Essay #1: Comparative Literature 1
\nEssay #1 [Comparative Literature] Proposal: uploaded as a Word attachment[PDF is acceptable but with
\nminor deductions for the header and space\/size\/font]. You need at least a C+ on this essay to maintain
\nyour top grade in the class. Of course, getting higher is always expected. You must choose one of the
\nfollowing quotes for your theory quote that fits in your category. This is a 4-paragraph essay with W.C.
\npage! You will be using 2 primary Moodle, Canvas, or Blackboard discussions- related texts! That means
\ntwo formatted quotes will be in EACH of your body paragraphs!
\n1
\nst step: analytical thinking involves relating directly and\/or indirectly two seemingly unlike ideas or items; find
\nthe comparative relation among the texts: the common denominator. You then take it to the next level by
\ndeveloping premise\/theory on the texts. This course community will be exploring Mapping movements and
\nmigration through contemporary social issues.
\n1. You should ALWAYS write your sentences in PRESENT tense unless you have a past indicator, such as
\na past date\/ time and\/or words like yesterday, last, once, etc. This is only momentary for the sentence,
\nthen you go back to present tense.
\n2. You should NEVER announce within an academic paper, which means using personal 1st and 2nd
\npronouns.
\n2
\nnd step: In a 4-paragraph essay please develop a thesis, relating and finding 1-3 common denominator(s) amongst
\nthe texts given in Phase I and follow through by developing body paragraphs and conclusion.
\nPersonal pronouns in standard Modern English
\nPerson (gender) Subject Object
\nDependent
\npossessive
\n(determiner)
\nIndependent
\npossessive Reflexive
\nSingular
\nFirst I me my mine myself
\nSecond you your yours yourself
\nSecond
\n(poetic\/dialect) thou thee thy thine thyself
\nThird
\nMasculine he him his himself
\nFeminine she her hers herself
\nNeuter it its itself
\nEpicene they them their theirs themself
\nPlural
\nFirst we us our ours ourselves
\nSecond you your yours yourselves
\nThird they them their theirs themselves
\nEssay #1: Comparative Literature 2
\n1. Please read all involved texts, then choose the appropriate ones for your paper.
\n2. Please complete the related discussions to the texts. If you do not get a 2 or higher on the discussion,
\nyou cannot use it for your essay body paragraphs without permission from the professor.
\n3. Decide on your TWO text related discussion choices.
\n4. The two discussion choices are your body paragraphs for this essay. Remember that you must edit and
\nrevise development.
\n5. You MUST color code ALL paragraphs or lose retrograde!
\n6. For the introductory theory quote, choose the one that you applied to the discussion paragraph. If you
\napplied more than 1 formulation for the discussion(s), your theory quote must be the fourth formulations.
\nThe reader will know what formulation you are applying through your responses to the quoted text.
\n7. Michel Foucault\u2019s theory quote that ALL students MUST use in their intro 3rd section: \u201c…in a
\nsociety such as ours…there are manifold relations of power that permeate, characterize and
\nconstitute the social body, and these relations of power cannot themselves be established,
\nconsolidated nor implemented without the production, accumulation, circulation and functioning of
\na discourse\u201d (93).
\nAcademic MLA rules and academic format to follow:
\n3
\nrd step: The reader response- 4- paragraph essay should be structured in the following way:
\nI. This is standard; there are developmental 5 sections to the intro that any academic theory essay should have.
\nA. Establish Topic sentence (aka. \u201cgrabbing the reader\u2019s attention\u201d)- say something about women with
\nONE sentence.
\nB. Establish brief synopsis of primary text (3-6 sentences of summary…if you do more, you risk
\nretelling the text narrative); you should mention the authors and the \u201ctitles\u201d of the texts, regardless
\nif it is textual or multimedia. This is where you set up the situation. You MUST include sprinkles of
\nopinion based on the given texts focused on within this section. Note: ALL titles are \u201cDouble quoted\u201d
\nwithin academic paragraphs, except for actual books. Book titles MUST be italicized.
\nC. Establish the transitional common denominator between texts, which in this case is the Foucault
\ntheory quote: \u201c…in a society such as ours…there are manifold relations of power that permeate,
\ncharacterize and constitute the social body, and these relations of power cannot themselves be
\nestablished, consolidated nor implemented without the production, accumulation, circulation and
\nfunctioning of a discourse\u201d (93). This can be discovered using ONE of the 3 standard ways [no more
\nthan 49 words, create a signal phrase, AND directly quote]:
\n1. establish a definition from a reliable dictionary, thesaurus, or encyclopedia. [our class is
\nusing this!]
\n2. Establish a famous quote from a famous person
\n3. Establish any quote that has pertinence to your expository paper [least academic!
\nMore popular in speeches and technical writing]
\nD. Establish standard three sentence opinionated response to quote [without announcing, what is your
\nopinion on the quote? Why is this crucial to the text(s) you are applying it to? How does it contribute to the
\nlarger conversation within your course community?]
\nE. Establish a thesis statement- it is a sentence that covers the scope of your essay. [WITHOUT
\nANNOUNCING, Connect the subject [text or character(s)] to the idea [theory] in order to address what will
\nbe accomplished within this essay.]
\nII. Body #1 and #2 [Prove from primary texts]- This is standard; there are developmental 5
\nsections to the Body that any academic theory essay should have. Plus, you integrate 3 extra sections
\nto prove secondary quote integration.
\nA. Subtopic [one sentence]
\nB. Main Lead-in [two sentences- one facts [what is being discussed or talked about right
\nbefore the quote or where the quote resides (the moment); one opinion on the factual
\nsentence]
\nC. Main quote [no more than 49 words]. BLOCKING is forbidden in Professor Singleton’s
\nComposition I class.
\nD. Analyze, using AT LEAST 3+ sentences of opinion by explaining and educating your
\nreaders what the author meant by the quote, NOT entertaining or attempting to persuade
\nEssay #1: Comparative Literature 3
\nthem. You can and should show if you agree\/disagree and\/or what should\/ should not have
\nbeen mentioned with the quoted material.
\nSecondary quote integration can only logically occur AFTER any subtopic\/sub-thesis or AFTER
\nany response within the body paragraph. Secondary quote integration has the same rules as the
\nmain quote, except:
\n1. 1 sentence secondary lead [one factual sentence [what is being discussed or talked
\nabout right before the quote or where the quote resides (the moment)
\n2. Secondary quote [no more than 49 words]. BLOCKING is forbidden in Professor
\nSingleton’s Composition I class.
\n3. Analyze, using ONLY ONE sentence of opinion by explaining and educating your readers what the
\nauthor meant by the quote, NOT entertaining or attempting to persuade them. You can and should
\nshow if you agree\/disagree and\/or what should\/ should not have been mentioned with the quoted
\nmaterial.
\nE. Referential Statement: Leave your opinion on the quoted person and\/or the situation
\nwithin the paragraph quote\/moment(s). Find a common denominator between the two
\npersons\/situation(s). DO NOT ANNOUNCE.
\nThere are 4 standard ways to quote prose. It is determined where you put the signal phrase:
\n\u2022 Signal BEFORE: Goldberg contends, \u201c\u2026 whereas righteous behavior has shaped every society since
\nthe beginning of the world, at the same time, few societies have been peaceful. Fear, hatred, and
\ncruelty have pervaded the corridors of most societies\u201d (270).
\n\u2022 NO signal: \u201c\u2026 whereas righteous behavior has shaped every society since the beginning of the world,
\nat the same time, few societies have been peaceful. Fear, hatred, and cruelty have pervaded the
\ncorridors of most societies\u201d (270).
\n\u2022 Signal splitting quote: \u201c\u2026 whereas righteous behavior has shaped every society since the beginning of
\nthe world, at the same time, few societies have been peaceful,\u201d Goldberg contends, \u201cFear, hatred, and
\ncruelty have pervaded the corridors of most societies\u201d (270).
\n\u2022 Signal AFTER:\u201c\u2026 whereas righteous behavior has shaped every society since the beginning of the
\nworld, at the same time, few societies have been peaceful. Fear, hatred, and cruelty have pervaded the
\ncorridors of most societies,\u201d Goldberg contends (270).
\nIII. Conclusion \u2013 reflecting on your previous paragraphs [3 sections]
\nA. Thesis revisit sentence (aka. \u201cconclusive topic\u201d)- it must be a critical (opinionated)statement about your
\ntopic. Make sure it connects back to the premise of the thesis.
\nB. revisits your initial thematic opinion- introduction topic
\nC. leaves the reader with thoughts on your expository presentation. You then Leave the reader with
\nsomething to think about; choose to do one or both of:
\n1. Recommendation- give the reader or suggest that the writer or character solve a problem;
\ncompare\/contrast another piece of work or major idea with your argued master text
\n2. Express a major opinion on another theme\u2026answer the \u201cwhy\u201d and \u201chow\u201d this theme deserves
\nanalysis
\n4
\nth step: Create a Works Cited page.
\n\u2022 Please apply the \u201cTrinity\u201d [ alphabetical order, starting with first letter; indent every line EXCEPT for
\nthe first line for EACH source (needs a hanger for 2 lines or more, NOT extra spaces!); check date of
\naccess for logic if it is an online source that needs one.
\n\u2022 Please choose sources absolutely needed for this essay; for this essay three sources ONLY is needed: [ you should
\nALWAYS have a thesaurus\/dictionary, theory only if you are writing argumentative, and the related text(s) you are
\nanalyzing ONLY.]
\n\u2022 There should ALWAYS be something italicized within a source for MLA.
\n\u2022 There should always be a period at the end of EVERYsource unless it ends in a link. You can put a period after a
\nlink; I always do!
\nEssay #1: Comparative Literature 4
\nWorks Cited
\n1. Plato. The Republic. Dover Publications. 2000.
\n2. Melville, Herman. Bartleby, the Scrivener. Penguin Classics. 2016.
\n3. Wharton, Edith. The House of Mirth. Dover. 2002.
\n4. Chopin, Kate. \u201cD\u00e9sir\u00e9e\u2019s Baby.\u201d Signet Classics. 1976.
\n5. “Chosen Word.\u201d Merriam-Webster Dictionary, An Encyclop\u00e6dia Britannica Company, 2022,
\nhttps:\/\/www.merriam-webster.com\/dictionary\/decency. Accessed 27 July 2019.
\n6. Walker, Alice. The Color Purple. Pocket Books. 1985.
\n7. McCarthy, Cormac. No Country for Old Men. Vintage. 2006.
\n8. Singleton, Jhon. \u201cThe Peach Tree.\u201d 40-49. An Ars Poetica: Finding Substance in the Narrative After? 1st
\ned., S.C.: CreateSpace, a DBA of On-Demand Publishing, LLC.2018.
\n9. Atwood, Margaret. Happy Endings. Virago. 2001.
\n10. Salinger, J. D. The Catcher in the Rye. Little, Brown. 2001.
\n11. Foucault, Michel, and Colin Gordon. Power\/knowledge: Selected Interviews and Other Writings 1972-
\n1977. 1st American ed., Pantheon Books, 1980.
\nCheck list:
\na. Fact check your works cited page. Do you have three sources ONLY? Did you follow the trinity? If W.C.
\nstiff have the numbers, it is not correct. Did you remember to choose your unique word for your essay?
\nb. Fact-check your quote format. Does each body paragraph have two quotes? Do they show variation?
\nc. Did you use the tutoring tools to discover tense and announcing issues?
\nd. Do you clarify the difference between main versus secondary quoting
\ne. Is the color-coding accurate? If it mis not, the essay will not be retro gradable.
\nf. Please fact check
\n\u2022 quotation marks versus italics: all titles, emphasis words, emphasis phrases, and slang should be
\ndouble quoted, EXCEPT novels and books.
\n\u2022 Proper names- first letter capitalization is a MUST. Titles with articles [a ,an, the], prepositions [ for,
\nof, as, on, off, up, down, etc.], and coordinating conjunctions [for, and, nor, or, yet, so] should remain
\nlowercase AFTER the first word.
\n\u2022 Forbidden verbs for Professor Singleton\u2019s class: say, state, explain, express, contend<\/p>\n
Comparative Literature Essay #1: Representations of Women in Plato’s The Republic and Edith Wharton’s The House of Mirth
\nPlato’s The Republic and Edith Wharton’s The House of Mirth both explore representations of women in their respective societies, though separated by millennia. In The Republic, Plato outlines his vision of an ideal state, discussing the role of women through Socrates and Glaucon (Plato, 2000). Wharton’s 1905 novel follows Lily Bart, a woman of the late Victorian era struggling within the rigid conventions of her social class (Wharton, 2002).
\n“No man would choose a wife who is his better in those things in virtue of which a man is better than a woman” (Plato, 2000, p. 80). This quote exemplifies Plato’s argument that women should remain in the domestic sphere rather than participate in politics or warfare, as they are naturally inferior to men. Lily Bart similarly faces constraints as a woman of leisure dependent on marriage to secure her financial future. As one character observes of Lily, “she had no reasonable wants, and so far she was…a more perfect friend than a mistress” yet “she had been brought up to be ornamental” (Wharton, 2002, p. 45-46).
\n“In a society such as ours…there are manifold relations of power that permeate, characterize and constitute the social body, and these relations of power cannot themselves be established, consolidated nor implemented without the production, accumulation, circulation and functioning of a discourse” (Foucault, 1980, p. 93). Foucault’s theory helps explain how the discourses of Plato’s time sought to establish women’s subordinate role, while Lily Bart struggles under the rigid gender norms of her era’s discourse. Both texts demonstrate how cultural discourses construct and maintain women’s identities and social positions.
\nA secondary quote in The House of Mirth further develops this point. Of Lily, one character muses: “It was a mistake to imagine that one must be interested in the social vagaries of every pretty woman one met” (Wharton, 2002, p. 58). This quote reinforces that Lily is primarily valued for her beauty and charm, rather than her intellect, within the dominant discourse of her society. Both The Republic and The House of Mirth depict how cultural norms shape expectations of women and constrain their autonomy.
\nIn conclusion, while separated by history and genre, Plato’s The Republic and Wharton’s The House of Mirth both provide insightful perspectives into how cultural discourses represent and regulate women’s roles. Both texts illustrate Foucault’s theory regarding power’s relationship to discourse and its influence on social structures. Studying these diverse works in a comparative analysis offers modern readers broader understanding of enduring issues surrounding gender.
\nWorks Cited
\nFoucault, Michel, and Colin Gordon. Power\/knowledge: Selected Interviews and Other Writings 1972-1977. 1st American ed., Pantheon Books, 1980.<\/p>\n
Plato. The Republic. Dover Publications, 2000.
\nWharton, Edith. The House of Mirth. Dover, 2002.<\/p>\n","protected":false},"excerpt":{"rendered":"
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