ENC-1102
Literary Analysis
Fall 2004
PORTFOLIO CHECKLIST
Guidelines

The portfolio should have your name and class-section on the cover.

Each portfolio assignment should be clearly labeled, with an assignment number and title or heading
at the top of the first page.

The assignments should be presented in chronological order and separated (with page-separators
etc.) for convenient reading.

All assignments must be typed or computer-printed unless otherwise specified.

When it is time to present the portfolio for review, re-read everything that you have written and write
an Evaluation Statement in which you discuss what you consider to be your best pieces (two or
three)—the quality of the writing, the insights, originality, professionalism, etc.

The portfolio will account for approximately 30%-to 40% of your final grade (the exact percentage will
be determined as the semester progresses). The criteria for grading are: 1) completeness; 2) the
professionalism of the presentation and formatting; 3) the clarity of the writing; 4) the quality and
substance of the work.

The portfolio will be due approximately three weeks before the end of the semester. (The exact due
date will be given in class.) Portfolios turned in late will receive a 10% grade reduction for each class
day late and may not be returned to you before the end of the semester. Portfolios more than a week
late will not be accepted and will receive a grade of zero.
Assignment List
1. Evaluation Statement (Due when portfolio is submitted. See details above.)
2. (Wed. Sept. 8) Statement about a Movie, Book, Story or Song.
Write a statement about an artistic work—a movie, book, story, painting, song, etc.—that made a
strong impression on you at some point in your life. Specifically describe a key issue that the work
dealt with and why that issue had an impact on you. What did the work have to say about the
issue—in other words, how did the author(s) of the work want you to feel about it?
(continued on the next page)
2
(assignment # 2 continued)
Your main objective in writing the statement should be to make it meaningful to readers. With that
in mind, keep your description of the “artistic work” short and to the point (i.e. avoid a wordy “plot
summary” or the like).
Concentrate instead on bringing out the meaning and relevance of the work and its theme (or
themes) to you and other people. Convey as effectively as you can the source of your intellectual
and emotional response.
Length: 1 or 2 pages.
3. (Wed. Sept. 8) Two Songs - “Chop Suey” and “Poem to a Horse” - Thematic Analysis and
Personal Statement.
Read the lyrics to the songs “Chop Suey” and “Poem to a Horse” on the course web site (posted
under “Song Lyrics”).
Choose one of the songs for this assignment, then write a statement identifying the main theme of
the song (in your view). Use specific examples from the lyrics to support your point of view.
After writing your thematic statement, write a second statement about the relevance of the theme
to you personally, and/or (based on your experience), to people in general.
Format this assignment in two parts: Part 1 - Thematic Analysis and Part 2 - Relevance
Statement.
Length: 2 pages or more.
4. (Mon. Sept. 13) Essay Proposal
Write a professionally-formatted proposal for your informal essay in four parts: 1) the Main Issue
that your essay will explore, 2) the Viewpoint or message that you intend to develop, 3) your
Connection to the issue – i.e. your “firsthand” experience with it (this section should be detailed
and well-developed), 4) the “Reader-Relevance” – i.e. the relevance you think that your essay will
have for readers.
Make two copies: one to bring to class, the other to put in your portfolio.
Length: 1 or more pages.
5. (Mon. Sept. 13) Response to a Classmate’s “Statement about a Movie, Song…” etc.
Read the “statement” one of your classmates wrote about an “artistic work” (Portfolio Assignment
# 2). Write a response to the statement that evaluates its interest-level and relevance to you as a
reader.
(continued on the next page)
3
(assignment # 5 continued)
If possible, include suggestions for improving the “relevance” of the statement.
Note: If you are unable to secure a classmate’s assignment, write a response to one of the
student essays posted on the course web site (click the “Student Writing” link).
Length: approximately 1 page.
6. (Wed. Sept. 15) Essay Draft
Write a rough draft of your essay. In composing the draft, focus on developing the central issue of
your essay from the very first sentence and making the issue as compelling, detailed and “real” as
you possibly can.
Make two copies: one to bring to class, the other to keep in your portfolio.
7. (Mon. Sept. 20) Comparative Thematic Analysis – Poem and Song
Read the poem “Cynara” by Ernest Dowson and the song lyric “Stay (Faraway, So Close)” by U2
(both are posted on the course web site in the “Assignments and Course Content” section under
“Poems” and “Song Lyrics”).
Then write a three-part analysis that 1) identifies and supports what you think is the main theme of
the poem, 2) identifies and supports what you think is the main theme of the song, and 3)
compares and contrasts the thematic meaning of the two.
Length: approximately 2 pages.
8. (Wed. Sept. 22) Thematic Analysis of “The Summer of Vintage Clothing” from A Kind of Flying
Read the story titled “The Summer of Vintage Clothing” from Ron Carlson’s A Kind of Flying.
Then write a thematic analysis that identifies and supports what you think is the main theme of the
story.
The analysis should take into consideration the relevance (if any) of the story’s title, the key issue
or issues that the story deals with, the relevance of the ending (why the story ends the way it
does), the motivation of the main character or characters (i.e. what they want), and the degree of
growth or change (or lack thereof) that they undergo. Support your points with specific examples.
Length: approximately 2 pages.
9. (Mon. Oct. 4) Comparative Analysis – Poem and Song (# 2)
Read the poem “Fire and Ice” by Robert Frost and the song lyric “Changing of the Guards” by Bob
(continued on the next page)
4
(assignment # 9 continued)
Dylan (both are posted on the course web site in the “Assignments and Course Content” section
under “Poems” and “Song Lyrics”).
Write an analysis that identifies and supports what you think are the views about life and human
nature expressed in the two works. Divide your analysis into three parts: 1) The view of life and
human nature expressed in the poem. 2) The view of life and human nature expressed in the
song, and 3) a comparison and contrast of the two viewpoints.
Length: approximately 2 pages.
10. (Wed. Oct. 6) Analysis of a Scene from “Blazo”
Read Ron Carlson’s story, “Blazo,” and write an analysis of the party that is held in the hospital
recreation room (pages 186 to 191).
What is the significance of this scene and why is it included in the story? What does Burns learn
that is relevant about Kotzebue, the people who live there, and his son’s life and death? What
does the reader learn about Burns and some of the other key characters in the story (e.g. Julie
and Glen)?
Length: 1- 2 pages.
11. (Wed., Oct. 13) The A & P Supermarket Chain and Its Thematic Relevance to the Story “A & “P
Read the story “A & P” by John Updike, then go online and research the A & P supermarket chain
(the chain for which Sammy, the narrator of Updike’s story, works).
Specifically, find information that helps you understand the company’s “image” at the time of the
story (around 1961) and the “values” it projected to its customers.
How are the company’s image and projected “values” relevant to some of the themes of the
story? Why do you think Updike decided to title the story “A & P”?
Length: 1 or 2 pages.
12. (Wed. Oct. 20) Commentary on “A Very Old Man with Enormous Wings”
Discuss the view of religion that emerges from “A Very Old Man with Enormous Wings.” Use
examples to support your points.
Length: 1 or more pages.
5
13. (Wed. Oct. 27) Comparative Thematic Analysis of Two “Romantic” Love Stories
Read the stories “Keith” by Ron Carlson and “Araby” by James Joyce.
Then write an analysis in three parts that 1) identifies and supports what you think is the main
theme of “Keith,” 2) identifies and supports what you think is the main theme of “Araby,” and 3)
compares and contrasts the thematic meaning of the two.
Length: approximately 2 pages.
14. (Mon. Nov. 8) Research Paper Proposal
Write a formal Research Paper Proposal. Details for formatting the proposal are posted in the
Research Paper Proposal file under Assignments and Course Content.
See the file titled Research Paper Description and Guidelines (also under “Assignments and
Course Content”) for an overview of the research project.
Make two copies of your proposal. Bring one to class, to discuss and turn in. Put the other in your
portfolio.
Length: 1-2 pages.
15. (Due upon submission of the portfolio – approximately Nov. 10) Revision of Your First Essay
The revision is optional unless your original grade was a B- or below (in which case a revision is
required). If your revision is effective, the instructor will change the original grade to reflect the
quality of the revised essay.
To qualify for a higher grade, you must do three things:
1) Write a “Revision Statement” that includes a self-evaluation of the original version of the essay
(i.e. its strengths and weaknesses) and an overview of needed changes and improvements.
2) Revise the original essay and include the revised (i.e. “new and improved”) version in your
portfolio after the “Revision Statement.”
3) Attach the original, graded essay to the back of your revision for comparison.
Please note that the “Revision Statement” and the original, graded essay must be submitted with
the revision or the grade will remain unchanged.
Revising the essay will not automatically result in a higher grade. Your revision must address
original weaknesses and improve the readability and/or substance of the essay. Otherwise, the
grade will remain unchanged.
Some Final Reminders:
Before submitting the portfolio, remember to complete assignment # 1, the “Evaluation
6
Statement.”
The portfolio will be due on or before Nov. 15.
Portfolios turned in late will receive a 10% grade reduction for each class day late and may not be
returned to you before the end of the semester.
Portfolios more than a week late will not be accepted and will receive a grade of zero.