assignment for english literature

A.P. English literature & Composition

Welcome to a.p. english literature.

Please take a look around this page for an overview of the class and links to some helpful resources for students, parents, and prospective AP literature scholars .

In addition to what is published here, ALL AP Literature assignments, handouts, readings, rubrics, and other course materials are posted regularly to our Course Materials page on Schoology. Please check there for a more detailed and comprehensive collection of course resources!

AP Lit Summer Assignment 2021-2022

Welcome to A.P. Lit—I am very excited to begin an exciting year of literary adventures with you!

Because we will hit the ground running on the very first day of the semester, I ask that you begin the summer assignment below. All components of this summer assignment must be completed by the first day of school, August 1 6 th. A copy of the assignment is below.

More detailed instructions about how and where to submit your work will be provided on the first day of class. I will require electronic submission, so please make sure your work is all typed and ready to go for submission BEFORE school starts!!

COURSE SYLLABUS

Are you a prospective student who wants to know more about AP Lit? Are you a current student that needs a reminder about our course policies and expectations? Are you a parent interested in knowing more about what your student is learning?

2021-2022 Course Syllabus coming soon!

Check back later this summer!

Advice for A.P. Lit students!

Nervous about taking AP Literature? Or maybe you're already in the class but could use some pointers about how to make it a successful year! Check out this "A.P. Literature Survival Guide" from Mrs. Pariser's former AP students.

AP Literature Course Calendar

The following calendar is where I post our daily agenda and homework. Check this if you are absent, forgot about what was assigned, and if you need a reminder about upcoming deadlines! You can also add this to your own Google calendars to have this show up on your personal device!

If you have any questions about what you see on this calendar, please don't hesitate to reach out to me directly!

Assignments

Assignment: literary analysis paper 3.

Prompt for Paper : In an MLA formatted paper of at least 1000 words of content, analyze a character, theme, symbolism, imagery, or other literary device used in one or more literary works assigned for weeks 11-15 .

Choose ONE of the topic areas to explore, and unless you are focusing only on short works, limit yourself to discussing no more than two works in order to achieve depth of discussion and to avoid a superficial or overly general paper.

Your paper must focus primarily on a work from weeks 11-15, but it may also include a work from weeks 1-10. (but not a work you wrote about in Paper 1 or Paper 2).

DETAILED PAPER REQUIREMENTS:

Choose your source text(s) only from the assigned literary works from weeks 11-15 . (Use only literary works, not headnotes or editors’ notes.)
Do not use any sources other than the literary works you’re writing about. This is not a research paper! Your insight, interpretation and argument are what matter. This paper must consist only of your writing supported with evidence from the selected literary work(s).
Ensure that your paper’s thesis is an arguable (debatable) thesis. (The resources for writing a literary analysis explain this and provide examples.)
Structure the paper with an introductory paragraph that ends with the thesis statement. Use the topic of each body paragraph to present a point that directly supports the thesis.
Within each body paragraph, use logical reasoning and evidence from the literary text to prove your point of argument.
Include (and cite within the paper) at least three quotations from each literary work you’re discussing, but don’t overdo it—most of the paper needs to be your own writing.
Use signal phrases to integrate all quotations.
Include a works cited page that cites each literary work you use as a work in an anthology or as a work from an online source, as applicable.
Use MLA document format for the paper and MLA style for the citations and works cited page.
Edit and proofread: In addition to content, clarity, organization, grammar and spelling do count.

Thought starters towards developing a topic and thesis idea:

Analyze (or compare/contrast) the use of the supernatural, mystical, or magical in one or more works.

Analyze (or compare/contrast) the heroic and/or villainous qualities of a character in one or more works.

Analyze (or compare/contrast) the use of light and/or darkness in one or more works.

Analyze (or compare/contrast) the use of particular imagery (imagery can be anything that appeals to the five senses–sight, sound, smell, touch, or taste).

Analyze (or compare/contrast) the use of a particular symbol (or type of symbols) in one or more works.

Analyze (or compare/contrast) a theme, such as the power of filial (or other) love, the success (or failure) of justice, the importance (or not) of ethical behavior (many other themes could be used beyond these few examples).

Analyze (or compare/contrast) the nature of a character in one or more works (remember that character analysis is not limited to a protagonist).

Analyze (or compare/contrast) the role of women (or children or other not-traditionally-empowered character) in one or more works.

Analyze in depth (explicate) one or more short poems.

Download the Literary Analysis Paper Rubric PDF here .

Survey of English Literature I. Authored by : Wendy Howard Gray. Provided by : Reynolds Community College. Located at : http://www.reynolds.edu/ . License : CC BY: Attribution

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Course info.

Ina Lipkowitz

Departments

As taught in, learning resource types, major english novels, assignments, course assignments.

There are two assignments for this course: Early Novels assignment and 19th-20th Century Novels assignment. The details for each assignment are given below.

Early Novels Assignment (7 - 10 pages, due in Ses #13)

1. “The novel differs from the prose romance in that a greater degree of realism is expected of it, and that it tends to describe a recognizable secular social world, often in a skeptical and prosaic manner inappropriate to the marvels of romance.” Dictionary of Literary Terminology, 152.

2. “What is often felt as the formlessness of the novel, as compared, say, with tragedy or the ode, probably follows from this: the poverty of the novel’s formal conventions would seem to be the price it must pay for its realism.” Ian Watt, The Rise of the Novel, 13.

3. “The novel could be considered established only when realistic narrative was organized into a plot which, while retaining Defoe’s lifelikeness, also had an intrinsic coherence; when the novelist’s eye was focused on character and personal relationships as essential elements in the total structure, and not merely as subordinate instruments for furthering the verisimilitude of the actions described; and when all these were related to a controlling moral intention.” Ian Watt, The Rise of the Novel, 131.

or choose one of the following:

4. Moll Flanders purports to be an autobiography; Evelina is told in letters; and Pride and Prejudice features a third person narrator. Are these narrative styles a matter of chronology (i.e. dictated by the time in which the novels were written?) or of authorial choice? How do the different narrative styles force you to read differently?

5. “The history of a young inconsiderate girl, whose little foibles, without any natural vices of the mind, involve her in difficulties and distresses, which, by correcting, make her wise, and deservedly happy in the end. A heroine like this, cannot but lay an author under much disadvantage… It is a barren foundation for a novel.” Ralph Griffith’s review of Eliza Haywood’s The History of Miss Betsy Thoughtless , Monthly Review, 1751. If the history of a young girl is but a “barren foundation” for a novel, why did so many early novels concern themselves with precisely that?

19th-20th Century Novels Assignment (7 - 10 pages, due in Ses #26)

1. “Many critics of the novel have implicitly or explicitly separated canonical authors, such as Richardson, Austen, Dickens, and Eliot, from the popular novels that influenced them and along side of which their work was read, in the interest of constructing a high-culture novel tradition. Popular genres, such as the sensation novel, are consigned to second-rate status through a process that often replicates nineteenth-century discourses suspicious of working-class readers, female audiences, and affectively powerful or nonrealist literature.” Ann Cvetkovich, Mixed Feelings: Feminism, Mass Culture, and Victorian Sensationalism, 15. (Suggested novels: Adam Bede , Lady Audley’s Secret .)

2. “In the second half of the novel, Mrs Gaskell retreated from the implications of the moving record of distress presented in the first half, falling back on literary convention to eschew the social and political issues raised by the very originality and authenticity of her account… Perhaps the exigencies of the novel form were as much to blame as were Mrs Gaskell’s own politics. What made the novel an instant success was its capacity to bring to life the large-scale social problems reported in a plethora of parliamentary reports and blue books. Only a novel, with its focus upon the individual and particular, could correct the generalized abstractions of official documents and statistics: yet the novel demanded plot momentum and narrative resolution in a situation where irresolution and intractability were the keynotes.” Josie Billington, “Elizabeth Gaskell” (Suggested novels: Mary Barton , Adam Bede , Lady Audley’s Secret , Tess of the D’Urbervilles. )

3. “Hetty is a subject till that last moment on the road, before she abandons the baby. From that point on she is an object: of confession and conversion, of attitudes toward suffering. This is the essential difference from Hardy’s Tess of the D’Urbervilles which has the strength to keep to the subject to the end. Adam Bede and Dinah Morris—as one might say the dignity of self-respecting labour and religious enthusiasm—are more important in the end. Even the changed repentant Arthur is more important than the girl whom the novelist abandons, in a moral action more decisive than Hetty’s own confused and desperate leaving of her child.” Raymond Williams, The English Novel from Dickens to Lawrence, 82-3. (Suggested novels: Mary Barton , Adam Bede , Lady Audley’s Secret , Tess of the D’Urbervilles .)

4. “The Dorset in which Hardy grew up… was, of course, the basis for the Wessex of his fiction-a landscape that in some respects has fairly been said to suggest the timelessness characteristic of rural ballads; but Hardy’s Wessex should also be seen as a traditional society under attack by the forces of industrialization. Whereas the novels of Dickens, Gaskell, and others depict the hardship caused by the industrial revolution on the urban poor, Tess clearly shows how rural industry was far from being untouched by hardship, caused by soulless mechanization. Typically, however, the harsher undertones of Wessex life have in the public mind been often diluted or lost in a wash of nostalgic rural Englishness.” Sarah Maier, “Introduction” to Broadview edition of Tess of the D’Urbervilles , 15. (Suggested novels: Mary Barton , Adam Bede , Tess of the D’Urbervilles .)

5. “Art is the nearest thing to life; it is a mode of amplifying experience and extending our contact with our fellow-men beyond the bounds of our personal lot. All the more sacred is the task of the artist when he undertakes to paint the life of the People. Falsification here is far more pernicious than in the more artificial aspects of life.” George Eliot, Review of Wilhelm Heinrich Riehl’s The Natural History of the German People as a Foundation of German Social Politics, 1856. (Suggested novels: Mary Barton , Adam Bede , Tess of the D’Urbervilles .)

or choose one of the following on Woolf’s Mrs Dalloway :

6. “She felt somehow very like him—the young man who had killed himself.” Why do you think Woolf constructed her novel around two such different, yet obviously paralleled, central characters?

7. Mrs Dalloway’s marriage plot—the standard feature of the nineteenth-century novel—is very clearly in the past. What other features of more traditional novels that we’ve read this semester does Woolf either transform or reject outright? What does she replace them with? Why?

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Journal Synthesis Assignment Sheet & Rubric

Oer assignments for introduction to literature, pov assignment sheet & rubric, ya/children's lit assignment sheet & rubric, introduction to literature assignments.

This project was part of the Western Maryland M.O.S.T. Institutional Grant (2020). While it focuses primarily on a 100-level Introduction to Literature course, the open resource and subsequent assignments could easily be adapted for upper-level undergraduate literature courses. Furthermore, the design of this project allows instructors to continue to utilize texts with which they are most familiar.

Introduction

See the attached document for the full resource.

As the instructor, first explore the primary resource from Oregon State University used in this project. The Oregon State Guide to English Literary Terms video series is licensed by creative commons (CC BY) and available online at https://liberalarts.oregonstate.edu/wlf/oregon-state-guide-english-literary-terms . The open assignments that follow were created to support instructors utilizing the Oregon State resource in collaboration with texts in the literature classroom. Each assignment contains instructions for instructors, tips for teaching, the assignment, and if applicable, a rubric. This resource is licensed under a CC BY 4.0 license © 2021 and can be reproduced or revised as necessary.

[1] Here are a few Open Literature Resources if you need texts to work with in your class:

https://www.gutenberg.org/
https://www.oercommons.org/courses/the-open-anthology-of-earlier-american-literature/view
https://americanliterature.com/100-great-short-stories
https://most.oercommons.org/courseware/3

Literary Terms Identification Quiz

Instructions for Instructors

Create a quiz of terms and definitions. This can be comprehensive or just a few you introduce in a specific unit. (Bloom’s Taxonomy: Remember). It is recommended that you select terms and definitions ( https://liberalarts.oregonstate.edu/wlf/oregon-state-guide-english-literary-terms ) which you have covered in class and consider essential to meeting the objectives of your particular course.

Tips for Teaching

You may wish consider these as two sections of the same quiz OR as two related assignments given with a week or two of each other. For instance, you may wish to assign a short quiz in which your students identify/ define several related literary terms (for example, terms related to figurative language) and then, after having read some works which focus those terms, assign the literary terms application quiz based on those works. The students learn to identify the terms first and shortly after, apply them to actual words of literature. You can repeat this combination through the semester as you move from section to section if you arrange your course around different learning units.

Instructions for Students

The objective of this assignment is to assess your ability to remember the definitions of key literary devices and terms. After watching your assigned videos from The Oregon State Guide to English Literary Terms , match each term to its definition.

Anaphora -the repetition of words or phrases in the beginning of a group sentences, phrases or poetic lines.

Blank Verse -poetry written in unrhymed but metered lines, almost always iambic pentameter.

Deus Ex Machina -a literary device in Latin meaning “God from the machine”, in which a plot is solved at the end of a story through an “miraculous” event.

Ekphrasis -a literary description of a work of art.

Enjambment -the poetic term for the continuation of a sentence or phrase from one line of poetry to the next.

Epistrophe - the repetition of phrases or words in a set of clauses, sentences, or poetic lines.

Figurative Language- a literary device asking the reader or listener to understand something by virtue of its relation to some other thing, action, or image.

Flashback -a trigger that interrupts the present (usually chronological) action of a story to show readers a meaningful scene that happened in the past.

Flat Character -a character who is superficial, predictable, or otherwise not very sophisticated.

Foreshadowing -a narrative device in which suggestions or warnings about events to come are dropped or planted.

Frame Story -a narrative that surrounds another story or set of stories.

Free Direct Discourse -a point-of-view that blends first and third person perspectives.

Genres -categories that have developed over time for what we read, what we watch, and what we listen to.

Graphic Novel -a narrative that involves both pictures and words.

Hyperbole -the art of exaggeration to convey an amplified personal response.

Imagery -the use of vivid language designed to appeal to the senses.

Irony -words or actions that depart from what characters or the reader expect them to say or do.

Juxtaposition -the position of two objects next to one another for the purpose of drawing attention to them.

Metaphor -a comparison between two things that are otherwise unrelated.

Metonymy -a comparison of two objects that are not similar in qualities.

Narrator -the fictional construct the author has created to tell the story through.

Oxymoron -the rhetorical term that describes words or phrases that, when placed together, create paradoxes or contradictions.

Personification -when something nonhuman is described using human characteristics.

Poetic Meter -the basic rhythmic structure of a line within a poem.

Point of View - the audience’s perspective on the events of the narrative.

Prologue -Comes at the start of a literary work and introduces background information such as characters and setting.

Rhyme Scheme -the pattern of end rhymes in a stanza.

Round Character -characters that have a certain depth or complexity.

Satire - the art of making someone or something look ridiculous, raising laughter in order to embarrass, humble, or discredit its targets.

Simile -the comparison of tow objects, usually involving the words “like” or “as”.

Sonnet -a 14-line poem using a specific rhyme scheme.

Stanza -smaller units of prose cut into lines.

Steam of Consciousness -a narrative style that tries to capture a character’s thought process in a realistic way.

Symbolism -a literary device in which words or actions represent something else.

Synecdoche -a metaphorical device in which a part of something represents the whole object.

Understatement -the description of something as having much less of a particular quality than it does.

Unreliable Narrator -a first person narrator that may not be completely trustworthy or unbiased.

Literary Terms Application Quiz

Create a quiz of terms and literary passages. This can be comprehensive or just a few you introduce in a specific unit. (Bloom’s Taxonomy: Apply). Below are example questions to revise for the terms, definitions, and texts you are using in your literature course.

It is recommended that you select terms and definitions which you have covered in class and consider essential to meeting the objectives of your particular course. For each exercise, select a passage from a work your students have studied. Ask that the students to identify a specific literary term in each passage and then write a 1 paragraph (7+ sentences) explanation of how this particular term helps the reader understand the larger work more fully.

In each passage, identify the literary term requested and write a brief definition of that term. Then write a 1 paragraph response explaining how the term in this passage helps the reader understand the whole work. The objective of this assignment is to assess your ability to identify and apply key literary devices and terms.

Question 1. In "Ex-Basketball Player", John Updike writes about a former high school athlete who now works as a gas station attendant. In the 2nd stanza, he has the young man, Flick, identify with the "idiot pumps" using basketball imagery. Aside from this second stanza, where else in the poem does the author use imagery that suggests Flick's preoccupation with his basketball career? Write a 1-paragraph response addressing the following.

Define the term Imagery.
Locate a line outside of the 2 nd stanza and explain how the poet is using imagery.
Explain how the poet is using this imagery to create a broader theme related to Flick and his former glory?

Question 2. In Katherine Mansfield’s story, “Miss Brill”, the story follows the title character through her Sunday afternoon walk to the public gardens. The point of view of the story plays a significant role in how the reader views this story. Write a 1-paragraph response addressing the following.

Define point of view.
Explain the specific point of view of this story, quoting at least one line that shows this point of view.
Describe how this specific point of view provides the reader with unique insights into understanding this story.
[Bonus] Contrast how this story would be very different if told from a different point of view. Use details from the story to support your claims.

Question 3. The short story, “Young Goodman Brown” by Nathaniel Hawthorne uses various symbols to provide meaning to the story. Write a 1-paragraph response addressing the following.

Define what a symbol is.
Locate an object or action in this story that serves as a symbol in the story.
Explain how this specific object or action provides meaning to the story, using specific references to the text to support your claim.

Point of View Essay

This assignment works best when your students have already been introduced to/ have worked on the concept of point of view. This assignment can be a challenge for some students as it asks them to imagine a concept that isn’t present in the text already. For those students, you may help them get started by engaging in class (or small-group) discussions that practice this change of point of view. This can help some students start to understand how the exercise can work. Edit the highlighted text before giving the assignment sheet to students.

See the sample assignment sheet and rubric that you can modify for your class.

In literature, point of view (POV) is the audience’s perspective on the events in the story. For this assignment, you’ll choose one of the short stories we have read to discuss and apply your understanding of POV. This assignment will have two parts. For Part 1, you’ll analyze and explain the POV in the story. In Part 2, you’ll retell a portion of the story from a new or different POV.

Children’s/YA Literature Essay

This assignment works best when your students have a solid understanding of a variety of literary terms (maybe around the midterm), so they feel like they have various options. Some students who have fond memories of favorite works of children’s or young adult literature (or have favorites they share with their children now) will be able to locate texts for this assignment easily. However, those students who did not read much when they were younger may have difficulties identifying possible children’s texts on their own. Therefore, you may want to prepare a collection of children/YA works that you enjoyed and make recommendations to that latter group of students.

See the attached assignment sheet & rubric that you can modify to fit your class.

The objective of this assignment is to identify and analyze the literary devices we have discussed in class. For the Children’s Literature Essay, you will analyze a favorite story you read as a kid. A literary analysis examines and interprets a piece of literature. It is NOT a summary. The essay will present an argument, or claim, about the work and the literary devices it employs. The purpose is to demonstrate what you’ve learned about literature and the devices authors use to tell a story.

Journal Synthesis

This assignment works best no earlier than midway through a semester, perhaps even later. If you are asking your students to regularly journal about the literary works, they should ideally have a substantial portfolio of their journals (or discussion boards, if applicable) from which to observe and reflect on their growth during the semester by the time you're deep into the semester.

See the attached assignment sheet & rubric that you can modify for your class.

The objective of this assignment is to synthesize your growth as a reader and writer in Introduction to Literature. For the Journal Synthesis, you will compose a synthesis of your weekly journals, reading strategies, and writing processes throughout the semester. A synthesis is a way to make connections between texts with the goal of presenting and supporting a claim. The purpose is to demonstrate your achievements as a reader, writer, and critical thinker this semester.

Drama Assignment

Audience Your instructor

Read one of the plays from our list of texts. If you can find a full staged version live or recorded on a platform like YouTube.com, you may watch that performance. Make sure you are well-acquainted with the play as it is written/ performed before an audience.
Locate a movie/ TV movie full-length adaptation of the same play and watch that movie version. Consider the written play version the original text and the movie version as the adaptation of the original.
Characters : Are there significant characters added or subtracted in the movie adaptation? Do some of the characters have greater or lesser importance in the movie version? What is the significance of these differences in character?
Plot : Are there significant plot differences between the written version and movie adaptation? What plot points/ complications are added or subtracted from the written version? How do these plot changes influence the movie version? Why do you think the creators of the movie made these changes?
Language/ Content : Are there significant language differences between the written and movie version? What are these differences? What do these changes suggest about what is permitted in a play version and a movie version? Are there themes or issues that are addressed in the original play that are changed in the movie version? Are these differences related to the eras when the play was written and when the movie was produced?
Setting : Does the movie version set scenes in locations different than are presented in the original play version? Are scenes arranged in a different order in the different versions? How does the movie version employ use of flashbacks/ flashforwards or time changes versus the play version? What are tools regarding scene and time changes that can be used in a play version versus in a movie version?
Music/ Lights - Do the two different versions of the text use background music/ underscoring? Does the use of music differ between versions? What is the effect of these uses of music? Do the two versions employ lighting in different ways? What is the effect of these differences?
You may wish to merely identify the significant differences in your essay or you may wish to analyze and critique these differences and their effects on the two versions of the play.
Be aware that changes from the original version are not automatically bad. Some changes might be necessary or appropriate when producing a play versus a movie. You may wish to research whether the playwright participated in the production of the movie version.
MLA Web Publications Citation on a Works Cited page, information about electronic sources from the Purdue OWL: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_electronic_sources.html
Writing in Literature- suggestions about how to structure a literature paper from Purdue OWL. There are several excellent links within this main page: https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/index.html

Note to Instructors: The seven plays below work well for this assignment. This list also includes at least 1 movie/ TV movie adaptation of the play. You may wish to screen these plays and movie versions for content, language, etc. ahead of assigning them.

Play Playwright Movie Version Date/ Details

Grading rubric.

*Overall grade will be reduced one letter grade each day the assignment is late.

Narrative Assignment

Personal narrative assignment.

Objective: To research an excerpt from a personal narrative and explain its theme and purpose and the historical context of the narrative.

Audience: Your instructor

Length: 500-700 words

Assignment:

Read one of the personal narrative excerpts below.
Research important biographical information of the author and the historical context of the narrative
Write a paragraph (at least seven sentences) in which you provide basic biographical information about the author of the narrative. Make sure you properly cite the source of this biographical information following Modern Language Association (MLA) guidelines.
Write a full paragraph (at least twelve sentences) in which summarize the actions, events of the narrative. You may wish to directly quote from the narrative but make sure no more than 20% of this paragraph is direct quotes.
The setting of the events of the narrative (where and when did it occur)
The purpose of the author writing this narrative
The audience of this narrative
The general reaction of this narrative
What sections of the narrative did you find most interesting/ compelling?
What sections of the narrative were the hardest to understand/ relate to?
How do you respond to the author as a person?
Do you see any similarities in this narrative to your own experiences?

Makes sure that you use in-text citations when necessary and provide an appropriate Works Cited page at the end. Both the in-text citations and Works Cited page should follow MLA guidelines.

List of Narrative excerpts:

Mary Antin- “The Promised Land”

Olaudah Equiano “The Interesting Narrative of the Life of Olaudah Equiano”

Fanny Fern- “The Working Girls of New York”

Sarah Winnemucca Hopkins – “Life among the Piutes”

Red Cloud “Address to Cooper Union” [All I want is Peace and justice]

Mary Rowlandson “A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson”

Zitkala-Sa- ”The School Days of an Indian Girl”

Booker T Washington “Up From Slavery”

[Instructors may add/ subtract works as needed]

Poetry rhythm assignment, poetry- rhythm assignment.

Objective: To identify the specific rhythm of a poem and explain how that rhythm is significant to understanding that poem.

Audience: Your instructor.

Length: 250-350 words

Select two poems from the list of poems [Instructor- it is best to provide a list of poems in order to limit opportunities for plagiarism and give students some boundaries]. Make one of your poems [name of “base” poem, which you’ve discussed with class]. Select a second poem which we have not covered as a class.

For each poem write a paragraph identifying the rhythm(s) of the poem and explaining how the rhythm(s) provide specific meaning to the poem. Feel free to quote specific lines or phrases from the poems to support your points.

If you use outside sources to assist you in writing this assignment, please use MLA format in-text citations and a Works Cited page at the end of the journal.

List of Poems

Theodore Roethke – “My Papa’s Waltz”

William Shakespeare- Shall I Compare Thee to a Summer’s Day”

William Shakespeare- “My Mistresses’ Eyes are Nothing Like the Sun”

Gwendolyn Brooks- “We Real Cool”

Claude McKay- “The Tropics in New York”

Alfred, Lord Tennyson- “Break, break, break”

[Instructors may add/ subtract poems as needed]

Poetry speaker assignment, poetry- speaker/voice assignment.

Objective: To examine a poem and identify how the poet creates a speaker or voice in the poem that we recognize as separate from the actual voice of the poet.

Length of assignment: 250-350 words.

Assignment: Select a poem from the list below. Read it several times to determine the “voice” or “speaker” of the poem. Write a 250-350 journal in which you explain how the poet intentionally creates a distinct speaker or voice in the poem, separate from that of the poet. Refer to or quote specific lines to support your points. Explain how the poet creates a full, unique character as the speaker of this poem.

List of poems:

A.E. Houseman- “Is my Team Ploughing?”

Robert Browning- “My Last Duchess” or “Soliloquy of the Spanish Cloister”

William Blake- “The Chimney Sweeper”

Langston Hughes- “Mother to Son”

Jane Johnston Schoolcraft- “Invocation”

Wilfred Owen- “Dulce et Decorum Est”

Howard Moss- “The Pruned Tree”

James Stephens- “ A Glass of Beer”

[Instructors: Add/ Subtract from this list as you choose. Just make sure that the poems involve a speaker or voice who is distinct from the voice of the poet]

Short Fiction Theme

Short fiction-theme assignment.

Objective: To identify and trace a theme or motif in a short story.

Assignment Length 400-600 word essay:

Select one (1) short story from the list below.
Read it carefully, noting keys plot points. Make a list of the key characters and their main goals and actions through the story.
Identify a key theme, locating at least three (3) specific instances/ references to this theme in the story.
Summarize the plot of the story in one paragraph. Do not attempt to mention every minor plot point; highlight the key events that following the main characters and their most important goals and actions.
In 1-2 paragraphs, articulate the central theme identified in (3) above. Specifically quote these instances, explaining how these references to the theme add to a greater understanding of the story as a whole. You do not need to retell the plot; your goal is to highlight the key moments when this theme is used to articulate the larger idea of the story.

List of Short Stories.

John Cheever- “The Swimmer”

James Joyce- “Araby”

Flannery O’Connor- “Good Country People”

Tobias Wolf- “Hunters in the Snow”

John Updike “A & P”

Kate Chopin- “The Story of an Hour”

“ Zora Neale Hurston- Spunk”

Katherine Mansfield- “Miss Brill”

Bobbie Lee Mason- “Shiloh”

Alice Munro- “How I Met My Husband”

W.W. Jacobs- The Monkey’s Paw

[ Instructors can add/ subtract works according to their preferences]

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20.4: Assignment- Presentation

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Research your assigned topic, create 6-10 PowerPoint content slides (.ppt or .pptx), to illustrate your a “speech” about your topic. Also include a cover slide and a works cited slide, so that the total number of slides is 8-12.

This presentation is given online. If given live in class, it would take an estimated 3-5 minutes to present.

Post your presentation to the Blackboard DB.

Comment on at least two other students’ presentations.

Research requirements:

A minimum of three reliable sources for “speech” content is required.

Reliable sources include the textbook (or its supporting website), which you can use as one of your sources. Additional reliable sources are reliable specialized web resources (such as Victorian Web and author sites run by .org associations) and college library electronic or print resources.

Unreliable (not-to-be used) sources include Wikipedia, student web pages, blogs, or similar sources).Images can come from general sources, such as Google, provided that they are not copyright protected.

Keep track of where you find your content, as it needs to be cited within your “speech” (in text citations) and on a works cited slide, using MLA works cited citation format.

Image requirements:

Each content slide should include at least one image.

Content slides can also include links to external audio or video media.

Unlike the “speech” content, the images and audio/video media may be obtained from any appropriate source, including Google, YouTube, commercial websites (for pictures of book covers, for example), and clip art.

Images do not need to be cited on a works cited slide. Instead, simply cite them on the slides where they are used. To cite them, write the word “Source:” (without the quotation marks) and identify the source by name or URL.

“Speech” requirements:

Your “speech” is written in the form of notes for each content slide.

However, do not write these notes in the body of the slide (use images there instead, and keep the writing on the body of the slide to a minimum.

Write one or more paragraphs of notes per content slide (no specific word count) and write them in the “notes” area below (outside) the body of the content slide.

These notes therefore will not be visible in the “slide show” view, but can be seen in other views. These notes are your “speech,” that is, what you would say about each slide.

To gauge whether your “speech” is long enough, check that it would take about 3-5 minutes if given live in a class. If you have written enough content into your speech, it should come out to about that length.

Presentation Topic Sign-up

Choose a topic for your presentation.

If you choose an author, include basic biographical information and information about what the author wrote (especially what the author is best known for). The rest of what you include is up to you, but may include interesting, strange, or wonderful biographical information about the author or the author’s family; interesting, strange, or wonderful information about one or more of the author’s works; or information about film or other adaptations of the works.

Use this same approach if you have chosen a topic other than an author (such as a book, an artist, or a political figure): find basic information and supplement it with other relevant information that fits the context of this class.

Choose one of these topics. The topics on this list are the only topics that can be used.

Write your choice in a reply to my thread. Write out the name of your choice, not just the number. I will reply to your reply to confirm your choice.

Once a topic has been picked, it is no longer available, so choose early.

TOPIC (listed in approximately chronological order, beginning with Anglo-Saxon period):

Beowulf (author unknown)
Geoffrey Chaucer
Marie de France
William Langland
Margery Kempe
Sir Thomas Mallory
Sir Thomas More
Edmund Spenser
Queen Elizabeth I
Mary, Queen of Scots
Sir Walter Raleigh
Sir Philip Sidney
John Webster
Sir Fancis Bacon
John Dryden
Samuel Pepys
Mary Astell
Henry Fielding
Samuel Johnson
William Hogarth
James Boswell
Olaudah Equiano
Oliver Goldsmith
William Cowper
Survey of English Literature I. Authored by : Wendy Howard Gray. Provided by : Reynolds Community College. Located at : http://www.reynolds.edu/ . License : CC BY: Attribution

Division of Student Learning and Academic Success

English and Careers: Integrative-Learning Assignments for Literature Majors

Louise Kane, Ph.D. Assistant Professor of Global Modernism UCF Department of English

One of the most common misconceptions about literature majors (and scholars!) is that they only like to read and write about books. This is true, to a degree. However, they also enjoy creative problem-solving, planning advertisements and press releases, and working with people from all walks of life. Being a lit major is about far more than being a reader or studying old texts. It’s about networking, collaborating, and exploring forms of interdisciplinary learning in new ways. One of the ways English students can start to engage in activities that prepare them for real-world careers is to engage in integrative learning. This form of learning also offers students on other humanities courses—such as history, sociology, legal studies, and philosophy—opportunities to develop their analytical and writing skills, greater confidence in public speaking, and new ways of presenting complex ideas in simple, concise terms.

What is Integrative Learning?

Integrative Learning is a form of learning that connects the core knowledge and skills of a discipline or major to real-world professional and civic contexts. The American Association of American Colleges and Universities (AAC&U) defines integrative learning as “an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus.” UCF emphasizes three core components of integrative learning: intentional learning, high-impact practices, and metacognition. To learn more about integrative learning at UCF, click here.

How can students participate in Integrative Learning?

Integrative-learning assignments.

The easiest way is for students to join an “IE” (Integrative-Learning Experience) designated course. This type of course has assignments that have been specially designed to provide students with connections and pathways to real-world and industry . You can learn more about the IE designation on the QEP website, here . However, anyone can include integrative-learning assignments in their classes, even if the course is not a designated IE . Indeed, many of us are already incorporating aspects of integrative learning into our courses, even if we don’t call it that.

The following are examples of different types of integrative-learning assignments that I have used in my literature courses. These assignments can also be modified to fit the needs of a wide variety of humanities courses, including those related to History, Creative Writing, and Modern Languages, and even some STEM courses.

Some Examples of Assignments

The class journal.

Using the framework of a mock peer-reviewed journal, this assignment asks students to submit an abstract and final research article for consideration to the class online journal (instructors can set up a simple online blog/webpage, or use the “discussion” function in Canvas, to serve as the journal submissions page). Several existing literature and creative writing track courses here at UCF have already used the framework of the journal as the basis for assignments. The graduate level Literary, Cultural, and Textual (LCT) Studies Capstone course, for example, contains an assignment which asks students to write a journal abstract, and the undergraduate Editing and Publishing Certificate enables students to review submissions and conduct other editorial duties for the Florida Review and Cypress Dome journals.

However, along with integrating an abstract-writing component, this assignment also offers students a chance to engage directly in a journal’s review process through conducting the peer review stage themselves. As it can be adapted to any course, it does not just have to function as a component of a capstone or literature course.

Students begin by submitting their abstract and article to the submissions portal. After submitting their own work, they then peer review their class members’ anonymous submissions. Two students are assigned to each submission and must write a review report in which they justify why they feel the article should be accepted, accepted pending revisions, or rejected. The two must collaborate on the review report, which promotes working to deadlines as part of a team and introduces students to the tricky task of giving honest feedback while retaining a constructive, professional tone. Students then receive the review report for their abstract and article and are given two weeks to make the necessary revisions before resubmitting them as part of their final examination assignment. For this final assignment, they also submit a review response report in which they outline how they have changed their work to reflect the reviewers’ feedback or defend why they have decided not to incorporate aspects of the feedback.

This assignment allows students to understand and prepare for the difficult process of scholarly publication, which is great for graduate school-bound students. It also offers the opportunity to develop writing skills necessary for any career, however, such as expressing complex ideas to broad, non-specialist audiences, and succinctly explaining an argument. The instructor could devise a topic or set of discipline-specific topics they want the students to write on, and the students could then provide abstracts written in concise, straightforward language. The addition of a discipline-specific rubric for grading gives students more tailored guidance on abstract requirements in their discipline. Students in any discipline could have an option to extend the assignment by writing up an abstract designed for a particularly prestigious peer-reviewed journal in their field. In a graduate course, advanced students could actually send off their final research article to the journal. In a modern language course, students could translate their abstract into a different language.

Digital Storytelling

A popular option that many instructors have opted to integrate into their courses is a digital storytelling module. Digital storytelling offers students novel ways of gaining new skills that will serve them well in today’s diverse workplaces, such as video production, editing, scriptwriting, and public speaking.

The assignment I used in my LIT 3931 (Topics in World Literature) class asked students to tell a story digitally by making a video detailing their responses to the different cultural backgrounds of the texts we studied. Students worked individually and began by conducting a literature review of the main theories and ideas about certain literary movements around the world, such as the Latin American Boom movement. They then created a PowerPoint lecture in which they “taught” the text and its cultural contexts to their peers (we screen these PowerPoints in the final class). The video response sees them discuss the movement, its heritage, and its significance for two minutes, while also pointing out some textual examples inspired by the movement’s key principles or tendencies. This 2–3 minute video is then embedded into the PowerPoint to form an interactive part of their lecture and to draw together some of its key arguments.

This assignment could be adapted in many ways, for example:

The assignment could ask students to submit a 2–3 minute video to the initiative in which they discuss how different literary or historical movements relate to their own sense of culture or heritage.
The assignment could ask the students instead to create group PowerPoint presentations, with a longer group version of the video, or even an audio podcast, included in the PowerPoint.
Students could show their understanding of a text and its contexts by creating a “born digital” creative piece, such as an animation, short film, or video blog, in which they define or explain the history of a specific term, such as “world literature,” “global modernism,” “Asian American writing,” or “transnational exchanges.”

This form of integrative learning positions the student as the director of their own learning experience and allows them to demonstrate understanding through a medium that departs from the traditional final essay examination format used in many humanities courses.

Make a Magazine Project

For this assignment, students in my LIT 3714 Literary Modernism class consolidated their learning about the global movements that “made” early twentieth-century literary modernism by producing their own magazines. Initial writing-based assignments, such a “magazines profile” assignment, which saw them write up encyclopedia style entries for 5-6 different modernist magazines produced in the early 1900s, gave students a good grounding in the main tendencies, aims, and appearance of little modernist magazines, and they built on their knowledge by recreating their own magazine. The stipulations for the assignment were as follows: in keeping with literary modernism’s commitment to experiment across the arts, the magazine had to be innovative in some way; it had to engage with ideas of globalization, world citizenship, or the modernist movements pertaining to at least one country not based in Europe or America; it had to contain at least one piece of text translated into a language other than English.

Students had to produce their magazines in groups of 5–6, and to prepare for the assignment they conducted research into existing alternative magazines in the UCF Sol and Sadie Malkoff Typography Archives. This helped them gain a greater “real world” understanding of the politics of serial printing and of how their magazine should look. The groups were then responsible for devising and writing their magazine’s content, together with producing a prototype version of it which was then showcased at UCF’s “Celebrate the Arts” Festival and submitted, along with a group report, as part of each student’s final examination portfolio.

Linguistics, Corpus Analysis, and Digital Humanities Approaches

Corpus Linguistics Tools

This assignment invites students to explore literary texts and historical documents by experimenting with approaches to literature borrowed from linguistics and digital humanities (DH). Students can “run” two texts from the syllabus through a Corpus Analysis tool like Voyant to conduct close readings of the linguistic properties of a text. The integrative-learning aspect of this assignment derives from the way it introduces students to alternative ways of reading literature through data-based approaches. These approaches enable students to gain skills in data visualization, data mining, and statistical linguistic analysis (Voyant offers students the ability to see a range of statistics related to incidences of certain word patterns) that may come in handy for a wide range of careers in marketing, communication, and postgraduate research. Students can also use these readings as part of wider undergraduate research activities. For example, here, a student used Voyant-produced linguistic data visualizations to compare representations of race, gender, and class in Zora Neale Hurston’s short story “Sweat” and Sylvia Plath’s The Bell Jar , which the student then presented at the Florida Undergraduate Research Conference.

This assignment works well as a bridge between literature and linguistics, but could also work well for political science or communication majors, who could analyze pieces of rhetoric, advertisements, government documents, and public speeches, rather than literary texts.

Graphs, Maps, Data Visualization

Students can also use Google Maps, or more sophisticated DH data visualization tools such as Gephi and Orange to chart narrative structure, contributors to a text, or a text’s plotline. Instructors can incorporate these components as part of a wider assignment that requires students to analyze texts and then write a report or essay on their findings. Mapping literature allows students to visualize texts “in 3D,” highlighting issues of form and structure that might otherwise remain invisible. Students could then expand upon the findings of their assignment by developing their data for an interdisciplinary research article for the Pegasus Review, UCF’s undergraduate research journal. Below are some examples of a student assignment that used mapping to chart and trace forms of global publication and transnational literary exchange in the works of Zora Neale Hurston and the lesser-known Swedish author and creator or the Moomins, Tove Jansson.

Student Responses

Students appreciate the ability to complete assignments that immerse them into different disciplines and enhance employment prospects across diverse fields. Here are some student responses to the above assignments:

“I learned how to think freely and without limits and how to channel that creativity into a literary magazine.”

“Getting to grips with the different assignments made me feel like I was really experiencing life in a workplace, and not just a classroom. I have a far more realistic set of expectations now.”

“The focus on editing and using different software tools helped me get my first job as an Editorial Assistant at a large publishing house.”

Undergraduate Research: Archival Projects and Digital Repositories

Introducing students to archival research is another way of integrating new high-impact learning experiences into the classroom. While a trip to state or national archives or libraries might prove impractical, an easier option is to ask students to capitalize on the advances Digital Humanities has afforded to archival practices by engaging with digital archives and repositories. For this assignment, students write a comparative literary analysis essay or graduate teaching presentation/ research article using archival materials found in digital archives like the Florida Heritage Online Library , Digital Library of the Caribbean , or Yale University’s Digital Collections at the Beinecke Online Archive . Another option is to utilize the extensive and fascinating archival resources here at UCF as part of the assignment, such as the “African Americana,” “Caribbean West Indies,” and “Artists’ Papers” archives containing a wealth of historical material, visual art, film, periodicals, graphic novels, and pamphlets. Assignments could be adapted to provide students with more specific experience in archival studies, principles of librarianship, and managing or creating online archives.

To learn more about integrative learning, and to see a variety of resources on lesson-planning, assignment ideas, and other High-Impact Educational Practices, click here .

ENGLISH 206: Women in Literature

Primary vs Secondary Sources
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About this guide.

This guide will help you find resources and information for your assignments in English 206: Women in Literature. Use the navigation menu to choose the assignment you are working on. On each page you will find useful sources that will help you meet the requirements of the assignment.

If you need help with library search tools and resources, just click on the Research Help tab. For other questions about your assignment, consult with your professor.

Databases to Research Historically Underrepresented Voices

The following databases will help you research primary voices from women and other historically marginalized communities. Some general tips as you use these databases: Use filters to narrow your search, typically available on the left side of the screen. Specifically, you might narrow by specific women authors or by publication/article type, depending on what you are looking for. Most collections have sub-collections that are organized by publisher. You might browse these publications for any that specifically mention women.

Off-campus access limited to current UWGB students, faculty, & staff.

Literature-specific Databases

The following databases can be used to research specific pieces of literature. You can search by title, author, or topic.

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Last Updated: Apr 12, 2024 12:43 PM
URL: https://libguides.uwgb.edu/english206

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Knowledge Base

Methodology

How to Write a Literature Review | Guide, Examples, & Templates

How to Write a Literature Review | Guide, Examples, & Templates

Published on January 2, 2023 by Shona McCombes . Revised on September 11, 2023.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic .

There are five key steps to writing a literature review:

Search for relevant literature
Evaluate sources
Identify themes, debates, and gaps
Outline the structure
Write your literature review

A good literature review doesn’t just summarize sources—it analyzes, synthesizes , and critically evaluates to give a clear picture of the state of knowledge on the subject.

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What is the purpose of a literature review, examples of literature reviews, step 1 – search for relevant literature, step 2 – evaluate and select sources, step 3 – identify themes, debates, and gaps, step 4 – outline your literature review’s structure, step 5 – write your literature review, free lecture slides, other interesting articles, frequently asked questions, introduction.

Quick Run-through
Step 1 & 2

When you write a thesis , dissertation , or research paper , you will likely have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

Demonstrate your familiarity with the topic and its scholarly context
Develop a theoretical framework and methodology for your research
Position your work in relation to other researchers and theorists
Show how your research addresses a gap or contributes to a debate
Evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.

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See an example

Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research problem and questions .

Make a list of keywords

Start by creating a list of keywords related to your research question. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list as you discover new keywords in the process of your literature search.

Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
Body image, self-perception, self-esteem, mental health
Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some useful databases to search for journals and articles include:

Your university’s library catalogue
Google Scholar
Project Muse (humanities and social sciences)
Medline (life sciences and biomedicine)
EconLit (economics)
Inspec (physics, engineering and computer science)

You can also use boolean operators to help narrow down your search.

Make sure to read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.

For each publication, ask yourself:

What question or problem is the author addressing?
What are the key concepts and how are they defined?
What are the key theories, models, and methods?
Does the research use established frameworks or take an innovative approach?
What are the results and conclusions of the study?
How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
What are the strengths and weaknesses of the research?

Make sure the sources you use are credible , and make sure you read any landmark studies and major theories in your field of research.

You can use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It is important to keep track of your sources with citations to avoid plagiarism . It can be helpful to make an annotated bibliography , where you compile full citation information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

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To begin organizing your literature review’s argument and structure, be sure you understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
Themes: what questions or concepts recur across the literature?
Debates, conflicts and contradictions: where do sources disagree?
Pivotal publications: are there any influential theories or studies that changed the direction of the field?
Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

Most research has focused on young women.
There is an increasing interest in the visual aspects of social media.
But there is still a lack of robust research on highly visual platforms like Instagram and Snapchat—this is a gap that you could address in your own research.

There are various approaches to organizing the body of a literature review. Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarizing sources in order.

Try to analyze patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organize your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

Look at what results have emerged in qualitative versus quantitative research
Discuss how the topic has been approached by empirical versus theoretical scholarship
Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text , your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, you can follow these tips:

Summarize and synthesize: give an overview of the main points of each source and combine them into a coherent whole
Analyze and interpret: don’t just paraphrase other researchers — add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
Critically evaluate: mention the strengths and weaknesses of your sources
Write in well-structured paragraphs: use transition words and topic sentences to draw connections, comparisons and contrasts

In the conclusion, you should summarize the key findings you have taken from the literature and emphasize their significance.

When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !

This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.

Scribbr slides are free to use, customize, and distribute for educational purposes.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Sampling methods
Simple random sampling
Stratified sampling
Cluster sampling
Likert scales
Reproducibility

Statistics

Null hypothesis
Statistical power
Probability distribution
Effect size
Poisson distribution

Research bias

Optimism bias
Cognitive bias
Implicit bias
Hawthorne effect
Anchoring bias
Explicit bias

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

There are several reasons to conduct a literature review at the beginning of a research project:

To familiarize yourself with the current state of knowledge on your topic
To ensure that you’re not just repeating what others have already done
To identify gaps in knowledge and unresolved problems that your research can address
To develop your theoretical framework and methodology
To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other academic texts , with an introduction , a main body, and a conclusion .

An annotated bibliography is a list of source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a paper .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, September 11). How to Write a Literature Review | Guide, Examples, & Templates. Scribbr. Retrieved April 15, 2024, from https://www.scribbr.com/dissertation/literature-review/

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English Literature Assignment Help

Get online help from our masters and phd qualified experts, what should be included in the english literature assignment.

An assignment is the most daunting task of your academic activities. If you are a literature student, then this task becomes more complex. When your teacher allocates you an assignment related to English literature and does not designate you a topic, then it becomes tough to write about it. You can write it by researching different topics and select a topic of your interest.

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What is Literature?

Literature is a true representation of life, both idealistically and pragmatically. It deals with all of the shades of human personality. It artistically presents and dramatically allures the human psyche by making life complex and acceptable, as life in its actuality is.

Literature is not the only source of aesthetic pleasures but also has significance therapeutically. It cures, heals, and guides human life by ingenious expressions and surrealistic juxtaposition sometimes by being didactic and on other occasions by simply imitating life as it may be.

Literature is the main portion of every study. To write a task related to English literature is not stress-free. If you feel that, you need the help of someone, who guides you on how to write about English literature assignments. Then, contact Assignment Studio, we guide you to accomplish your work in a short interval of time with great precisions.

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Your English literature assignment must have the following points.

Presents main ideas, associated theories, and the related concept of the topic
Give arguments that prove or disprove your statements
Sort out, if there is any gap in the literature related to your topic

Structure of English Literature Assignment:

How you write an assignment? Assignment writing techniques play an imperative role in upgrading your grades. Sometimes you have very good knowledge related to topics, but you fail to write it in a worthy style, which results in low grades in exams. So, it’s important to write in well-structured and well-organized assignments.

English literature assignments require a specific logical and argumentative approach to attempt it. There are main three parts to writing English literature assignments.

Introduction

Introduction (Acquaint with plot and character)

You can start your essay with other points of view, quotations, or by adding dramatic dialogues. You can also add embedded quotations or funny anecdotes in the introduction. Assignment introduction constitutes with following points.

Title of assignment

Opening sentence

Background information.

Overview of the topic
Thesis statement

Start your thesis with the title. A title should be précis, easy that reflect your approach to the topic.

Your opening sentence should be attention-grabbing. If you start with an interesting sentence, then your professor gives more attention to your assignment.

The background information briefly describes the plot, character, and story.

Give an overview of your topic, what is your topic and which aspect is related to your topic that you discuss in this assignment.

Also, accomplish your introduction with the thesis statement.

Body Paragraphs:

Body paragraph establishes the maximum portion of your assignment. In this part, you critically analyze your topic and explain in detail each aspect of the topic. The structure of the body paragraph is as follows;

Topic sentence
The development of argument
Related quotation or example

You start each paragraph, with a topic sentence, then describe it with a sequence of logical arguments and enhanced it with the related examples. Always use transition words when moving from one paragraph to another. Never write a long and boring paragraph, it irritates your professor.

Briefly summarize your whole assignment in a simple and logical sentence. Generally, give an overview of your whole work and provide concluding remarks. While writing the conclusion, keeps the following points in mind.

Start with connector
Write thesis in your own words
Recapitulate main points
Mentions importance of your writing
If you have a different idea in your mind share it with the reader
Mention all perspectives

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Translation panel event in honor of english professor monika otter.

Sanborn Library hosts translation panel honor of English professor Monika Otter

Click on the link for full article: Sanborn Library hosts translation panel

On April 12, Sanborn Library hosted a Q&A with three professional translators: Czech specialist Alex Zucker, Hindu and Urdu specialist Daisy Rockwell and Italian and German specialist Alta Price.

The event, dubbed "The Bridge," was catered by the Nest Café and co-sponsored by the Comparative Literature Program, the English and Creative Writing Department, the Leslie Center for the Humanities and the Office of the Associate Dean for Interdisciplinary Programs. French and Italian Department chair Andrea Tarnowski organized the event, which drew around 40 students from across the College's humanities departments.

"Planning this event has really been an education, finding out the sources for who translates what languages, what the signs of successful translation are," Tarnowski said.

Zucker reflected on the powerful calling he felt to become a translator, explaining that he and his fellow translators had felt an "innate responsibility" to share certain non-English texts with the English-speaking world.

"Translation is … how we can understand people from across the world who are always to some degree different from us, yet also inextricably linked to us," Tarnowski said. "It's another individual, another representative of another group. You have to do a form of translation to understand that individual [and] understand their experience."

During the panel, one student said learning a language can be like "building a lego" — as one learns language by building a cohesive structure of meaning. Yilu Ren GR , who is studying comparative literature, said she appreciated this metaphor.

"As a Chinese drill instructor, I use the lego metaphor to show students how the Chinese characters are combined into one Chinese word as the infrastructure of Chinese vocabulary, which is vastly different from the English vocabulary," Ren said. "You're putting pieces together, but it's an organic new entity which we're making from the pieces."

Ren — who hopes to pursue a career in translation after graduating this June — asked whether the "top experts in the field" are willing to teach prospective translators the art of translation.

"Absolutely, I would love to lecture at a university about … the art of translation, but it's just not a luxury that I particularly have or anticipate having, at least in the coming year or two," Zucker responded.

According to the Dartmouth English department website, the event was held in honor of English professor Monika Otter , who died on May 5, 2023. Otter, whose scholarship focused on the use of language, worked in Dutch, English, French, German, Greek, Italian, Provençal, Spanish and medieval Welsh.

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Literature is the main portion of every study. To write a task related to English literature is not stress-free. If you feel that, you need the help of someone, who guides you on how to write about English literature assignments. Then, contact Assignment Studio, we guide you to accomplish your work in a short interval of time with great precisions.
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