Crues

Overview:  Research of Literature from the READER-Oriented Approach yields information about the literature and the many major topics on the Human condition it addresses as based on other readers’ comprehension, interpretation and evaluation of them.  Literary Criticism is the name given to this type of information.  In short, Research of Literature from theREADER-Oriented Approach yields meaning from “outside the pages” of the Literature.

 

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Instructions for Research from READER-OrientedApproach:In undergoing the three (3) stages of the Research Process, obtain three (3) – five (5) Literary Criticisms on the novel from the READER-Oriented Approach.  Print out the Literary Criticism and its source page.  Literary Criticisms must come from AUTHORITATIVE SOURCES, too,such as Peer-Reviewed Journals.  Research at Medgar Evers College/CUNY, Charles Innis Library, will be most helpful.  Pay a visit to NYC’s public Research Libraries, too.  Visit Brooklyn Library’s Central Branch at Grand Army Plaza, The New York City Public Library at Bryant Park in Mid-Manhattan, and NYPL Schomburg Center of Research in Black Culture in Harlem, NYC. Submit all findings for In-Class Review and Evaluation.

 

Research HW TEMPLATES Instructions:These Research HW TEMPLATES are tools to help complete the required Critical Reading and Writing exercises for all research.  Completely read through the Research HW TEMPLATES before filling them out. Compose (CRUES) Formal Outlinesof each Literary Criticism.  After completing (CRUES) Formal Outlines, copy and paste fields of information from them into the Critical Writing paragraphs, which will serve asthe Critical Summary and Critical Evaluation Annotated Bibliographies as well as Critical Synthesis sections of the Research Paper.  Print out hard copies and save on USB Flash Drive for In-class Review.  UPLOAD Links TBA.

 

MLA Style:Use the MLA Style to format In-text Citations and to Draft Works-Cited page. Consult The Little Seagull Handbook  “Research” and “MLA” sections for further instructions.

 

 

 

 

 

 

Kemar Roberts

Professor Barnwell

ENGL150.006/007: Composition II

17 November 2020

 

(CRU)Formal Outline: Critical Reading to Understand

Type:Meyers, Jeffrey and “Studies in Modern Fiction”

  • Literary Criticism’s Viewpoint:
    1. Identify Major Topic = Colonialism
      1. Explain Topic = Colonialism is the domination or control of a nation over a dependent person, country, or territory.
    2. Identify Viewpoint on Major Topic = This has to do with the changes that occurs within the culture of the Africans (Nigerians) and the British.
      1. “They then begin to attract more worthy men, divide the tribe, bring trade,prosperity and education and sacrilegiously kill the ancestral spirits.” (p.4)
        1. Explain Quotation= The missionaries made great changes within the African tribe making them more progressive and educated.
  • Identify ONE Main Supporting Idea = Culture Change
    1. “The best of the new generation of West Africans writing in English, begin with the coming of the white man to the bush and end in contemporary Lagos, and show the process of moral and cultural disintegration.” (p.2)
      1. Explain Quotation= The quotation is simply saying that because the white men came to West African, the new generation was at its best when it comes to writing English.
  • Identify Literary Criticism’s Purpose = The Arthur is demonstrating culture change because of colonialism.
    1. “The best of the new generation of West Africans writing in English, begin with the coming of the white man to the bush and end in contemporary Lagos, and show the process of moral and cultural disintegration that results from colonialism.” (p.2)
      1. Explain Quotation = The quotation is saying that the West  African’s new generation was at their best in writing English due to the visit of the white man and it shows the process of losing strength within culture because of the control over the depended people.
  • Identify Literary Criticism’s Audience = A particular reader or group of readers of the novel.
    1. “The College Literature reviewers suggests, Okonkwo and Ezinma’s relationship contributes to the larger dynamics between male and female principles that Achebe explores throughout the novel.” (p.34)
      1. Explain Quotation= The quotation is basically saying that the relationship between Okonkzo and Ezinma has stimulated growth and development with the principles of men and women in the novel.
  • Identify what SELF does NOT understand in Literary Criticism.
    1. Explain why SELF does NOT understand
      1. “Quote what SELFdoes NOT understand” (Use MLA Style)

 

 

 

 

(CRE)Formal Outline: Critical Reading to Evaluate

Type: Author’s Last Name, First Name and “Title of Literary Criticism”

  • Judge ONE Strength of Literary Criticism’s Viewpoint (own words, one sentence)
    1. Explain Strength (one sentence)
      1. “Quote Strength” (MLA Style)
        1. Explain Quotation (one sentence)
  • Judge[In]Effectiveness of Literary Criticism’s presentation COHERENCY (own words, one sentence)
    1. Explain [In]Effectiveness (one sentence)
      1. “Quote [In]Effectiveness” (MLA Style)
        1. Explain Quotation (one sentence)
  • Distinguish Detail(s) (where available):
    1. Distinguish ONE Fact (own words, one sentence)
      1. “Quote ONE Fact” (MLA Style)
        1. Explain Quotation (one sentence)
      2. Distinguish ONE Opinion (own words, one sentence)
        1. “Quote ONE Opinion” (MLA Style)
          1. Explain Quotation (one sentence)
        2. Distinguish ONE Assumption(own words, one sentence)
          1. “Quote ONE Assumption” (MLA Style)
            1. Explain Quotation (one sentence)
          2. Distinguish ONE Definition (own words, one sentence)
            1. “Quote ONE Definition” (MLA Style)
              1. Explain Quotation (one sentence)

(CRE) Formal Outline: CriticalReading to Evaluate (cont’d.)

  • (SELF’s VOICE) Tell whether Agree/Disagree with Literary Criticism’s Viewpoint
    1. Explain Agreement/Disagreement (one sentence)
      1. “Quote Agreement/Disagreement” (MLA Style)
        1. Explain Quotation

 

 

(CRS) Formal Outline: Critical Reading to Synthesize

 

Type: Author’s Last Name, First Name and “Title of Literary Criticism”

  • (SELF’s VOICE) Tell whether or not Literary Criticism relates to Research Paper’sMajor Topic(one sentence).
    1. Explain why or why not. (two sentences. Use “Although” sentence)
      1. If yes, identify extra understanding Literary Criticism brings to Research Paper’s Major Topic (two sentences)
        1. “Quote extra understanding” (MLA Style)
          1. Explain Quotation (one sentence)
        2. If not, then go to Field #2.
  • (SELF’s VOICE) Identify extra understandingLiterary Criticismbrings toLiterature (two sentences)
    1. “Quote extra understanding of Literature” (MLA Style)
      1. Explain Quotation (one sentence)
  • Form Critical Relationships/Cross-Reference Literary Criticism(s):
    1. Identify relationship among Literary Criticisms #1, #2, and/or #3 (two sentences)
      1. Explain how (two sentences)
        1. “Quote ONE relationship” (MLA Style)
          1. Explain Quotation (one sentence)
  • Identify SELF’s view(s) of Literary Criticism #1, #2, and/or #3:
    1. ONE View of Literary Criticism #1, #2, and/or #3’s Viewpoint (one sentence)
      1. Explain (no more than two sentences)
      2. Relate back to Research Paper’s Major Topic and/or Literature (two sentences)

 

 

(CRU)Critical Summary Annotated Bibliography

Type: In “Title of Literary Criticism,” by First and Last Name of Author, the Major Topic is[Field #1.a.]:[ ? ] (NOUN or NOUN phrase of no more than five words). [Field #1.a.i.]: Explain Major Topic (one sentence).  [Field #1.b.]: Identify Viewpoint (own words, one sentence). [Field #1.b.i.]:Author’s Last Name asserts, “Quote Viewpoint” (Use MLA Style).  [Field #1.b.i.1.]:Explain Quotation (one sentence).Type: In support of Viewpoint, Author’s Last Name states [Field #2]:  Identify ONE Main Supporting Idea (own words, one sentence).  [Field #2.a.]: Explain ONE Main Supporting Idea. [Field #2.a.i.]: “Quote ONE Main Supporting Idea” (MLA Style).  [Field #2.a.i.1.]: Explain Quotation.  Type: For“Title of Literary Criticism,” [Fields #3. and #4.]: Identify both Purpose and Audience (own words, one sentence).  [Field #3.a.]: Explain Purpose. [Fields #3.a.i.]: “Quote Purpose” (MLA Style).  [Field #3.a.i.]: Explain Quotation.  Relate [Field #3.]: Purpose to [Field #4.]: Audience.  [Compose Transitional Sentence that leads out of Critical Summary Annotated Bibliography and into Critical EvaluationAnnotated Bibliography.]

 

 

(CRE)Critical Evaluation Annotated Bibliography

[Field #1]: Judge ONE Strength of “Literary Criticism’s” Viewpoint (own words, one sentence): Type: “Literary Criticism’s” viewpoint that [here, present viewpoint in own words] is strong.  [Field #1.a.]: Explain (one sentence). [Field #1.a.i.]: “Quote ONE Strength” (Use MLA Style).  [Field #1.a.i.1.]: Explain Quotation (one sentence).  [Field #2.]: Judge [In]Effectiveness of“Title of Literary Criticism’s” Presentation/COHERENCY (one sentence).  [Field #2.a.]:  Explain (one sentence).  [Field #2.a.i.]: “Quote [In]Effectiveness” (Use MLA Style).  [Field #2.a.i.1.]: Explain Quotation.  [Field #3.]: Distinguish ONE Detail(s)(where available): [Make sure paragraph unifies.] Distinguish ONE Fact or ONE Opinion or ONE Assumption or ONE Definition. [Make Detail relate to Judgment of Strength and [In]Effectiveness.][Field #3.a.]: “Quote ONE Fact or ONE Opinion or ONE Assumption or ONE Definition” (Use MLA Style).  [Field #3.a.i.]: Explain Quotation (one sentence).  Identify Type: Again, “Title of Literary Criticism’s” Viewpoint from Critical Summary (own words, one sentence). [Field #4]:  Tell whether Agree/Disagree with Literary Criticism’s Viewpoint. [Field #4.a.]: Explain Agreement/Disagreement (one sentence). [Field #4.a.i.]: “Quote Agreement/Disagreement” (Use MLA Style).  [Field #4.a.i.1.]: Explain Quotation.  [Compose Transitional Sentence that leads smoothly either into Critical Summary Annotated Bibliography of next Literary Criticism, or into Critical Synthesis section of Research Paper.]

 

 

(CRS)Critical Synthesis: TEXT/READER-Oriented Approaches

(Here, “YOUR Voice” returns.  So, do NOT take all promps, literally.

Inside this Research HW TEMPLATE are BOTH instructions and suggestions.)

 

Type: “Title of Literary Criticism,” by Author’s Full Name, [Field #1.a.]:(OWN VOICE) Tell whether or not Literary Criticism relates to Research Paper’s Major Topic(one sentence).  [Field #1.a.i.]: Explain why or why not (two sentences. Use “Although” sentence).  [Field #1.a.i.1.]: If yes, “Quote Literary Criticism’s relation to Research Paper’s Major Topic” (Use MLA Style).  [Field #1.a.i.1.a.]: Explain Quotation (one sentence).  [Field #1.b.]:If not, then go to Field #2.  [Field #2.]:(OWN VOICE) Identify extra understanding Literary Criticism brings to Literature (two sentences).  [Field #2.a.]: “Quote extra understanding of Literature” (Use MLA Style).  [Field #2.a.i.]: Explain Quotation.  [Compose Transitional Sentence that leads smoothly into Critical Relationship/Cross Reference of all Literary Criticisms.]

[Field #3.a.]: Identifyrelationship among Literary Criticisms #1, #2, and/or #3 (two sentences).  [Field #3.a.i.]:Explain how (two sentences). [Field #3.a.i.1.]:“Quote ONE relationship” (Use MLA Style). [Field #3.a.i.1.a.]:Explain Quotation. [Field #4.a.]: Identify ONE SELF’sview of Literary Criticism #1, #2, and/or #3’s Viewpoint (one sentence). [Field #4.a.i.]:Explain (no more than two sentences). [Field #4.a.ii.]:Relate ONE SELF’s view back to Research Paper’s Major Topic and/or Literature (two sentences). [Transition smoothly to Research Paper’s Conclusion.  Restate Thesis/Interpretation.]

 

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