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You will be writing an essay analyzing the works we have read in this unit: “The Minister’s Black Veil,” “Not Waving but Drowning,” “Richard Cory,” and “Miniver Cheevy.” You will discuss the common theme of isolation, whether it is self imposed or not, found among ALL the literature in this unit, meaning do the actions of the main characters cause their isolation, or are they trying to fit into society, but society is isolating them? You must decide. Finally, include the consequences or results and whether they are positive or negative (many do this section in the concluding paragraph). You should have an intro with thesis, body paragraphs with topic sentences, and a conclusion. The essay should be written according to MLA guidelines. Within the module, you will find a sentence-by-sentence outline and sample direct quotes to show you how to properly include direct quotes. The works cited page is also due. You can find the directions within the assignment. DO NOT COPY AND PASTE ANY OF THESE SENTENCES FOR YOUR ESSAY; THAT WOULD BE PLAGIARISM. Direct Quotes:
1. Do not include end punctuation inside closing quotation marks unless it is a question mark or exclamation point
2. Use ellipses only in the middle of a direct quote when you are leaving out information
3. Use brackets when you want to change something within the direct quote
4. Use the author’s name either in the sentence OR the parenthetical documentation
5. Be sure to use MLA format Direct Quote Examples:
1. The drowning man explains his feelings when he says, “Oh, no no no, it was too cold always/…I was much too far out all my life” (Smith, lines 9, 11).
The direct quote has an attributive tag naming the speaker of the quote. Place / between lines of poetry to let the reader know when one line ends and another begins. The ellipses marks let the reader know where lines were deleted. The parenthetical documentation at the end gives the author’s last name and identifies the line numbers used in the direct quote. 2. Miniver’s mental state is demonstrated when the narrator states, “Miniver coughed, and called it fate, /And kept on drinking” (Robinson, “Miniver Cheevy” lines 31-32).
This direct quote is from an author who has two works in this essay; therefore, the title of the work must be included in the parenthetical documentation. Notice in this case, the narrator, not a character, is in the attributive tag. Be sure to be specific about who says the direct quote. 3. The narrator expounds, “But with multitude, good Mr. Hooper was irreparably a bugbear. He could not walk the street with any piece of mind, so conscious was he that the gentle and timid would turn aside to avoid him, and that others would makes it a point of hardihood to throw themselves in his way” (Hawthorne 345).
For the short story, you will use the author’s last name and the page number in the parenthetical documentation. Also, with short stories, you do not have to use / to indicate one line from another. The page number or numbers are all you need to cite.
4. Reverend Hooper’s congregation are bewildered by his veil: ” ‘ Our parson has gone mad!’ cried Goodman Gray” (Hawthorne 338). Look at the punctuation in the example. It is different from the others. In the others, there is a comma before the direct quote, but this one has a colon. When you have a complete sentence that declares something about the work and then use a direct quote afterward as evidence, you should place a colon between them. Another difference is the use of single quotation marks around the internal quote. When there are quotation marks inside of other quotation marks, use single quotation marks for the internal quote. Also, the MLA Quick Reference guide, found in the Intro module, has a section on in-text citations. Sample lead -in sentence, direct quote, and comment
Rev. Hooper is being judged by his community for committing sins, but they suffer with internal hatred. They are just as guilty as Hooper and hate to admit it, so they judge others to make themselves feel better: “’I don’t like it,’ muttered an old woman…’our parson has gone mad!’” (Hawthorne 338). The people of the church make a way to shame him for wearing the veil.
The main character seems to be mistaken for waving instead of gesturing out for help. That incident explains how he is always being misunderstood; the drowning man tells his peers, “Oh, no no no, it was too cold always,” not indicating the ocean water being “too cold” but life being a clear indication of what is “too cold”(Smith, line 9). It is unknown whether he is attempting suicide or genuinely waving for help and being misunderstood. Life is cruel, and it clearly shows that within the drowning man.
More Sample Sentences
topic sentence-identify the type of isolation and the work being discussed
Next, the main character in “The Minister’s Black Veil” is emotionally and physically isolated from his community
lead-in sentence that gives an example of what the work is about and leads into the direct quote
The people in Cory’s community admire him, but they really do not know him. They are poor, and he is extremely wealthy. He experiences emotional isolation.
direct quote from the literary work
An older man in the church states, “Our parson has gone mad!” (Hawthorne 338).
The drowning man denies that this is a sudden event and adamantly proposes that he has been “too cold always” (Smith, line 9).
The drowning man attempts to dispel any misconception that the lack of compassion is sudden: “it was too cold always/ …I was much too far out all my life” (Smith, lines 9,11).
BODY PARAGRAPH (2 literary works)
topic sentence that includes both works-identify the type of isolation and the works being discussed
First, the isolation is completely opposite for the main characters in the poems by Edwin Arlington Robinson.
First, Robinson demonstrates opposite types of isolation in his poems “Richard Cory” and “Miniver Cheevy.”
First, the main characters in “The Minister’s Black Veil” and “Not Waving but Drowning” are both emotionally distant from their communities
lead-in sentence that gives an example of what the first work is about and leads into the direct quote
The people in Cory’s community admire him, but they really do not know him. They are poor, and he is extremely wealthy. He experiences emotional isolation.
direct quote from the first literary work
The townspeople say, “In fine, we thought that he was everythingTo make us wish that we were in his place” (Robinson, “Richard Cory” lines 11-12).
The townspeople describe Cory as being “rich- yes, richer than a king” (Robinson, “Richard Cory” line 9).
comment about the direct quote that links back to the topic of the paragraph
Cory probably goes into town as an attempt to make friends and know the townspeople. However, the people in Cory’s community see his abundant wealth but do not recongize that his life is void of companionship and friendship, leaving him alone and suicidal. lead-in sentence that gives an example of what the second work is about and leads into the direct quote. This sentence should also clearly indicate a similarity or difference with the first work of the paragraph
Unlike Richard Cory, Miniver Cheevy does not even try to fit in with his peers. Cheevy does not enjoy the time when he lives and wishes that he had been born previously so that he could fit in better.
direct quote from the second literary work
The narrator states, “Miniver coughed, and called it fate” (Robinson, “Miniver Cheevy” line 30).
The narrator states, “Miniver cursed the commonplace/…And kept on drinking” (Robinson, “Miniver Cheevy” lines 21,32).
comment about the direct quote that links back to the topic of the paragraph
Cheevy does nothing to help his situation. He is both physically and emotionally isolated because he blames “fate” instead of taking responsibility for his life’s circumstances (Robinson, “Miniver Cheevy” line 30). Cheevy would still be his flawed self no matter when he lives.
concluding sentence that refers to both works
These two men are totally different. Richard Cory tries to connect with those around him, but Miniver Cheevy makes excuses and does not do anything to improve his condition
1. If you have not read all of the information in the module, do so now! It is imperative that you write the essay according to the required guidelines: Times New Roman 12, double spaced, and with correct grammar and punctuation. 2. The heading at the top left should be your name, my name, the class name, and the date (day, month, year). 3. Before uploading the essay, be sure that you have followed the directions, proofread the paper using the proofreading page in the Intro to Comp II module, and used MLA guidelines. You must have at least one direct quote from each primary source (the poems and short story from this unit) in the body section of the essay. 4. Check the titles; they should be in quotation marks. Commas and periods should be placed inside closing quotation marks of the titles (if applicable). Check verb tense; if you are referring to the literature, use present verb tense. Introduction Paragraph:
The introduction should introduce and prepare your readers for the essay without telling them the outline of your essay. For example, you may want to talk about isolation in general; you could talk about introverted vs extroverted personalities; you could talk about suicide or depression; you could talk about how social media makes us feel like we are a part of something greater, but we are still isolated to a degree. Since each of these works focuses on the main characters’ feelings of isolation, this topic will lead into the thesis. Thesis Statement: The thesis should be the last sentence of the Introduction. It tells the focus of the entire essay. The rest of the essay simply supports that your thesis is true. The thesis should include the literature titles and/or authors and should mention the theme of isolation. DO NOT ANNOUNCE! Sample thesis statement models:
In (titles of works), (authors’ names) (illustrate or show) the theme of isolation.
(Authors’ names) (show, develop, or illustrate) the theme of isolation in (poem and story titles).
Body Paragraphs One of the paragraphs will cover two works. Decide which two you want to put into one paragraph. Some choose the two works that feature a mixture of imposed and self-imposed isolation. Others choose the two poems by the same author. Just make sure the two works you put into one paragraph have something that connects them. A. Body Paragraph 1
1.. Topic Sentence: This sentence introduces the first literary work you will discuss and gives direction to the paragraph. It must refer back to thesis and have a transition. Be specific. For example, you may want to identify the main character and the type of isolation experienced. 2. Lead in sentence: This sentence gives an example of why the topic sentence is true. This part of the paragraph analyzes what is happening in the literary work that is important and crucial to your point. 3. Direct Quote (with correct parenthetical documentation) that gives evidence of the example: The direct quote that you choose must support what your paragraph is about; it can’t be just some direct quote thrown randomly into the paragraph. Make sure the direct quote flows with the paragraph. The direct quote should be blended into your sentence or have an attributive tag. When using an attributive tag, you will tell who says the quote. (Please see the sample direct quotes page in the module.)
4. Comment: Make a comment about the direct quote or about the example. This is when you explain the importance of the quote. You can also analyze more during this section.
5. Concluding sentence closes the paragraph: This sentence should come to a point. It concludes the paragraph. B. Body Paragraph 2
1. Topic Sentence (must refer back to thesis and have a transition):
2. Lead in sentence that gives an example of why the topic sentence is true:
3. Direct Quote with correct parenthetical documentation:
4. Comment: make a comment about the direct quote or about the example
5. Concluding sentence closes the paragraph:
C. Body Paragraph 3
1. Topic Sentence (must refer back to thesis and have a transition): This topic sentence is a little different because you must address both works in the paragraph and identify the common element between them. 2. Lead in sentence that gives an example of why the topic sentence is true: Begin explaining the first work mentioned in the topic sentence following the same guidelines as the other lead-in sections in the previous paragraphs. 3. Direct Quote with correct parenthetical documentation: The direct quote should be from the first work being discussed. 4. Comment: At this point in the paragraph, you should discuss the importance of the direct quote and begin to lead into the second literary work of the paragraph. 5. Lead in sentence that gives an example of why the topic sentence is true: Begin analyzing the second work mentioned in the topic sentence following the same guidelines as the other lead-in sections in the previous paragraphs; however, you will add language that indicates the connection to the previous work. 6. Direct Quote with correct parenthetical documentation: The direct quote should be from the second work being discussed. 7. Comment: Explain the importance of the direct quote from the second literary work
8. Concluding sentence closes the paragraph: This section should end the paragraph and make sure the reader understands the connection between the two works
Concluding Paragraph
Conclusion Topic Sentence: Give your opinion about the literature; for example, do you agree with the authors’ implications? Which works did you like best or least? When you are writing, be sure to use PRESENT TENSE VERBS to discuss the literature. If something happnes in the story or poem, then you should use present tense verbs to discuss. Also, use the proofreading page in the first module. Many lose points for minor errors simply because they don’t take the time to read and apply the rules.

When I was young my heart and head were light,
And I was gay and feckless as a colt
Out in the fields, with morning in the may,
Wind on the grass, wings in the orchard bloom.
O thrilling sweet, my joy, when life was free
And all the paths led on from hawthorn-time
Across the carolling meadows into June.
But now my heart is heavy-laden. I sit
Burning my dreams away beside the fire:
For death has made me wise and bitter and strong;
And I am rich in all that I have lost.
O starshine on the fields of long-ago,
Bring me the darkness and the nightingale;
Dim wealds of vanished summer, peace of home,
And silence; and the faces of my friends.
Siegfried Sassoon
This is the poem the essay should be based on. 
Pick a poem from any poet this semester. It can be one that we have studied or one that we haven’t studied, but it needs to be from one of the poets we’ve studied. These poems span the eras of literature that we’ve studied; you can pick any poem you’d like, but make sure it’s one you like well enough to spend some time studying and “digesting.” Make sure to COPY AND PASTE THE POEM AT THE TOP OF YOUR ESSAY so I can read it as I grade your essay. This is NOT plagiarizing — you are presenting the poem you will be analyzing.Modernize the spelling and punctuation. You can translate this from prose to verse if you’d like; you do not have to keep the rhyme and meter. When these poems were written, spelling and punctuation was not regularized. Make sure that the spelling and grammar conform to modern rules and standards and that it’s written with modern usage.When there is a difficult word or a word that we no longer use (or rarely use), provide a footnote with a definition, so that the reader can understand. If you question whether a word is no longer used or rarely used, err on the side of caution and assume it isn’t and provide a footnote with a definition.Write a summary. After the poem, write a summary of what it is literally about or addressing, and why we believe this to be true. This should be no fewer than 3 paragraphs. Make sure that for every point you make, you provide an example from the poem and/or the poet’s life, and provide an explanation of how and why the example supports the point and supports what you’re addressing about the poem.Poet biography: After your summary, provide the background information on the poet. What from his/her life influenced his/her writing? How and why? How does the reader see this in the poem you chose? What other information does the reader need to know to about the poet to understand the poem and its meaning? (Don’t forget MLA in-text citations and a correct works cited page.)In another paragraph, explain the poem’s relevance and what it has to offer a modern audience. Explain why you say this. Provide examples and explanations.In as many paragraphs needed to address the content, reflect on the project itself and your process in completing it. What did you take away from this experience and do you have a greater appreciation and/or understanding of the: Era in which it was written?The poet and why he/she wrote it?Why we still read it today?How it links to the universal themes and characteristics that we’ve been studying all semester?How the poem still has an impact on the world today (since it’s survived and we still read it)? 
Please be mind of using correct MLA in-text citations and having a correct MLA works cited page.