Download template**](https://canvas.south.edu/courses/71399/files/17458593/download?download_frd=1)

Rubric

**Assignment 7 Rubric**

| | | |
| — | — | — |
| Assignment 7 Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePre-Writing | **10 to >8.0 ptsAdvanced** The questions are answered thoroughly in sentences.<br> <br>**8 to >5.0 ptsProficient** The questions are answered but not necessarily thoroughly or in sentences.<br> <br>**5 to >0 ptsNeeds Work** Many questions are not answered, or sentences are not used. | 10 pts |
| This criterion is linked to a Learning OutcomeFirst Sentence | **10 to >8.0 ptsAdvanced** The first sentence identifies the author and year and states the author’s overall idea clearly and accurately.<br> <br>**8 to >6.4 ptsProficient** The first sentence identifies some of these elements: the author and year and the author’s overall main idea The statement of the author’s overall main idea may not be clear and accurate.<br> <br>**6.4 to >0 ptsNeeds Work** The first sentence lacks essential elements, and the overall main idea is not stated or not stated accurately or clearly. | 10 pts |
| This criterion is linked to a Learning OutcomeSummary Section | **25 to >21.0 ptsAdvanced** The summary section meets all of the following criteria: 3 main ideas are provided with supporting detail. The paragraph uses complete sentences that are clear and objective (do not share the student’s opinion or analysis).<br> <br>**21 to >17.0 ptsProficient** The summary section is missing one or more of the following criteria: 3 main ideas are provided and written in complete sentences. Ideas are supported by details. Sentences are clear and objective (do not share the student’s opinion or analysis).<br> <br>**17 to >0 ptsNeeds Work** The summary section is missing essential parts of the following: 3 main ideas are provided and written in complete sentences. Ideas are supported by details. Sentences are clear and objective (do not share student’s opinion or analysis). | 25 pts |
| This criterion is linked to a Learning OutcomeAPA | **5 to >4.0 ptsAdvanced** The paragraph includes a correctly formatted narrative in-text citation. The reference is copied and pasted accurately from the lecture into the assignment.<br> <br>**4 to >3.0 ptsProficient** The paragraph lacks some of the following: it includes a correctly formatted narrative in-text citation and contains a complete APA references list citation.<br> <br>**3 to >0 ptsNeeds Work** The paragraph lacks the following: it includes a correctly formatted narrative in-text citation and contains a complete APA references list citation. | 5 pts |

Total Points: 50

WEEK’S DISCUSSION COMPLETED WITH THE TOPIC BELOW:

**College Stress and Self-Care**

**_What makes this topic important:_**

College stress and self-care is a very important topic. It is important because it is very common and many students have to juggle college, work, and a variety of things in their personal life. People do not realize how the stress of college and lack of self-care can affect their mental and physical health. Anxiety and burnout can develop as a result of college stress. This can cause you to lose sleep. The lack of sleep is never good. Physical symptoms such as headaches can develop. Overall, students can become unmotivated and lose focus for class. All of these things can have a direct impact on academic performance. When you’re not sleeping enough, you can have trouble concentrating or begin procrastinating. Those two things are directly related to falling behind, potentially failing an assignment or class. Self-care is necessary.

**_The reason the topic interests you:_**

This topic was of interest to me because I’ve experienced these things as a student. I’ve struggled with balancing school, life, work, and many other responsibilities to the point where it just became overwhelming at times. I realized how my mood was shifting, my energy was off and I could not focus. That is when I knew I was stressed and had to regroup. Instead of pushing through, I have been trying to learn ways to manage stress and build healthier habits. This is more than a class discussion, this is life, real life for so many students. Your mental state is directly correlated with being successful in school.

**## Assignment7.docx**

Assignment 7: Source 1 Summary

**Source 1 Summary (Step 2 of 6 for your Critical Essay assignment)**

You were able to practice summary writing when you
**generated** material for your Literacy Autobiography by taking notes on the main ideas of “From Elementary to High School,” the student Literacy Autobiography example. Then, after
**organizing, revising, and proofreading,** you turned this information into the beginning of your introduction for that essay.

As you can tell by the bolded words already in these assignment guidelines, the process will be the same as you used to create the Literacy Autobiography essay.

For your next essay, The Critical Essay, you will
**generate** summaries for two sources that, after
**organizing, revising, and proofreading**, will become the first two body paragraphs in this essay.

[**Download this template**](https://canvas.south.edu/courses/71399/files/17458593?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/71399/files/17458593/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

1. Pick
**one** of the topics below, either “First-Gen College Students” or College Stress and Self-Care,” that you might want to know more about.

**TOPIC:**
**_First-Gen College Students_**

SOURCE 1

Bernadotte, A. (2018, May 1).
_What do we really mean when we say college isn’t for everyone?_ [Video]. YouTube.
[https://youtu.be/eXw9o4j43iYLinks to an external site.](https://youtu.be/eXw9o4j43iY)

**TOPIC:**
**_College Stress and Self-Care_**

SOURCE 1

Scott, E. (2025, December 3).
_How stress works with and against your memory._ Very Well Mind.
[https://www.verywellmind.com/stress-and-your-memory-4158323 Links to an external site.](https://www.verywellmind.com/stress-and-your-memory-4158323)

2. Read or view the source given for your topic and take notes (you are
**generating** material for your Crical Essay). You want to identify the source’s overall main idea and identify the main points from the beginning, middle, and end of the source that come together to build the overall main idea. (Tip: the idea from the end of the source usually concern’s the author's conclusion and call to action).

3.
**You will then download and complete the** [**template**](https://canvas.south.edu/courses/71399/files/17458593?wrap=1) [**Download template**](https://canvas.south.edu/courses/71399/files/17458593/download?download_frd=1)

Rubric

**Assignment 7 Rubric**

| | | |
| — | — | — |
| Assignment 7 Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePre-Writing | **10 to >8.0 ptsAdvanced** The questions are answered thoroughly in sentences.<br> <br>**8 to >5.0 ptsProficient** The questions are answered but not necessarily thoroughly or in sentences.<br> <br>**5 to >0 ptsNeeds Work** Many questions are not answered, or sentences are not used. | 10 pts |
| This criterion is linked to a Learning OutcomeFirst Sentence | **10 to >8.0 ptsAdvanced** The first sentence identifies the author and year and states the author’s overall idea clearly and accurately.<br> <br>**8 to >6.4 ptsProficient** The first sentence identifies some of these elements: the author and year and the author’s overall main idea The statement of the author’s overall main idea may not be clear and accurate.<br> <br>**6.4 to >0 ptsNeeds Work** The first sentence lacks essential elements, and the overall main idea is not stated or not stated accurately or clearly. | 10 pts |
| This criterion is linked to a Learning OutcomeSummary Section | **25 to >21.0 ptsAdvanced** The summary section meets all of the following criteria: 3 main ideas are provided with supporting detail. The paragraph uses complete sentences that are clear and objective (do not share the student’s opinion or analysis).<br> <br>**21 to >17.0 ptsProficient** The summary section is missing one or more of the following criteria: 3 main ideas are provided and written in complete sentences. Ideas are supported by details. Sentences are clear and objective (do not share the student’s opinion or analysis).<br> <br>**17 to >0 ptsNeeds Work** The summary section is missing essential parts of the following: 3 main ideas are provided and written in complete sentences. Ideas are supported by details. Sentences are clear and objective (do not share student’s opinion or analysis). | 25 pts |
| This criterion is linked to a Learning OutcomeAPA | **5 to >4.0 ptsAdvanced** The paragraph includes a correctly formatted narrative in-text citation. The reference is copied and pasted accurately from the lecture into the assignment.<br> <br>**4 to >3.0 ptsProficient** The paragraph lacks some of the following: it includes a correctly formatted narrative in-text citation and contains a complete APA references list citation.<br> <br>**3 to >0 ptsNeeds Work** The paragraph lacks the following: it includes a correctly formatted narrative in-text citation and contains a complete APA references list citation. | 5 pts |

Total Points: 50

WEEK’S DISCUSSION COMPLETED WITH THE TOPIC BELOW:

**College Stress and Self-Care**

**_What makes this topic important:_**

College stress and self-care is a very important topic. It is important because it is very common and many students have to juggle college, work, and a variety of things in their personal life. People do not realize how the stress of college and lack of self-care can affect their mental and physical health. Anxiety and burnout can develop as a result of college stress. This can cause you to lose sleep. The lack of sleep is never good. Physical symptoms such as headaches can develop. Overall, students can become unmotivated and lose focus for class. All of these things can have a direct impact on academic performance. When you’re not sleeping enough, you can have trouble concentrating or begin procrastinating. Those two things are directly related to falling behind, potentially failing an assignment or class. Self-care is necessary.

**_The reason the topic interests you:_**

This topic was of interest to me because I’ve experienced these things as a student. I’ve struggled with balancing school, life, work, and many other responsibilities to the point where it just became overwhelming at times. I realized how my mood was shifting, my energy was off and I could not focus. That is when I knew I was stressed and had to regroup. Instead of pushing through, I have been trying to learn ways to manage stress and build healthier habits. This is more than a class discussion, this is life, real life for so many students. Your mental state is directly correlated with being successful in school.

**## Assignment7Template-Source1Summary.docx**

**STUDENT TEMPLATE**

**Assignment 7: Source 1 Summary (Template)**

**(**
**Step 2 of 6 for your Critical Essay assignment)**

**![A cartoon character with a green circle and white squares AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-assgn-due-in-48-hours-20971579)Read or view your source and then copy and paste the reference here:**

Answer the following questions using complete sentences:

1. What is the overall main idea of your source?

2. What is the main point of the first part of the source?

3. What is one piece of information that supports this point?

4. What is the main point in the middle of the source?

5. What is one piece of information that supports this point?

6. What is the main point of the final part of the source?

7. What is one piece of information that supports that point?

8. If there is a conclusion or call to action, what is it?

**Now, combine all the sentences for a summary for your summary paragraph. Write it, following this format:**

<Authorlastname> (YEAR) explains that <paste sentence from #1 here>. Paste sentence 2. Paste sentence 3. Paste sentence 4. Paste sentence 5. Paste sentence 6. Paste sentence 7. Paste sentence 8.

**Write your paragraph here:**

## image1.png

**## Assignment7.docx**

Assignment 7: Source 1 Summary

**Source 1 Summary (Step 2 of 6 for your Critical Essay assignment)**

You were able to practice summary writing when you
**generated** material for your Literacy Autobiography by taking notes on the main ideas of “From Elementary to High School,” the student Literacy Autobiography example. Then, after
**organizing, revising, and proofreading,** you turned this information into the beginning of your introduction for that essay.

As you can tell by the bolded words already in these assignment guidelines, the process will be the same as you used to create the Literacy Autobiography essay.

For your next essay, The Critical Essay, you will
**generate** summaries for two sources that, after
**organizing, revising, and proofreading**, will become the first two body paragraphs in this essay.

[**Download this template**](https://canvas.south.edu/courses/71399/files/17458593?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/71399/files/17458593/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

1. Pick
**one** of the topics below, either “First-Gen College Students” or College Stress and Self-Care,” that you might want to know more about.

**TOPIC:**
**_First-Gen College Students_**

SOURCE 1

Bernadotte, A. (2018, May 1).
_What do we really mean when we say college isn’t for everyone?_ [Video]. YouTube.
[https://youtu.be/eXw9o4j43iYLinks to an external site.](https://youtu.be/eXw9o4j43iY)

**TOPIC:**
**_College Stress and Self-Care_**

SOURCE 1

Scott, E. (2025, December 3).
_How stress works with and against your memory._ Very Well Mind.
[https://www.verywellmind.com/stress-and-your-memory-4158323 Links to an external site.](https://www.verywellmind.com/stress-and-your-memory-4158323)

2. Read or view the source given for your topic and take notes (you are
**generating** material for your Crical Essay). You want to identify the source’s overall main idea and identify the main points from the beginning, middle, and end of the source that come together to build the overall main idea. (Tip: the idea from the end of the source usually concern’s the author's conclusion and call to action).

3.
**You will then download and complete the** [**template**](https://canvas.south.edu/courses/71399/files/17458593?wrap=1) [**Download template**](https://canvas.south.edu/courses/71399/files/17458593/download?download_frd=1)

Rubric

**Assignment 7 Rubric**

| | | |
| — | — | — |
| Assignment 7 Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePre-Writing | **10 to >8.0 ptsAdvanced** The questions are answered thoroughly in sentences.<br> <br>**8 to >5.0 ptsProficient** The questions are answered but not necessarily thoroughly or in sentences.<br> <br>**5 to >0 ptsNeeds Work** Many questions are not answered, or sentences are not used. | 10 pts |
| This criterion is linked to a Learning OutcomeFirst Sentence | **10 to >8.0 ptsAdvanced** The first sentence identifies the author and year and states the author’s overall idea clearly and accurately.<br> <br>**8 to >6.4 ptsProficient** The first sentence identifies some of these elements: the author and year and the author’s overall main idea The statement of the author’s overall main idea may not be clear and accurate.<br> <br>**6.4 to >0 ptsNeeds Work** The first sentence lacks essential elements, and the overall main idea is not stated or not stated accurately or clearly. | 10 pts |
| This criterion is linked to a Learning OutcomeSummary Section | **25 to >21.0 ptsAdvanced** The summary section meets all of the following criteria: 3 main ideas are provided with supporting detail. The paragraph uses complete sentences that are clear and objective (do not share the student’s opinion or analysis).<br> <br>**21 to >17.0 ptsProficient** The summary section is missing one or more of the following criteria: 3 main ideas are provided and written in complete sentences. Ideas are supported by details. Sentences are clear and objective (do not share the student’s opinion or analysis).<br> <br>**17 to >0 ptsNeeds Work** The summary section is missing essential parts of the following: 3 main ideas are provided and written in complete sentences. Ideas are supported by details. Sentences are clear and objective (do not share student’s opinion or analysis). | 25 pts |
| This criterion is linked to a Learning OutcomeAPA | **5 to >4.0 ptsAdvanced** The paragraph includes a correctly formatted narrative in-text citation. The reference is copied and pasted accurately from the lecture into the assignment.<br> <br>**4 to >3.0 ptsProficient** The paragraph lacks some of the following: it includes a correctly formatted narrative in-text citation and contains a complete APA references list citation.<br> <br>**3 to >0 ptsNeeds Work** The paragraph lacks the following: it includes a correctly formatted narrative in-text citation and contains a complete APA references list citation. | 5 pts |

Total Points: 50

WEEK’S DISCUSSION COMPLETED WITH THE TOPIC BELOW:

**College Stress and Self-Care**

**_What makes this topic important:_**

College stress and self-care is a very important topic. It is important because it is very common and many students have to juggle college, work, and a variety of things in their personal life. People do not realize how the stress of college and lack of self-care can affect their mental and physical health. Anxiety and burnout can develop as a result of college stress. This can cause you to lose sleep. The lack of sleep is never good. Physical symptoms such as headaches can develop. Overall, students can become unmotivated and lose focus for class. All of these things can have a direct impact on academic performance. When you’re not sleeping enough, you can have trouble concentrating or begin procrastinating. Those two things are directly related to falling behind, potentially failing an assignment or class. Self-care is necessary.

**_The reason the topic interests you:_**

This topic was of interest to me because I’ve experienced these things as a student. I’ve struggled with balancing school, life, work, and many other responsibilities to the point where it just became overwhelming at times. I realized how my mood was shifting, my energy was off and I could not focus. That is when I knew I was stressed and had to regroup. Instead of pushing through, I have been trying to learn ways to manage stress and build healthier habits. This is more than a class discussion, this is life, real life for so many students. Your mental state is directly correlated with being successful in school.

**## Assignment7Template-Source1Summary.docx**

**STUDENT TEMPLATE**

**Assignment 7: Source 1 Summary (Template)**

**(**
**Step 2 of 6 for your Critical Essay assignment)**

**![A cartoon character with a green circle and white squares AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-assgn-due-in-48-hours-20971579)Read or view your source and then copy and paste the reference here:**

Answer the following questions using complete sentences:

1. What is the overall main idea of your source?

2. What is the main point of the first part of the source?

3. What is one piece of information that supports this point?

4. What is the main point in the middle of the source?

5. What is one piece of information that supports this point?

6. What is the main point of the final part of the source?

7. What is one piece of information that supports that point?

8. If there is a conclusion or call to action, what is it?

**Now, combine all the sentences for a summary for your summary paragraph. Write it, following this format:**

<Authorlastname> (YEAR) explains that <paste sentence from #1 here>. Paste sentence 2. Paste sentence 3. Paste sentence 4. Paste sentence 5. Paste sentence 6. Paste sentence 7. Paste sentence 8.

**Write your paragraph here:**

## image1.png

**## Assignment7.docx**

Assignment 7: Source 1 Summary

**Source 1 Summary (Step 2 of 6 for your Critical Essay assignment)**

You were able to practice summary writing when you
**generated** material for your Literacy Autobiography by taking notes on the main ideas of “From Elementary to High School,” the student Literacy Autobiography example. Then, after
**organizing, revising, and proofreading,** you turned this information into the beginning of your introduction for that essay.

As you can tell by the bolded words already in these assignment guidelines, the process will be the same as you used to create the Literacy Autobiography essay.

For your next essay, The Critical Essay, you will
**generate** summaries for two sources that, after
**organizing, revising, and proofreading**, will become the first two body paragraphs in this essay.

[**Download this template**](https://canvas.south.edu/courses/71399/files/17458593?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/71399/files/17458593/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

1. Pick
**one** of the topics below, either “First-Gen College Students” or College Stress and Self-Care,” that you might want to know more about.

**TOPIC:**
**_First-Gen College Students_**

SOURCE 1

Bernadotte, A. (2018, May 1).
_What do we really mean when we say college isn’t for everyone?_ [Video]. YouTube.
[https://youtu.be/eXw9o4j43iYLinks to an external site.](https://youtu.be/eXw9o4j43iY)

**TOPIC:**
**_College Stress and Self-Care_**

SOURCE 1

Scott, E. (2025, December 3).
_How stress works with and against your memory._ Very Well Mind.
[https://www.verywellmind.com/stress-and-your-memory-4158323 Links to an external site.](https://www.verywellmind.com/stress-and-your-memory-4158323)

2. Read or view the source given for your topic and take notes (you are
**generating** material for your Crical Essay). You want to identify the source’s overall main idea and identify the main points from the beginning, middle, and end of the source that come together to build the overall main idea. (Tip: the idea from the end of the source usually concern’s the author's conclusion and call to action).

3.
**You will then download and complete the** [**template**](https://canvas.south.edu/courses/71399/files/17458593?wrap=1) [**Download template**](https://canvas.south.edu/courses/71399/files/17458593/download?download_frd=1)

Rubric

**Assignment 7 Rubric**

| | | |
| — | — | — |
| Assignment 7 Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePre-Writing | **10 to >8.0 ptsAdvanced** The questions are answered thoroughly in sentences.<br> <br>**8 to >5.0 ptsProficient** The questions are answered but not necessarily thoroughly or in sentences.<br> <br>**5 to >0 ptsNeeds Work** Many questions are not answered, or sentences are not used. | 10 pts |
| This criterion is linked to a Learning OutcomeFirst Sentence | **10 to >8.0 ptsAdvanced** The first sentence identifies the author and year and states the author’s overall idea clearly and accurately.<br> <br>**8 to >6.4 ptsProficient** The first sentence identifies some of these elements: the author and year and the author’s overall main idea The statement of the author’s overall main idea may not be clear and accurate.<br> <br>**6.4 to >0 ptsNeeds Work** The first sentence lacks essential elements, and the overall main idea is not stated or not stated accurately or clearly. | 10 pts |
| This criterion is linked to a Learning OutcomeSummary Section | **25 to >21.0 ptsAdvanced** The summary section meets all of the following criteria: 3 main ideas are provided with supporting detail. The paragraph uses complete sentences that are clear and objective (do not share the student’s opinion or analysis).<br> <br>**21 to >17.0 ptsProficient** The summary section is missing one or more of the following criteria: 3 main ideas are provided and written in complete sentences. Ideas are supported by details. Sentences are clear and objective (do not share the student’s opinion or analysis).<br> <br>**17 to >0 ptsNeeds Work** The summary section is missing essential parts of the following: 3 main ideas are provided and written in complete sentences. Ideas are supported by details. Sentences are clear and objective (do not share student’s opinion or analysis). | 25 pts |
| This criterion is linked to a Learning OutcomeAPA | **5 to >4.0 ptsAdvanced** The paragraph includes a correctly formatted narrative in-text citation. The reference is copied and pasted accurately from the lecture into the assignment.<br> <br>**4 to >3.0 ptsProficient** The paragraph lacks some of the following: it includes a correctly formatted narrative in-text citation and contains a complete APA references list citation.<br> <br>**3 to >0 ptsNeeds Work** The paragraph lacks the following: it includes a correctly formatted narrative in-text citation and contains a complete APA references list citation. | 5 pts |

Total Points: 50

WEEK’S DISCUSSION COMPLETED WITH THE TOPIC BELOW:

**College Stress and Self-Care**

**_What makes this topic important:_**

College stress and self-care is a very important topic. It is important because it is very common and many students have to juggle college, work, and a variety of things in their personal life. People do not realize how the stress of college and lack of self-care can affect their mental and physical health. Anxiety and burnout can develop as a result of college stress. This can cause you to lose sleep. The lack of sleep is never good. Physical symptoms such as headaches can develop. Overall, students can become unmotivated and lose focus for class. All of these things can have a direct impact on academic performance. When you’re not sleeping enough, you can have trouble concentrating or begin procrastinating. Those two things are directly related to falling behind, potentially failing an assignment or class. Self-care is necessary.

**_The reason the topic interests you:_**

This topic was of interest to me because I’ve experienced these things as a student. I’ve struggled with balancing school, life, work, and many other responsibilities to the point where it just became overwhelming at times. I realized how my mood was shifting, my energy was off and I could not focus. That is when I knew I was stressed and had to regroup. Instead of pushing through, I have been trying to learn ways to manage stress and build healthier habits. This is more than a class discussion, this is life, real life for so many students. Your mental state is directly correlated with being successful in school.

November 6, 2026
[Solved] Resume and Application Letter

✓ Verified Academic Solution Available

Executive Solution Overview

This project highlights the importance of taking your audience into account when you are writing. We're going to use the concepts discussed in Chapter 1 and Chapter 2 to create a resume and application letter that are tailored to a specific job opening. After finding an appropriate job advertisement…

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Assignment Prompt & Instructions

This project highlights the importance of taking your audience into account when you are writing. We're going to use the concepts discussed in Chapter 1 and Chapter 2 to create a resume and application letter that are tailored to a specific job opening. After finding an appropriate job advertisement, you will analyze your audience and decide how best to develop a resume and an application letter to persuade that audience that you have the right skills for the job. Lastly, you will explain the choices you have made in a memo addressed to me, in order to demonstrate your understanding of the foundational concepts we have looked at so far.

You may use this assignment to apply for jobs, internships, academic programs, or graduate school; the strategies for application will be similar.

This project makes up 10% of your course grade.

### Completion Process

**Step 1: Find and copy a job advertisement** (or the application criteria for an internship, academic program, etc.) for which you could actually apply now (or within the next few months, if you're close to graduation). You may not change or ignore any aspect of the qualifications or requirements. For example: if you are a junior education major, don't apply for for a school district superintendent position—you're not qualified, and you'd have a difficult time completing this project successfully.

**Step 2**: **Analyze your audience**, determining as much as you can about the industry expectations and the company climate, as well as the particular position for which you are applying. What will the interviewer be looking for when reviewing applicants? What strengths and weaknesses do you have as an applicant?

**Step 3**: **Prepare a resume**. You must choose either the chronological or functional organization pattern as explained in Chapter 16. Decide which format better highlights your qualifications, and be prepared to explain why you chose it. You can use an existing template when you prepare your resume, but I expect you to modify the contents appropriately to fit one of these two organizational patters, and to include the elements we discussed in class.

**Step 4**: **Prepare your application letter** (no longer than one page) responding to the job advertisement. You should format your letter based on one of the models in Chapter 15 of our course textbook. You will need to select the elements of your experience or education that are your strongest selling points, and think about how best to use those strengths to build your credibility with the reader.

**Step 5**: **Write a strategy memo addressed to Dr. Sherwood** reporting on the results of your audience analysis and describing your decisions for the resume and cover letter. Your task in this memo to is to help me understand why you made specific choices (and show me that you were making choices based on the concepts we've covered so far in this class). I may or may not know very much about your chosen field or the position you are applying for; you need to explain your audience to me, and explain the WHY behind your decisions in the resume and cover letter. Consider the following questions:

– What makes a good candidate for this type of job? (Be specific: personality, experience, and general education matter for all jobs. What does someone in this job actually need to be able to do? What particular skills or knowledge would make one candidate a better choice than another?)
– What are your strengths and weaknesses as an candidate? (Be specific: what about your experience would make your audience sit up and take notice? What do you want your reader to notice about you?)
– What kind of resume organization did you choose, and why did you think this was the better way to highlight your strengths?
– What examples from your experience or education have you chosen to talk about in your letter, and WHY? (The "why" part is very important here; tell me what these examples are intended to show about you, and why you think these are a good way to persuade your audience.)

### Submission Requirements

The following items should be submitted together:

– the strategy memo (1-3 pages), **including a copy of or link to the job advertisement** you used
– the application letter ( **1 page**)
– the resume ( **1-2 pages**)

Remember that neatness counts! A potential employer would be looking at this as the best possible work that you can produce, so proofread your documents very, very carefully before you submit them. Double-check spelling, grammar, and punctuation. Watch out for formatting errors (like a single line of text extending onto a second page in your letter or resume).

## Rubric

**Project #1: Resume and Application Letter**

Project #1: Resume and Application LetterCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeStrategy Memo FormatThe document is correctly formatted as a memo, and is 1-3 pages in length10 pts

This criterion is linked to a Learning OutcomeStrategy Memo Audience AnalysisAudience analysis is thorough10 pts

This criterion is linked to a Learning OutcomeStrategy Memo ContentThe memo explains strategy for both the letter of application and resume; explanation is analytical rather than descriptive, and detailed rather than general10 pts

This criterion is linked to a Learning OutcomeStrategy Memo CorrectnessThe memo is free of errors in spelling, grammar, punctuation10 pts

This criterion is linked to a Learning OutcomeLetter FormatDocument is correctly formatted as a letter10 pts

This criterion is linked to a Learning OutcomeLetter ContentParagraphs are used effectively (topic sentences, unified and coherent content); tone is appropriate for a job application document. Content chosen for the letter is relevant to the job and presents an argument supporting hiring10 pts

This criterion is linked to a Learning OutcomeLetter CorrectnessThe letter is free of errors in spelling, grammar, punctuation10 pts

This criterion is linked to a Learning OutcomeResume Format and DesignDocument is correctly formatted as a resume (contains expected/appropriate sections), and is organized appropriately as either a chronological or functional resume; document follows basic guidance from the textbook regarding design and element placement10 pts

This criterion is linked to a Learning OutcomeResume ContentContent chosen for the resume is appropriate, and the level of detail is appropriate for the audience10 pts

This criterion is linked to a Learning OutcomeResume CorrectnessThe resume is free of errors in spelling, grammar, punctuation10 pts

Total Points: 100

November 6, 2026
[Solved] report

✓ Verified Academic Solution Available

Executive Solution Overview

### **Submission Requirements** – The project should include formal textual divisions, as appropriate — introduction, methods, results, and discussion (for reports), or problem, solution, and implementation plan (for proposals). Chapters 21 and 22 contain several examples of conventional reports an…

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Assignment Prompt & Instructions

### **Submission Requirements**

– The project should include formal textual divisions, as appropriate — introduction, methods, results, and discussion (for reports), or problem, solution, and implementation plan (for proposals). Chapters 21 and 22 contain several examples of conventional reports and proposals.
– The project should be formatted as a formal document, with appropriate front and back matter (title page, table of contents, list of figures, executive summary or abstract, references, glossary or appendices if necessary, etc.).
– The project should be single-spaced, and should be approximately 7-12 pages long (including all front and back matter).
– The project must include at least 2 appropriately labeled and cited graphics (but can absolutely contain more), and **should demonstrate effective document design** as we discussed in Chapter 13.

Your project must be submitted electronically here on Canvas in PDF format.

### **Group Management and Grading**

**If you choose to work as a group**, it is up to your group to decide on a topic and work together to create a finished document. How you divide the work is up to you, but do understand that, barring major extenuating circumstances, the final project will be graded as a whole, with one grade issued to the group. I recommend you decide on a plan for everyone to review and approve the final document before you submit it.

I am fully willing to meet with your group to discuss your topic ideas or help suggest ways to approach the subject. Even if we can't all meet in a single video call, you can use the tools in Canvas or Microsoft Teams to ask questions or hold discussions where I can participate and provide feedback.

If your group has creative differences, a team member who is failing to contribute, or any other problems impeding your work, you need to communicate with me as soon as possible.

## Rubric

**Final Project** Final ProjectCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeFormat and PresentationFormat is appropriate (report or proposal), including relevant front/back matter also correctly formatted.25 pts

This criterion is linked to a Learning OutcomeContent and OrganizationBackground information explains key terms and orients the reader; the position or argument is presented clearly and backed up with reliable research; and the amount of information is necessary and sufficient to allow audience action and decision-making (not too much, not too little).25 pts

This criterion is linked to a Learning OutcomeStyleThe writing is primarily in active voice, and the tone and diction are appropriate for the audience; items in series or lists reflect parallel structure; word choice is appropriate, precise, and natural; and the document is free of errors in spelling, grammar, and punctuation.25 pts

This criterion is linked to a Learning OutcomeDocument DesignHeadings and subheadings are used to create an effective hierarchical structure; highlighting devices direct the reader's attention to important information; typography enhances legibility and visual appeal; graphics enhance/clarify/complement the text and are labeled and placed in the text appropriately; and the layout is visually appealing and makes good use of white space.25 pts

November 6, 2026
[Solved] Literary argument

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering Literary argument.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 6, 2026
[Solved] For Miss Deanna

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Executive Solution Overview

In-depth study guidance and analytical solution covering For Miss Deanna.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 6, 2026
[Solved] Chicago Public Schools (CPS)/ Chicago, Illinois Equity in school funding

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Executive Solution Overview

Describe the reform controversy of equity in school funding of Chicago public schools and identity if the reform reflects historic debates about the purposes of schooling and the role of the teacher in a democratic society. You must also analyze whether the reform discussed promotes or undermines so…

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Assignment Prompt & Instructions

Describe the reform controversy of equity in school funding of Chicago public schools and identity if the reform reflects historic debates about the purposes of schooling and the role of the teacher in a democratic society. You must also analyze whether the reform discussed promotes or undermines social and educational equality with respect to race, class, gender, language, culture, disability, or other aspects of social inequality.

Must include a minimum of six citations In addition to the two local news sources and three academic peer-reviewed articles identified in the first two steps of the assignment.

Here are two that can be used:

[https://wgntv.com/chicago-education/archdiocese-says-cps-cut-funding-for-students-with-disabilities/](https://wgntv.com/chicago-education/archdiocese-says-cps-cut-funding-for-students-with-disabilities/)

[https://www.ctulocal1.org/reports/scsd3/section-2/](https://www.ctulocal1.org/reports/scsd3/section-2/)

November 6, 2026
[Solved] Sports Management

✓ Verified Academic Solution Available

Executive Solution Overview

The instruction is in the document titled SpMgt 577 ass 3_re-write (1), which is what you will be using for this assignment. Answer the questions on the document using other the attached files. Please make sure you site where you get your answers from in the paragraphs in APA format. Each question …

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Assignment Prompt & Instructions

The instruction is in the document titled SpMgt 577 ass 3_re-write (1), which is what you will be using for this assignment. Answer the questions on the document using other the attached files. Please make sure you site where you get your answers from in the paragraphs in APA format. Each question should have an answer of 8-10 sentences. Also please list any outside sources if used (limited this please) and list them on a reference page at the end. Thank you

– [\
\
SpMgt577ass3_re-write1.docx](https://www.sweetstudy.com/files/spmgt577ass3-re-write1-docx "SpMgt577ass3_re-write1.docx")
– [\
\
SpMgt577Ch9Notes.pptx](https://www.sweetstudy.com/files/spmgt577ch9notes-pptx "SpMgt577Ch9Notes.pptx")
– [\
\
SpMgt577_Ch10_Notes.pptx](https://www.sweetstudy.com/files/spmgt577-ch10-notes-pptx "SpMgt577_Ch10_Notes.pptx")
– [\
\
SpMgt577_Ch8_Notes.pptx](https://www.sweetstudy.com/files/spmgt577-ch8-notes-pptx "SpMgt577_Ch8_Notes.pptx")
– [\
\
SpMgt577_Ch11_Discussion_Notes.pptx](https://www.sweetstudy.com/files/spmgt577-ch11-discussion-notes-pptx "SpMgt577_Ch11_Discussion_Notes.pptx")

November 6, 2026
[Solved] PP

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APA format, in-text citation, Power Point 12 slides not includes intro and reference pages

Please do it in details, can write extra note on the bottom

– [\
\
Needed.docx](https://www.sweetstudy.com/files/needed-docx-10544231 "Needed.docx")
– [\
\
Form.docx](https://www.sweetstudy.com/files/form-docx-10544233 "Form.docx")

November 6, 2026
[Solved] Analytical

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**files (3)** – ## InstructionsfortheAnalyticalRoughdraft.pdf – ## NEWSamplePaper-LiteraryAnalysis.docx – ## AnalyticalOutlineTemplate.docx **## InstructionsfortheAnalyticalRoughdraft.pdf** This week, you will submit a rough draft of your analytical paper. Now that you have written a thesis statemen…

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**files (3)**

– ## InstructionsfortheAnalyticalRoughdraft.pdf

– ## NEWSamplePaper-LiteraryAnalysis.docx

– ## AnalyticalOutlineTemplate.docx

**## InstructionsfortheAnalyticalRoughdraft.pdf**

This week, you will submit a rough draft of your analytical paper.

Now that you have written a thesis statement and created an outline for your paper,
you will use the critical reading skills practiced in this course to defend your
interpretation of the literary text you have chosen to analyze. Keep in mind the
importance of “close reading” or “reading between the lines.”

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 that defend your thesis statement
● A minimum of three references from reliable sources; one must be a

scholarly, academic article, one that is not directly about the story at all
like add an outside story and its like a a lil related maybe like a
psychological research, and all must be cited at least once in the paper

● 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

See the rubric for specific grading criteria.

Points: 75
Due Sunday, 11:59 p.m. (Pacific time)

Rubric

Analytical Paper: Rough Draft

Criteria Ratings Pts

This
criterion is
linked to a
Learning
Outcome

Content

60 to >53.4 ptsExceeds ExpectationsSubmission shows a concerted effort
to present a high-quality draft requiring minimal adjustments to content
and mechanics. All requirements are met.

53.4 to >47.4 ptsMeets ExpectationsSubmission shows a good effort to
present a high-quality draft. Will require some adjustments to content and
mechanics. Most requirements are met.

47.4 to >43.2 ptsApproaches ExpectationsSubmission shows some effort to
present a draft. Will require significant adjustments to content and
mechanics.

43.2 to >0 ptsDoes Not Meet ExpectationsSubmission shows little effort to
present a high-quality draft. Will require extensive adjustments to content
and mechanics.

60
pts

This
criterion is
linked to a
Learning
Outcome

Format/Cr
editing
Sources

15 to >13.35 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in APA style format, citations, or references.

13.35 to >11.85 ptsMeets ExpectationsThe writer makes some errors in APA
style format, citations, or references.

11.85 to >10.8 ptsApproaches ExpectationsThe writer makes numerous
errors in APA style format, citations, or references.

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

15
pts

Total Points: 75

Make sure to review feedback from the last assignment from the analytical outline

Please review my feedback below and also take a look at the rubric to see how your
grade breaks down.

Make sure that the order of subtopics in the thesis matches the order of the body
paragraphs.

Remember that whenever you quote something word-for-word from a source, the
in-text citation needs to include the page number (p.) in addition to the author and
year. When there's no page number available, you use the paragraph number (para.)

The quotes are well-selected and analyzed within the body paragraphs, which is
key. However, the tone/style sounds very AI in your passage interpretations.
Remember that the class policy is 0 AI use. 😉

For the rough draft due this Sunday, make sure to pay careful attention to how I go
over the sample paper in the week 6 video lesson. This will help a lot with
understanding what a strong analytical paper will look like.

extra instructions;

The intro should have 5 elements which are the name of the author, the story,
provide the publication dates for each story, say the type of story and we give a
summary.

Make it clear in your topic sentences that you're talking about both stories.

– Rubric

**## NEWSamplePaper-LiteraryAnalysis.docx**

1

3

**When Society Decides a Woman’s Life**

Excellent Student

West Coast University

English 240 Written Communications

Processor Melissa Cueto

March 16, 2026

**When Society Decides a Woman’s Life**

Kate Chopin wrote about the struggles women faced in the nineteenth century society. Her short stories
_The Story of an Hour_(1894)
and
_Desiree’s Baby_ (1893) both show women dealing with social pressure. In both stories, the main female characters go through emotional struggles because of what society expects from them as woman. In both
_The Story of an Hour_ and
_Desiree’s Baby_, Chopin uses foreshadowing and irony to show how society limits women and how that emotional pressure leads to tragic endings.

Chopin uses foreshadowing in both stories to hint at the emotional pressure these women are dealing with. Kate Chopin hints that Louise is fragile when the narrator says she was “afflicted with a heart trouble” (Chopin, 1894, p. 1). Her heart condition pretty much hints that strong emotions caused by her situation might lead her death later. The narrator also describes Louise as “young, with a fair, calm face, whose lines bespoke repression” (Chopin, 1894, p. 2), which shows she’s been holding in emotions for a long time. When Louise sits by the window, the narrator describes “a comfortable, roomy armchair” (Chopin, 1894, p. 2). This represents the freedom she wants but doesn’t really have. In
_Desiree’s Baby_, Chopin also hints that something bad is coming when the narrator says, “there was something in the air menacing her peace” (Chopin, 1893, p. 2). This hints that something bad is going to happen to her and her family. Critics explain that Chopin often used small symbolic details to show how women were emotionally confined by social expectations (Toth, 1999). Both of these stories silently warn readers that woman’s happiness will not last.

Chopin also uses irony to show how unfair society can be toward these women. Louise realizes she’s finally free when she whispers “Free! Body and soul free!” (Chopin, 1894, p. 3). Louise feels free for the first time, which shows how trapped she felt in her marriage. At the end, the doctor say she died of “heart disease of joy that kills” (Chopin, 1894, p. 4). This is ironic because she didn’t die from happiness, she died from losing her freedom. “It means… that you are not white” (Chopin, 1893, p.3). Desiree is judged based on race, which reflects society’s prejudice. “For having so arranged our lives that our dear Armand will never know that his mother belongs to that race that is cursed with the brand of slavery” (Chopin, 1893, p.5) This is ironic because Armand was blaming Desiree for something that was part of his own background.

Another major connection between both stories show how social pressure on woman can lead to tragic outcomes. Louise begins to imagine her future when she realizes “there would be no one to live for her during those coming years. She would live for herself” (Chopin, 1894, p. 3).
Louise realizes she finally has independence. Desiree’s sad ending is shown when the narrator explains that “she disappeared among the reeds and willows. and she did not come back again” (Chopin, 1893, p. 4). Desiree leaving shows how society pushed her out. “There would be no powerful will bending hers” (Chopin, 1894, p. 3). This shows Louise realizes marriage controlled all her choices and her identity, proving how social expectations limiting women’s independence. Louise also repeats the words “Free! Body and soul free!” (Chopin, 1894, p. 3), showing how deeply she felt trapped in her marriage before. This means g freedom for woman was rare in society at the time. Armand cruelly rejects Desiree when he tells her, “It means that you are not white” (Chopin, 1893, p.3). This moment shows how the society sees Desiree’s worth through race and status rather than her character. Later, Armand completely rejects her when he says “Yes, I want you to go” (Chopin, 1893, p. 4). Armands rejecting proves how powerless Desiree is within marriage and society, leading her disappearance and sad fate. Psychological research explains that feelings of abandonment can deeply affect identity and belonging (Landerholm, 2007). Desiree’s fate reflects how women was often powerless once society rejects them for their inconveniences. In both stories, tragedy happens when social expectations leave them without choices.

A big connection between
_The Story of an Hour_ and
_Desiree’s Baby_ is how both stories show little freedom woman had to during that time period. During the time, women was expected to focus on marriage and follow social rules rather than make choices for themselves (Toth, 1999). Louise shortly feels her independence when she thinks her husband has died. She starts imagining a future where “there would be no one to live for her during those coming years: she would live for herself” (Chopin, 1894, p. 3). She also realizes her freedom when she whispers “Free! Body and soul free!” (Chopin, 1894, p.). This shows how trapped she felt in her marriage and how rare freedom for woman was a the time. In
_Desiree’s Baby_, Desiree also loses control over her life when her husband rejects her “it means that you are not white” (Chopin, 1893, p.3), which shows how society judged people based on race and status. Later he completely rejects her when he says, “Yes I want you to go” (Chopin, 1893, p. 4). This shows how powerless Desiree is in her marriage and society. Scholars explain that Kate Chopin often wrote about women struggling against the limits society placed on them (Showalter, 1991). Both stories show how women didn’t really have control over their identity or future, which helps explain why both stories end tragically.

In both The Story of an Hour and Desiree’s Baby, Chopin uses irony and foreshadowing to show how society limits women and how that pressure can lead to tragic endings. It shows how women had little freedom in society. It highlights the emotional impact of social expectations, and it proves how unfair treatment can have serious consequences.

References

Chopin, K. (1893).
_Desiree’s baby_.
[https://www.katechopin.org/pdfs/desirees-baby.pdf](https://www.katechopin.org/pdfs/desirees-baby.pdf)

Chopin, K. (1894).
_The story of an hour_.
[https://my.hrw.com/support/hos/hostpdf/host_text_219.pdf](https://my.hrw.com/support/hos/hostpdf/host_text_219.pdf)

Landreth, L. (2001). The experience of abandonment and adoption: A psychological motivational perspective.
_International Forum of Psychoanalysis_.
[https://guides.westcoastuniversity.edu/library](https://guides.westcoastuniversity.edu/library)

Showalter, E. (1991).
_Sister’s choice: Tradition and change in American women’s writing_. Oxford University Press.
[https://guides.westcoastuniversity.edu/library](https://guides.westcoastuniversity.edu/library)

Toth, E. (1999).
_Unveiling Kate Chopin_. University Press of Mississippi.

[https://guides.westcoastuniversity.edu/library](https://guides.westcoastuniversity.edu/library)

**## AnalyticalOutlineTemplate.docx**

Running head: ANALYTICAL PAPER OUTLINE TEMPLATE 1

SHORT PAPER TITLE HERE 3

**Analytical Paper Outline Template**

Alondra Rivera

English 240

Prof. Cueto

West Coast University

4/3/26

**Analytical Paper Outline Template**

I.
**Introduction**

A. Background info: Kate Chopin was an American writer of the late 19 th century, who wrote about the subject of the inner world of women and societal restrictions.

B. Background info: “The Story of an Hour” (1894) is based on Louise Mallard, who secretly celebrates the news of her husband's death, but dies when he comes back to life..

C. Background info: “Désirée’s Baby” (1892) follows Désirée, who is rejected by her husband Armand when their baby is born to be of mixed race, but the ending twist of the story shows that Armand is actually of Black descent.

D. Thesis statement: In both “The Story of an Hour” and “Désirée’s Baby,” Kate Chopin uses irony, symbolism, and the theme of freedom versus oppression to expose how marriage and patriarchal power destroy women who cannot conform to society’s expectations.

II.
**Body Paragraph 1**

A. Topic sentence: The theme of freedom and oppression in both stories is to demonstrate that marriage in the world of Chopin depersonalizes women, and their happiness fully relies on the will of their husbands.

1. passage: “There would be no one to live for her during those coming years; she would live for herself” (Chopin, 1894).

a. interpretation: The fact that Louise finds out that she can live independently shows just how much marriage had smothered her free will; it is not until her husband is presumed dead that she can be free.

2. passage: “When he frowned she trembled, but loved him. When he smiled, she asked no greater blessing of God” (Chopin, 1892).

a. interpretation: The emotional world of Desiree is completely controlled by the moods of Armand, and it demonstrates how the marriage of a patriarch imposed on women a false sense of reliance as devotion.

3. passage: N/A

a. interpretation: N/A

4. passage: “Free! Body and soul free!” she kept whispering” (Chopin, 1894).

a. interpretation: Louise’s repeated whisper of freedom reveals how deeply suppressed she had been within her marriage; the moment her husband is believed dead, her truest self surfaces, demonstrating that oppression had been the defining condition of her married life.

5. passage: “She had not changed the thin white garment nor the slippers which she wore” (Chopin, 1892).

a. interpretation: Désirée’s passive, unprepared departure — still dressed as she was — reflects a woman so conditioned by her husband’s authority that she cannot act independently; her inability to even dress herself for the journey symbolizes how completely marriage had erased her sense of self.

III.
**Body Paragraph 2**

A. Topic/transition sentence: Dramatic irony is also employed by Chopin in both stories to reveal the difference between the social attitudes towards women and the way women live.

1. passage: “When the doctors came they said she had died of heart disease—of joy that kills” (Chopin, 1894).

a. interpretation: The erroneous diagnosis of the doctors is bitterly ironic; Louise, in fact, died due to the loss of the freedom that she had just found, yet the society cannot imagine a woman lament at the fact that her husband returned.

2. passage: “[S]he wrote, night and day, I thank the good God… that our dear Armand will never know that his mother… belongs to the race that is cursed with the brand of slavery” (Chopin, 1892).

a. interpretation: The ultimate irony of the story is that Armand himself is revealed to have Black roots, and the meaninglessness of the racial pride that drove him to ruin Désirue.

3. passage: “And yet she had loved him—sometimes. Often she had not” (Chopin, 1894).

a. interpretation: The irony here is that Louise’s private confession contradicts the public image of a devoted wife; society assumed her grief at the news of her husband’s death, never imagining that the marriage itself had been a source of suffering and indifference for her.

4. passage: “He thought Almighty God had dealt cruelly and unjustly with him; and felt, somehow, that he was paying Him back in kind when he stabbed thus into his wife’s soul” (Chopin, 1892).

a. interpretation: The irony is that Armand frames his cruelty toward Désirée as a grievance against God, never questioning his own racial origins; Chopin exposes how patriarchal entitlement blinds men to their own contradictions while women bear the full cost of male pride.

IV.
**Body Paragraph 3**

A. Topic/transition sentence: The symbolism of setting is another example of how Chopin reflects the inner worlds of her characters and predetermines their destinies.

1. passage: “She could see in the open square before her house the tops of trees that were all aquiver with the new spring life” (Chopin, 1894).

a. interpretation: The image of spring outside Louise is symbolized by the window, which reflects her awakening self, and is in contrast to the household area that has been her home.

2. passage: “Big, solemn oaks grew close to it, and their thick-leaved, far-reaching branches shadowed it like a pall” (Chopin, 1892).

a. interpretation: The funereal aboveground of L’Abri predicts the obliteration of Désirée, and indicates that Armand is a home of death and not love.

3. passage: “There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window” (Chopin, 1894).

a. interpretation: The patches of blue breaking through the clouds mirror Louise’s emerging sense of freedom; just as the sky is partially obscured, her liberation is incomplete and fragile, foreshadowing the tragic reversal when her husband returns and her brief glimpse of freedom is extinguished.

4. passage: “The roof came down steep and black like a cowl, reaching out beyond the wide galleries that encircled the yellow stuccoed house” (Chopin, 1892).

a. interpretation: The cowl-like roof of L’Abri, evoking a monk’s hood or a shroud, symbolizes the oppressive atmosphere of the Aubigny estate; the setting visually encases the home in darkness, mirroring how Armand’s authority envelops and ultimately destroys Désirée.

V.
**Body Paragraph 4**

A. Topic/transition sentence: Lastly, marriage as a social institution is a topic that is criticized in both stories since men have complete authority over the identity and value of women.

1. passage: “There would be no 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).

a. interpretation: Louise calls the power of the husband a crime, which explicitly incriminates legal and cultural standards of marriage that taught men to be in control of their wives.

2. passage: “What did it matter about a name when he could give her one of the oldest and proudest in Louisiana?” (Chopin, 1892).

a. interpretation: The name of Armand is the sole origin of the identity of Desirue who demonstrates that in this world women simply did not have social life without men that marry them.

3. passage: “She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long” (Chopin, 1894).

a. interpretation: The reversal in Louise’s attitude toward life in the span of one hour reveals how completely marriage had stripped her of the will to live; only when freed from her husband’s authority does life itself become worth desiring, exposing the institution as a force that denied women their basic right to self-determination.

4. passage: “Moreover he no longer loved her, because of the unconscious injury she had brought upon his home and his name” (Chopin, 1892).

a. interpretation: Armand’s withdrawal of love is framed entirely around the damage to his own name and legacy, not around any failing of Désirée’s; Chopin reveals that in a patriarchal marriage, a woman’s worth is contingent on her usefulness to her husband’s social standing rather than on her humanity.

VI.
**Conclusion**

A. Restatement of thesis: Irony, symbolism, and the theme of freedom and oppression help Chopin to unveil in both stories that the marriage system as a patriarchal institution systematically deprives women of their freedom, with deadly effects.

B. So what? Address the wider implications of your interpretation:

1. The stories are also pertinent in the modern world as they remind us that social institutions may conceal oppression under the guise of language of love and tradition.

2. Chopin asks readers to see past the outward appearances and see the hurt that civilized society wishes to turn a blind eye to.

3. Her work argues that the real freedom means breaking down the systems (legal, cultural, personal) according to which women can be evaluated on the basis of their relations with men.

**## AnalyticalOutlineTemplate.docx**

Running head: ANALYTICAL PAPER OUTLINE TEMPLATE 1

SHORT PAPER TITLE HERE 3

**Analytical Paper Outline Template**

Alondra Rivera

English 240

Prof. Cueto

West Coast University

4/3/26

**Analytical Paper Outline Template**

I.
**Introduction**

A. Background info: Kate Chopin was an American writer of the late 19 th century, who wrote about the subject of the inner world of women and societal restrictions.

B. Background info: “The Story of an Hour” (1894) is based on Louise Mallard, who secretly celebrates the news of her husband's death, but dies when he comes back to life..

C. Background info: “Désirée’s Baby” (1892) follows Désirée, who is rejected by her husband Armand when their baby is born to be of mixed race, but the ending twist of the story shows that Armand is actually of Black descent.

D. Thesis statement: In both “The Story of an Hour” and “Désirée’s Baby,” Kate Chopin uses irony, symbolism, and the theme of freedom versus oppression to expose how marriage and patriarchal power destroy women who cannot conform to society’s expectations.

II.
**Body Paragraph 1**

A. Topic sentence: The theme of freedom and oppression in both stories is to demonstrate that marriage in the world of Chopin depersonalizes women, and their happiness fully relies on the will of their husbands.

1. passage: “There would be no one to live for her during those coming years; she would live for herself” (Chopin, 1894).

a. interpretation: The fact that Louise finds out that she can live independently shows just how much marriage had smothered her free will; it is not until her husband is presumed dead that she can be free.

2. passage: “When he frowned she trembled, but loved him. When he smiled, she asked no greater blessing of God” (Chopin, 1892).

a. interpretation: The emotional world of Desiree is completely controlled by the moods of Armand, and it demonstrates how the marriage of a patriarch imposed on women a false sense of reliance as devotion.

3. passage: N/A

a. interpretation: N/A

4. passage: “Free! Body and soul free!” she kept whispering” (Chopin, 1894).

a. interpretation: Louise’s repeated whisper of freedom reveals how deeply suppressed she had been within her marriage; the moment her husband is believed dead, her truest self surfaces, demonstrating that oppression had been the defining condition of her married life.

5. passage: “She had not changed the thin white garment nor the slippers which she wore” (Chopin, 1892).

a. interpretation: Désirée’s passive, unprepared departure — still dressed as she was — reflects a woman so conditioned by her husband’s authority that she cannot act independently; her inability to even dress herself for the journey symbolizes how completely marriage had erased her sense of self.

III.
**Body Paragraph 2**

A. Topic/transition sentence: Dramatic irony is also employed by Chopin in both stories to reveal the difference between the social attitudes towards women and the way women live.

1. passage: “When the doctors came they said she had died of heart disease—of joy that kills” (Chopin, 1894).

a. interpretation: The erroneous diagnosis of the doctors is bitterly ironic; Louise, in fact, died due to the loss of the freedom that she had just found, yet the society cannot imagine a woman lament at the fact that her husband returned.

2. passage: “[S]he wrote, night and day, I thank the good God… that our dear Armand will never know that his mother… belongs to the race that is cursed with the brand of slavery” (Chopin, 1892).

a. interpretation: The ultimate irony of the story is that Armand himself is revealed to have Black roots, and the meaninglessness of the racial pride that drove him to ruin Désirue.

3. passage: “And yet she had loved him—sometimes. Often she had not” (Chopin, 1894).

a. interpretation: The irony here is that Louise’s private confession contradicts the public image of a devoted wife; society assumed her grief at the news of her husband’s death, never imagining that the marriage itself had been a source of suffering and indifference for her.

4. passage: “He thought Almighty God had dealt cruelly and unjustly with him; and felt, somehow, that he was paying Him back in kind when he stabbed thus into his wife’s soul” (Chopin, 1892).

a. interpretation: The irony is that Armand frames his cruelty toward Désirée as a grievance against God, never questioning his own racial origins; Chopin exposes how patriarchal entitlement blinds men to their own contradictions while women bear the full cost of male pride.

IV.
**Body Paragraph 3**

A. Topic/transition sentence: The symbolism of setting is another example of how Chopin reflects the inner worlds of her characters and predetermines their destinies.

1. passage: “She could see in the open square before her house the tops of trees that were all aquiver with the new spring life” (Chopin, 1894).

a. interpretation: The image of spring outside Louise is symbolized by the window, which reflects her awakening self, and is in contrast to the household area that has been her home.

2. passage: “Big, solemn oaks grew close to it, and their thick-leaved, far-reaching branches shadowed it like a pall” (Chopin, 1892).

a. interpretation: The funereal aboveground of L’Abri predicts the obliteration of Désirée, and indicates that Armand is a home of death and not love.

3. passage: “There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window” (Chopin, 1894).

a. interpretation: The patches of blue breaking through the clouds mirror Louise’s emerging sense of freedom; just as the sky is partially obscured, her liberation is incomplete and fragile, foreshadowing the tragic reversal when her husband returns and her brief glimpse of freedom is extinguished.

4. passage: “The roof came down steep and black like a cowl, reaching out beyond the wide galleries that encircled the yellow stuccoed house” (Chopin, 1892).

a. interpretation: The cowl-like roof of L’Abri, evoking a monk’s hood or a shroud, symbolizes the oppressive atmosphere of the Aubigny estate; the setting visually encases the home in darkness, mirroring how Armand’s authority envelops and ultimately destroys Désirée.

V.
**Body Paragraph 4**

A. Topic/transition sentence: Lastly, marriage as a social institution is a topic that is criticized in both stories since men have complete authority over the identity and value of women.

1. passage: “There would be no 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).

a. interpretation: Louise calls the power of the husband a crime, which explicitly incriminates legal and cultural standards of marriage that taught men to be in control of their wives.

2. passage: “What did it matter about a name when he could give her one of the oldest and proudest in Louisiana?” (Chopin, 1892).

a. interpretation: The name of Armand is the sole origin of the identity of Desirue who demonstrates that in this world women simply did not have social life without men that marry them.

3. passage: “She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long” (Chopin, 1894).

a. interpretation: The reversal in Louise’s attitude toward life in the span of one hour reveals how completely marriage had stripped her of the will to live; only when freed from her husband’s authority does life itself become worth desiring, exposing the institution as a force that denied women their basic right to self-determination.

4. passage: “Moreover he no longer loved her, because of the unconscious injury she had brought upon his home and his name” (Chopin, 1892).

a. interpretation: Armand’s withdrawal of love is framed entirely around the damage to his own name and legacy, not around any failing of Désirée’s; Chopin reveals that in a patriarchal marriage, a woman’s worth is contingent on her usefulness to her husband’s social standing rather than on her humanity.

VI.
**Conclusion**

A. Restatement of thesis: Irony, symbolism, and the theme of freedom and oppression help Chopin to unveil in both stories that the marriage system as a patriarchal institution systematically deprives women of their freedom, with deadly effects.

B. So what? Address the wider implications of your interpretation:

1. The stories are also pertinent in the modern world as they remind us that social institutions may conceal oppression under the guise of language of love and tradition.

2. Chopin asks readers to see past the outward appearances and see the hurt that civilized society wishes to turn a blind eye to.

3. Her work argues that the real freedom means breaking down the systems (legal, cultural, personal) according to which women can be evaluated on the basis of their relations with men.

**## InstructionsfortheAnalyticalRoughdraft.pdf**

This week, you will submit a rough draft of your analytical paper.

Now that you have written a thesis statement and created an outline for your paper,
you will use the critical reading skills practiced in this course to defend your
interpretation of the literary text you have chosen to analyze. Keep in mind the
importance of “close reading” or “reading between the lines.”

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 that defend your thesis statement
● A minimum of three references from reliable sources; one must be a

scholarly, academic article, one that is not directly about the story at all
like add an outside story and its like a a lil related maybe like a
psychological research, and all must be cited at least once in the paper

● 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

See the rubric for specific grading criteria.

Points: 75
Due Sunday, 11:59 p.m. (Pacific time)

Rubric

Analytical Paper: Rough Draft

Criteria Ratings Pts

This
criterion is
linked to a
Learning
Outcome

Content

60 to >53.4 ptsExceeds ExpectationsSubmission shows a concerted effort
to present a high-quality draft requiring minimal adjustments to content
and mechanics. All requirements are met.

53.4 to >47.4 ptsMeets ExpectationsSubmission shows a good effort to
present a high-quality draft. Will require some adjustments to content and
mechanics. Most requirements are met.

47.4 to >43.2 ptsApproaches ExpectationsSubmission shows some effort to
present a draft. Will require significant adjustments to content and
mechanics.

43.2 to >0 ptsDoes Not Meet ExpectationsSubmission shows little effort to
present a high-quality draft. Will require extensive adjustments to content
and mechanics.

60
pts

This
criterion is
linked to a
Learning
Outcome

Format/Cr
editing
Sources

15 to >13.35 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in APA style format, citations, or references.

13.35 to >11.85 ptsMeets ExpectationsThe writer makes some errors in APA
style format, citations, or references.

11.85 to >10.8 ptsApproaches ExpectationsThe writer makes numerous
errors in APA style format, citations, or references.

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

15
pts

Total Points: 75

Make sure to review feedback from the last assignment from the analytical outline

Please review my feedback below and also take a look at the rubric to see how your
grade breaks down.

Make sure that the order of subtopics in the thesis matches the order of the body
paragraphs.

Remember that whenever you quote something word-for-word from a source, the
in-text citation needs to include the page number (p.) in addition to the author and
year. When there's no page number available, you use the paragraph number (para.)

The quotes are well-selected and analyzed within the body paragraphs, which is
key. However, the tone/style sounds very AI in your passage interpretations.
Remember that the class policy is 0 AI use. 😉

For the rough draft due this Sunday, make sure to pay careful attention to how I go
over the sample paper in the week 6 video lesson. This will help a lot with
understanding what a strong analytical paper will look like.

extra instructions;

The intro should have 5 elements which are the name of the author, the story,
provide the publication dates for each story, say the type of story and we give a
summary.

Make it clear in your topic sentences that you're talking about both stories.

– Rubric

**## NEWSamplePaper-LiteraryAnalysis.docx**

1

3

**When Society Decides a Woman’s Life**

Excellent Student

West Coast University

English 240 Written Communications

Processor Melissa Cueto

March 16, 2026

**When Society Decides a Woman’s Life**

Kate Chopin wrote about the struggles women faced in the nineteenth century society. Her short stories
_The Story of an Hour_(1894)
and
_Desiree’s Baby_ (1893) both show women dealing with social pressure. In both stories, the main female characters go through emotional struggles because of what society expects from them as woman. In both
_The Story of an Hour_ and
_Desiree’s Baby_, Chopin uses foreshadowing and irony to show how society limits women and how that emotional pressure leads to tragic endings.

Chopin uses foreshadowing in both stories to hint at the emotional pressure these women are dealing with. Kate Chopin hints that Louise is fragile when the narrator says she was “afflicted with a heart trouble” (Chopin, 1894, p. 1). Her heart condition pretty much hints that strong emotions caused by her situation might lead her death later. The narrator also describes Louise as “young, with a fair, calm face, whose lines bespoke repression” (Chopin, 1894, p. 2), which shows she’s been holding in emotions for a long time. When Louise sits by the window, the narrator describes “a comfortable, roomy armchair” (Chopin, 1894, p. 2). This represents the freedom she wants but doesn’t really have. In
_Desiree’s Baby_, Chopin also hints that something bad is coming when the narrator says, “there was something in the air menacing her peace” (Chopin, 1893, p. 2). This hints that something bad is going to happen to her and her family. Critics explain that Chopin often used small symbolic details to show how women were emotionally confined by social expectations (Toth, 1999). Both of these stories silently warn readers that woman’s happiness will not last.

Chopin also uses irony to show how unfair society can be toward these women. Louise realizes she’s finally free when she whispers “Free! Body and soul free!” (Chopin, 1894, p. 3). Louise feels free for the first time, which shows how trapped she felt in her marriage. At the end, the doctor say she died of “heart disease of joy that kills” (Chopin, 1894, p. 4). This is ironic because she didn’t die from happiness, she died from losing her freedom. “It means… that you are not white” (Chopin, 1893, p.3). Desiree is judged based on race, which reflects society’s prejudice. “For having so arranged our lives that our dear Armand will never know that his mother belongs to that race that is cursed with the brand of slavery” (Chopin, 1893, p.5) This is ironic because Armand was blaming Desiree for something that was part of his own background.

Another major connection between both stories show how social pressure on woman can lead to tragic outcomes. Louise begins to imagine her future when she realizes “there would be no one to live for her during those coming years. She would live for herself” (Chopin, 1894, p. 3).
Louise realizes she finally has independence. Desiree’s sad ending is shown when the narrator explains that “she disappeared among the reeds and willows. and she did not come back again” (Chopin, 1893, p. 4). Desiree leaving shows how society pushed her out. “There would be no powerful will bending hers” (Chopin, 1894, p. 3). This shows Louise realizes marriage controlled all her choices and her identity, proving how social expectations limiting women’s independence. Louise also repeats the words “Free! Body and soul free!” (Chopin, 1894, p. 3), showing how deeply she felt trapped in her marriage before. This means g freedom for woman was rare in society at the time. Armand cruelly rejects Desiree when he tells her, “It means that you are not white” (Chopin, 1893, p.3). This moment shows how the society sees Desiree’s worth through race and status rather than her character. Later, Armand completely rejects her when he says “Yes, I want you to go” (Chopin, 1893, p. 4). Armands rejecting proves how powerless Desiree is within marriage and society, leading her disappearance and sad fate. Psychological research explains that feelings of abandonment can deeply affect identity and belonging (Landerholm, 2007). Desiree’s fate reflects how women was often powerless once society rejects them for their inconveniences. In both stories, tragedy happens when social expectations leave them without choices.

A big connection between
_The Story of an Hour_ and
_Desiree’s Baby_ is how both stories show little freedom woman had to during that time period. During the time, women was expected to focus on marriage and follow social rules rather than make choices for themselves (Toth, 1999). Louise shortly feels her independence when she thinks her husband has died. She starts imagining a future where “there would be no one to live for her during those coming years: she would live for herself” (Chopin, 1894, p. 3). She also realizes her freedom when she whispers “Free! Body and soul free!” (Chopin, 1894, p.). This shows how trapped she felt in her marriage and how rare freedom for woman was a the time. In
_Desiree’s Baby_, Desiree also loses control over her life when her husband rejects her “it means that you are not white” (Chopin, 1893, p.3), which shows how society judged people based on race and status. Later he completely rejects her when he says, “Yes I want you to go” (Chopin, 1893, p. 4). This shows how powerless Desiree is in her marriage and society. Scholars explain that Kate Chopin often wrote about women struggling against the limits society placed on them (Showalter, 1991). Both stories show how women didn’t really have control over their identity or future, which helps explain why both stories end tragically.

In both The Story of an Hour and Desiree’s Baby, Chopin uses irony and foreshadowing to show how society limits women and how that pressure can lead to tragic endings. It shows how women had little freedom in society. It highlights the emotional impact of social expectations, and it proves how unfair treatment can have serious consequences.

References

Chopin, K. (1893).
_Desiree’s baby_.
[https://www.katechopin.org/pdfs/desirees-baby.pdf](https://www.katechopin.org/pdfs/desirees-baby.pdf)

Chopin, K. (1894).
_The story of an hour_.
[https://my.hrw.com/support/hos/hostpdf/host_text_219.pdf](https://my.hrw.com/support/hos/hostpdf/host_text_219.pdf)

Landreth, L. (2001). The experience of abandonment and adoption: A psychological motivational perspective.
_International Forum of Psychoanalysis_.
[https://guides.westcoastuniversity.edu/library](https://guides.westcoastuniversity.edu/library)

Showalter, E. (1991).
_Sister’s choice: Tradition and change in American women’s writing_. Oxford University Press.
[https://guides.westcoastuniversity.edu/library](https://guides.westcoastuniversity.edu/library)

Toth, E. (1999).
_Unveiling Kate Chopin_. University Press of Mississippi.

[https://guides.westcoastuniversity.edu/library](https://guides.westcoastuniversity.edu/library)

**## AnalyticalOutlineTemplate.docx**

Running head: ANALYTICAL PAPER OUTLINE TEMPLATE 1

SHORT PAPER TITLE HERE 3

**Analytical Paper Outline Template**

Alondra Rivera

English 240

Prof. Cueto

West Coast University

4/3/26

**Analytical Paper Outline Template**

I.
**Introduction**

A. Background info: Kate Chopin was an American writer of the late 19 th century, who wrote about the subject of the inner world of women and societal restrictions.

B. Background info: “The Story of an Hour” (1894) is based on Louise Mallard, who secretly celebrates the news of her husband's death, but dies when he comes back to life..

C. Background info: “Désirée’s Baby” (1892) follows Désirée, who is rejected by her husband Armand when their baby is born to be of mixed race, but the ending twist of the story shows that Armand is actually of Black descent.

D. Thesis statement: In both “The Story of an Hour” and “Désirée’s Baby,” Kate Chopin uses irony, symbolism, and the theme of freedom versus oppression to expose how marriage and patriarchal power destroy women who cannot conform to society’s expectations.

II.
**Body Paragraph 1**

A. Topic sentence: The theme of freedom and oppression in both stories is to demonstrate that marriage in the world of Chopin depersonalizes women, and their happiness fully relies on the will of their husbands.

1. passage: “There would be no one to live for her during those coming years; she would live for herself” (Chopin, 1894).

a. interpretation: The fact that Louise finds out that she can live independently shows just how much marriage had smothered her free will; it is not until her husband is presumed dead that she can be free.

2. passage: “When he frowned she trembled, but loved him. When he smiled, she asked no greater blessing of God” (Chopin, 1892).

a. interpretation: The emotional world of Desiree is completely controlled by the moods of Armand, and it demonstrates how the marriage of a patriarch imposed on women a false sense of reliance as devotion.

3. passage: N/A

a. interpretation: N/A

4. passage: “Free! Body and soul free!” she kept whispering” (Chopin, 1894).

a. interpretation: Louise’s repeated whisper of freedom reveals how deeply suppressed she had been within her marriage; the moment her husband is believed dead, her truest self surfaces, demonstrating that oppression had been the defining condition of her married life.

5. passage: “She had not changed the thin white garment nor the slippers which she wore” (Chopin, 1892).

a. interpretation: Désirée’s passive, unprepared departure — still dressed as she was — reflects a woman so conditioned by her husband’s authority that she cannot act independently; her inability to even dress herself for the journey symbolizes how completely marriage had erased her sense of self.

III.
**Body Paragraph 2**

A. Topic/transition sentence: Dramatic irony is also employed by Chopin in both stories to reveal the difference between the social attitudes towards women and the way women live.

1. passage: “When the doctors came they said she had died of heart disease—of joy that kills” (Chopin, 1894).

a. interpretation: The erroneous diagnosis of the doctors is bitterly ironic; Louise, in fact, died due to the loss of the freedom that she had just found, yet the society cannot imagine a woman lament at the fact that her husband returned.

2. passage: “[S]he wrote, night and day, I thank the good God… that our dear Armand will never know that his mother… belongs to the race that is cursed with the brand of slavery” (Chopin, 1892).

a. interpretation: The ultimate irony of the story is that Armand himself is revealed to have Black roots, and the meaninglessness of the racial pride that drove him to ruin Désirue.

3. passage: “And yet she had loved him—sometimes. Often she had not” (Chopin, 1894).

a. interpretation: The irony here is that Louise’s private confession contradicts the public image of a devoted wife; society assumed her grief at the news of her husband’s death, never imagining that the marriage itself had been a source of suffering and indifference for her.

4. passage: “He thought Almighty God had dealt cruelly and unjustly with him; and felt, somehow, that he was paying Him back in kind when he stabbed thus into his wife’s soul” (Chopin, 1892).

a. interpretation: The irony is that Armand frames his cruelty toward Désirée as a grievance against God, never questioning his own racial origins; Chopin exposes how patriarchal entitlement blinds men to their own contradictions while women bear the full cost of male pride.

IV.
**Body Paragraph 3**

A. Topic/transition sentence: The symbolism of setting is another example of how Chopin reflects the inner worlds of her characters and predetermines their destinies.

1. passage: “She could see in the open square before her house the tops of trees that were all aquiver with the new spring life” (Chopin, 1894).

a. interpretation: The image of spring outside Louise is symbolized by the window, which reflects her awakening self, and is in contrast to the household area that has been her home.

2. passage: “Big, solemn oaks grew close to it, and their thick-leaved, far-reaching branches shadowed it like a pall” (Chopin, 1892).

a. interpretation: The funereal aboveground of L’Abri predicts the obliteration of Désirée, and indicates that Armand is a home of death and not love.

3. passage: “There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window” (Chopin, 1894).

a. interpretation: The patches of blue breaking through the clouds mirror Louise’s emerging sense of freedom; just as the sky is partially obscured, her liberation is incomplete and fragile, foreshadowing the tragic reversal when her husband returns and her brief glimpse of freedom is extinguished.

4. passage: “The roof came down steep and black like a cowl, reaching out beyond the wide galleries that encircled the yellow stuccoed house” (Chopin, 1892).

a. interpretation: The cowl-like roof of L’Abri, evoking a monk’s hood or a shroud, symbolizes the oppressive atmosphere of the Aubigny estate; the setting visually encases the home in darkness, mirroring how Armand’s authority envelops and ultimately destroys Désirée.

V.
**Body Paragraph 4**

A. Topic/transition sentence: Lastly, marriage as a social institution is a topic that is criticized in both stories since men have complete authority over the identity and value of women.

1. passage: “There would be no 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).

a. interpretation: Louise calls the power of the husband a crime, which explicitly incriminates legal and cultural standards of marriage that taught men to be in control of their wives.

2. passage: “What did it matter about a name when he could give her one of the oldest and proudest in Louisiana?” (Chopin, 1892).

a. interpretation: The name of Armand is the sole origin of the identity of Desirue who demonstrates that in this world women simply did not have social life without men that marry them.

3. passage: “She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long” (Chopin, 1894).

a. interpretation: The reversal in Louise’s attitude toward life in the span of one hour reveals how completely marriage had stripped her of the will to live; only when freed from her husband’s authority does life itself become worth desiring, exposing the institution as a force that denied women their basic right to self-determination.

4. passage: “Moreover he no longer loved her, because of the unconscious injury she had brought upon his home and his name” (Chopin, 1892).

a. interpretation: Armand’s withdrawal of love is framed entirely around the damage to his own name and legacy, not around any failing of Désirée’s; Chopin reveals that in a patriarchal marriage, a woman’s worth is contingent on her usefulness to her husband’s social standing rather than on her humanity.

VI.
**Conclusion**

A. Restatement of thesis: Irony, symbolism, and the theme of freedom and oppression help Chopin to unveil in both stories that the marriage system as a patriarchal institution systematically deprives women of their freedom, with deadly effects.

B. So what? Address the wider implications of your interpretation:

1. The stories are also pertinent in the modern world as they remind us that social institutions may conceal oppression under the guise of language of love and tradition.

2. Chopin asks readers to see past the outward appearances and see the hurt that civilized society wishes to turn a blind eye to.

3. Her work argues that the real freedom means breaking down the systems (legal, cultural, personal) according to which women can be evaluated on the basis of their relations with men.

**## InstructionsfortheAnalyticalRoughdraft.pdf**

This week, you will submit a rough draft of your analytical paper.

Now that you have written a thesis statement and created an outline for your paper,
you will use the critical reading skills practiced in this course to defend your
interpretation of the literary text you have chosen to analyze. Keep in mind the
importance of “close reading” or “reading between the lines.”

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 that defend your thesis statement
● A minimum of three references from reliable sources; one must be a

scholarly, academic article, one that is not directly about the story at all
like add an outside story and its like a a lil related maybe like a
psychological research, and all must be cited at least once in the paper

● 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

See the rubric for specific grading criteria.

Points: 75
Due Sunday, 11:59 p.m. (Pacific time)

Rubric

Analytical Paper: Rough Draft

Criteria Ratings Pts

This
criterion is
linked to a
Learning
Outcome

Content

60 to >53.4 ptsExceeds ExpectationsSubmission shows a concerted effort
to present a high-quality draft requiring minimal adjustments to content
and mechanics. All requirements are met.

53.4 to >47.4 ptsMeets ExpectationsSubmission shows a good effort to
present a high-quality draft. Will require some adjustments to content and
mechanics. Most requirements are met.

47.4 to >43.2 ptsApproaches ExpectationsSubmission shows some effort to
present a draft. Will require significant adjustments to content and
mechanics.

43.2 to >0 ptsDoes Not Meet ExpectationsSubmission shows little effort to
present a high-quality draft. Will require extensive adjustments to content
and mechanics.

60
pts

This
criterion is
linked to a
Learning
Outcome

Format/Cr
editing
Sources

15 to >13.35 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in APA style format, citations, or references.

13.35 to >11.85 ptsMeets ExpectationsThe writer makes some errors in APA
style format, citations, or references.

11.85 to >10.8 ptsApproaches ExpectationsThe writer makes numerous
errors in APA style format, citations, or references.

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

15
pts

Total Points: 75

Make sure to review feedback from the last assignment from the analytical outline

Please review my feedback below and also take a look at the rubric to see how your
grade breaks down.

Make sure that the order of subtopics in the thesis matches the order of the body
paragraphs.

Remember that whenever you quote something word-for-word from a source, the
in-text citation needs to include the page number (p.) in addition to the author and
year. When there's no page number available, you use the paragraph number (para.)

The quotes are well-selected and analyzed within the body paragraphs, which is
key. However, the tone/style sounds very AI in your passage interpretations.
Remember that the class policy is 0 AI use. 😉

For the rough draft due this Sunday, make sure to pay careful attention to how I go
over the sample paper in the week 6 video lesson. This will help a lot with
understanding what a strong analytical paper will look like.

extra instructions;

The intro should have 5 elements which are the name of the author, the story,
provide the publication dates for each story, say the type of story and we give a
summary.

Make it clear in your topic sentences that you're talking about both stories.

– Rubric

**## NEWSamplePaper-LiteraryAnalysis.docx**

1

3

**When Society Decides a Woman’s Life**

Excellent Student

West Coast University

English 240 Written Communications

Processor Melissa Cueto

March 16, 2026

**When Society Decides a Woman’s Life**

Kate Chopin wrote about the struggles women faced in the nineteenth century society. Her short stories
_The Story of an Hour_(1894)
and
_Desiree’s Baby_ (1893) both show women dealing with social pressure. In both stories, the main female characters go through emotional struggles because of what society expects from them as woman. In both
_The Story of an Hour_ and
_Desiree’s Baby_, Chopin uses foreshadowing and irony to show how society limits women and how that emotional pressure leads to tragic endings.

Chopin uses foreshadowing in both stories to hint at the emotional pressure these women are dealing with. Kate Chopin hints that Louise is fragile when the narrator says she was “afflicted with a heart trouble” (Chopin, 1894, p. 1). Her heart condition pretty much hints that strong emotions caused by her situation might lead her death later. The narrator also describes Louise as “young, with a fair, calm face, whose lines bespoke repression” (Chopin, 1894, p. 2), which shows she’s been holding in emotions for a long time. When Louise sits by the window, the narrator describes “a comfortable, roomy armchair” (Chopin, 1894, p. 2). This represents the freedom she wants but doesn’t really have. In
_Desiree’s Baby_, Chopin also hints that something bad is coming when the narrator says, “there was something in the air menacing her peace” (Chopin, 1893, p. 2). This hints that something bad is going to happen to her and her family. Critics explain that Chopin often used small symbolic details to show how women were emotionally confined by social expectations (Toth, 1999). Both of these stories silently warn readers that woman’s happiness will not last.

Chopin also uses irony to show how unfair society can be toward these women. Louise realizes she’s finally free when she whispers “Free! Body and soul free!” (Chopin, 1894, p. 3). Louise feels free for the first time, which shows how trapped she felt in her marriage. At the end, the doctor say she died of “heart disease of joy that kills” (Chopin, 1894, p. 4). This is ironic because she didn’t die from happiness, she died from losing her freedom. “It means… that you are not white” (Chopin, 1893, p.3). Desiree is judged based on race, which reflects society’s prejudice. “For having so arranged our lives that our dear Armand will never know that his mother belongs to that race that is cursed with the brand of slavery” (Chopin, 1893, p.5) This is ironic because Armand was blaming Desiree for something that was part of his own background.

Another major connection between both stories show how social pressure on woman can lead to tragic outcomes. Louise begins to imagine her future when she realizes “there would be no one to live for her during those coming years. She would live for herself” (Chopin, 1894, p. 3).
Louise realizes she finally has independence. Desiree’s sad ending is shown when the narrator explains that “she disappeared among the reeds and willows. and she did not come back again” (Chopin, 1893, p. 4). Desiree leaving shows how society pushed her out. “There would be no powerful will bending hers” (Chopin, 1894, p. 3). This shows Louise realizes marriage controlled all her choices and her identity, proving how social expectations limiting women’s independence. Louise also repeats the words “Free! Body and soul free!” (Chopin, 1894, p. 3), showing how deeply she felt trapped in her marriage before. This means g freedom for woman was rare in society at the time. Armand cruelly rejects Desiree when he tells her, “It means that you are not white” (Chopin, 1893, p.3). This moment shows how the society sees Desiree’s worth through race and status rather than her character. Later, Armand completely rejects her when he says “Yes, I want you to go” (Chopin, 1893, p. 4). Armands rejecting proves how powerless Desiree is within marriage and society, leading her disappearance and sad fate. Psychological research explains that feelings of abandonment can deeply affect identity and belonging (Landerholm, 2007). Desiree’s fate reflects how women was often powerless once society rejects them for their inconveniences. In both stories, tragedy happens when social expectations leave them without choices.

A big connection between
_The Story of an Hour_ and
_Desiree’s Baby_ is how both stories show little freedom woman had to during that time period. During the time, women was expected to focus on marriage and follow social rules rather than make choices for themselves (Toth, 1999). Louise shortly feels her independence when she thinks her husband has died. She starts imagining a future where “there would be no one to live for her during those coming years: she would live for herself” (Chopin, 1894, p. 3). She also realizes her freedom when she whispers “Free! Body and soul free!” (Chopin, 1894, p.). This shows how trapped she felt in her marriage and how rare freedom for woman was a the time. In
_Desiree’s Baby_, Desiree also loses control over her life when her husband rejects her “it means that you are not white” (Chopin, 1893, p.3), which shows how society judged people based on race and status. Later he completely rejects her when he says, “Yes I want you to go” (Chopin, 1893, p. 4). This shows how powerless Desiree is in her marriage and society. Scholars explain that Kate Chopin often wrote about women struggling against the limits society placed on them (Showalter, 1991). Both stories show how women didn’t really have control over their identity or future, which helps explain why both stories end tragically.

In both The Story of an Hour and Desiree’s Baby, Chopin uses irony and foreshadowing to show how society limits women and how that pressure can lead to tragic endings. It shows how women had little freedom in society. It highlights the emotional impact of social expectations, and it proves how unfair treatment can have serious consequences.

References

Chopin, K. (1893).
_Desiree’s baby_.
[https://www.katechopin.org/pdfs/desirees-baby.pdf](https://www.katechopin.org/pdfs/desirees-baby.pdf)

Chopin, K. (1894).
_The story of an hour_.
[https://my.hrw.com/support/hos/hostpdf/host_text_219.pdf](https://my.hrw.com/support/hos/hostpdf/host_text_219.pdf)

Landreth, L. (2001). The experience of abandonment and adoption: A psychological motivational perspective.
_International Forum of Psychoanalysis_.
[https://guides.westcoastuniversity.edu/library](https://guides.westcoastuniversity.edu/library)

Showalter, E. (1991).
_Sister’s choice: Tradition and change in American women’s writing_. Oxford University Press.
[https://guides.westcoastuniversity.edu/library](https://guides.westcoastuniversity.edu/library)

Toth, E. (1999).
_Unveiling Kate Chopin_. University Press of Mississippi.

[https://guides.westcoastuniversity.edu/library](https://guides.westcoastuniversity.edu/library)

**## AnalyticalOutlineTemplate.docx**

Running head: ANALYTICAL PAPER OUTLINE TEMPLATE 1

SHORT PAPER TITLE HERE 3

**Analytical Paper Outline Template**

Alondra Rivera

English 240

Prof. Cueto

West Coast University

4/3/26

**Analytical Paper Outline Template**

I.
**Introduction**

A. Background info: Kate Chopin was an American writer of the late 19 th century, who wrote about the subject of the inner world of women and societal restrictions.

B. Background info: “The Story of an Hour” (1894) is based on Louise Mallard, who secretly celebrates the news of her husband's death, but dies when he comes back to life..

C. Background info: “Désirée’s Baby” (1892) follows Désirée, who is rejected by her husband Armand when their baby is born to be of mixed race, but the ending twist of the story shows that Armand is actually of Black descent.

D. Thesis statement: In both “The Story of an Hour” and “Désirée’s Baby,” Kate Chopin uses irony, symbolism, and the theme of freedom versus oppression to expose how marriage and patriarchal power destroy women who cannot conform to society’s expectations.

II.
**Body Paragraph 1**

A. Topic sentence: The theme of freedom and oppression in both stories is to demonstrate that marriage in the world of Chopin depersonalizes women, and their happiness fully relies on the will of their husbands.

1. passage: “There would be no one to live for her during those coming years; she would live for herself” (Chopin, 1894).

a. interpretation: The fact that Louise finds out that she can live independently shows just how much marriage had smothered her free will; it is not until her husband is presumed dead that she can be free.

2. passage: “When he frowned she trembled, but loved him. When he smiled, she asked no greater blessing of God” (Chopin, 1892).

a. interpretation: The emotional world of Desiree is completely controlled by the moods of Armand, and it demonstrates how the marriage of a patriarch imposed on women a false sense of reliance as devotion.

3. passage: N/A

a. interpretation: N/A

4. passage: “Free! Body and soul free!” she kept whispering” (Chopin, 1894).

a. interpretation: Louise’s repeated whisper of freedom reveals how deeply suppressed she had been within her marriage; the moment her husband is believed dead, her truest self surfaces, demonstrating that oppression had been the defining condition of her married life.

5. passage: “She had not changed the thin white garment nor the slippers which she wore” (Chopin, 1892).

a. interpretation: Désirée’s passive, unprepared departure — still dressed as she was — reflects a woman so conditioned by her husband’s authority that she cannot act independently; her inability to even dress herself for the journey symbolizes how completely marriage had erased her sense of self.

III.
**Body Paragraph 2**

A. Topic/transition sentence: Dramatic irony is also employed by Chopin in both stories to reveal the difference between the social attitudes towards women and the way women live.

1. passage: “When the doctors came they said she had died of heart disease—of joy that kills” (Chopin, 1894).

a. interpretation: The erroneous diagnosis of the doctors is bitterly ironic; Louise, in fact, died due to the loss of the freedom that she had just found, yet the society cannot imagine a woman lament at the fact that her husband returned.

2. passage: “[S]he wrote, night and day, I thank the good God… that our dear Armand will never know that his mother… belongs to the race that is cursed with the brand of slavery” (Chopin, 1892).

a. interpretation: The ultimate irony of the story is that Armand himself is revealed to have Black roots, and the meaninglessness of the racial pride that drove him to ruin Désirue.

3. passage: “And yet she had loved him—sometimes. Often she had not” (Chopin, 1894).

a. interpretation: The irony here is that Louise’s private confession contradicts the public image of a devoted wife; society assumed her grief at the news of her husband’s death, never imagining that the marriage itself had been a source of suffering and indifference for her.

4. passage: “He thought Almighty God had dealt cruelly and unjustly with him; and felt, somehow, that he was paying Him back in kind when he stabbed thus into his wife’s soul” (Chopin, 1892).

a. interpretation: The irony is that Armand frames his cruelty toward Désirée as a grievance against God, never questioning his own racial origins; Chopin exposes how patriarchal entitlement blinds men to their own contradictions while women bear the full cost of male pride.

IV.
**Body Paragraph 3**

A. Topic/transition sentence: The symbolism of setting is another example of how Chopin reflects the inner worlds of her characters and predetermines their destinies.

1. passage: “She could see in the open square before her house the tops of trees that were all aquiver with the new spring life” (Chopin, 1894).

a. interpretation: The image of spring outside Louise is symbolized by the window, which reflects her awakening self, and is in contrast to the household area that has been her home.

2. passage: “Big, solemn oaks grew close to it, and their thick-leaved, far-reaching branches shadowed it like a pall” (Chopin, 1892).

a. interpretation: The funereal aboveground of L’Abri predicts the obliteration of Désirée, and indicates that Armand is a home of death and not love.

3. passage: “There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window” (Chopin, 1894).

a. interpretation: The patches of blue breaking through the clouds mirror Louise’s emerging sense of freedom; just as the sky is partially obscured, her liberation is incomplete and fragile, foreshadowing the tragic reversal when her husband returns and her brief glimpse of freedom is extinguished.

4. passage: “The roof came down steep and black like a cowl, reaching out beyond the wide galleries that encircled the yellow stuccoed house” (Chopin, 1892).

a. interpretation: The cowl-like roof of L’Abri, evoking a monk’s hood or a shroud, symbolizes the oppressive atmosphere of the Aubigny estate; the setting visually encases the home in darkness, mirroring how Armand’s authority envelops and ultimately destroys Désirée.

V.
**Body Paragraph 4**

A. Topic/transition sentence: Lastly, marriage as a social institution is a topic that is criticized in both stories since men have complete authority over the identity and value of women.

1. passage: “There would be no 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).

a. interpretation: Louise calls the power of the husband a crime, which explicitly incriminates legal and cultural standards of marriage that taught men to be in control of their wives.

2. passage: “What did it matter about a name when he could give her one of the oldest and proudest in Louisiana?” (Chopin, 1892).

a. interpretation: The name of Armand is the sole origin of the identity of Desirue who demonstrates that in this world women simply did not have social life without men that marry them.

3. passage: “She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long” (Chopin, 1894).

a. interpretation: The reversal in Louise’s attitude toward life in the span of one hour reveals how completely marriage had stripped her of the will to live; only when freed from her husband’s authority does life itself become worth desiring, exposing the institution as a force that denied women their basic right to self-determination.

4. passage: “Moreover he no longer loved her, because of the unconscious injury she had brought upon his home and his name” (Chopin, 1892).

a. interpretation: Armand’s withdrawal of love is framed entirely around the damage to his own name and legacy, not around any failing of Désirée’s; Chopin reveals that in a patriarchal marriage, a woman’s worth is contingent on her usefulness to her husband’s social standing rather than on her humanity.

VI.
**Conclusion**

A. Restatement of thesis: Irony, symbolism, and the theme of freedom and oppression help Chopin to unveil in both stories that the marriage system as a patriarchal institution systematically deprives women of their freedom, with deadly effects.

B. So what? Address the wider implications of your interpretation:

1. The stories are also pertinent in the modern world as they remind us that social institutions may conceal oppression under the guise of language of love and tradition.

2. Chopin asks readers to see past the outward appearances and see the hurt that civilized society wishes to turn a blind eye to.

3. Her work argues that the real freedom means breaking down the systems (legal, cultural, personal) according to which women can be evaluated on the basis of their relations with men.

November 6, 2026