Research Critical Essay: “Winter Dreams”

(200 points)

Dexter Green’s idealization of Judy Jones is overblown and unreal.  Consequently, it must die.

Thesis: This essay will argue that (1) Dexter’s idealized image of Judy Jones is unreal, (2) so the Judy Jones image inevitably must die.

            Note: Your two topic sentences are hinted at above   (by #1 & #2).

Related Idea: Judy Jones personifies a youthful idealiza­tion of life itself.  So when the “Judy Jones ideal” dies, something larger within Dexter dies too (not just romantic infatuation).  You may modify your thesis to argue this.

Assignment Requirements: See your Research Model Essay

01.  Cover Sheet (flawless)

02.  Table of Contents (flawless)

03.  Four Paragraph Critical Essay

            a. Introduction Paragraph (hook, linkers, thesis)

            b. Body Paragraph #01 (3-chunk)

            c. Body Paragraph #02 (3-chunk)

            d. Conclusion Paragraph (recur to hook)

04.  Appendix (one captioned picture)

05.  Works Cited (flawless), with following THREE (3) entries (minimum):

                        a. “Winter Dreams”

                        b. “Critical Essay 2”

                        c. Appendix’s picture

06.  Textual references to “Winter Dreams” and “Critical Essay 2”—that is, you will use            “Winter Dreams” as your story source and “Critical Essay 2” as a source to          enhance your own critical ideas.  In other words, your ideas first (not just            Burhans’ ideas regurgitated).

06A. Set up the context of your quotes.  Tell what’s happening at that point in the story,            THEN give the quote.

            Example: Suzy is just stepping from the row boat when she notices “Bigfoot       stepping from behind the tree” (43).

            *The above quote establishes when Bigfoot steps from the tree.  It sets up the   context.  You need to do that with all your quotes.  Set up what is happening at      your quotation’s part of the story.  [When Dexter arrives alone at the dance...when    Dexter is driving Judy’s powerboat...During Devlin’s visit... (and so forth).]

07.  Checklist (completed)

Optional Requirements:

08.  Another Critical Essay (max. +5) as a second resource for critical ideas *This source       MUST be cited in your essay *This source MUST be a Works Cited entry

            *This source is found by using Mrs. Erickson’s (our librarian’s) research            methods/resources

09.  Thesaurus Words (max. +3)

Grading: The initial 200-point assessment is based on QUALITY OF ARGUMENT.  Afterwards, points are SUBTRACTED for technical errors (punctuation, spelling, etc.) and Writers Rules infractions (review your handout) at one-quarter point per error/infraction (rounded up), and missing parts of assignment (e.g., coversheet, appendix, table of contents) at three whole points each missing part.

            Mastery                        A         =          90.0% - 100%

            Proficient                      B          =          80.0% - 89.999%

            Basic                            C         =          70.0% - 79.999%

            Below Basic                 D – F   =          00.0% - 69.999%

Why are we doing this?  In part to exercise and expand your capabilities according to the following California State Standards (non-exhaustive list):

Reading

2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.

3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.

 

Writing

1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas.

1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style).

 

Information Literacy

The student who is Information Literate . . .

            *accesses information efficiently, effectively

            *evaluates information critically, competently

            *uses information accurately, creatively

The student who contributes positively to the learning community . . .

            *practices ethical behavior regarding information and information technology

 

 

 

 

 

 

 

 

CHECKLIST

(Complete & Include w/your Essay)

__ 01.  Essay

 

__ 02.  T-Sentences underlined

 

__ 03.  CDs & CMs (yellow, non-yellow)

 

__ 04.  Coversheet (flawless; see wall’s model)

 

__ 05.  Table of Contents (see wall’s model)

 

__ 06.  Appendix (with caption; see wall’s model)

 

__ 07.  Works Cited (alphabetical, check your Works Cited resource)

 

__ 08.  Yes, I HAVE reviewed my Writers Rules

 

__ 09.  This Checklist

 

__ 10.  Thesaurus Words (optional)