UALL1044 INTRODUCTION TO ENGLISH LITERATURE

May 2020
Universiti Tunku Abdul Rahman

Critical Essay (30%) – INDIVIDUAL

LITERARY ANALYSIS OF PLAY - DEADLINE WEEK 13, FRIDAY BY 5PM

Directions: Essay

 Write a literary analysis of the play Candida by George Bernard Shaw. Your paper should be
3-4 pages in length. Use Times New Roman (12) and 1.5 spacing.

 Choose a literary theory (one from those that are covered in lectures) to analyse the play.
Highlight at least 2 key issues related to the chosen theory. You are then to explain how these
issues are relevant to the text by giving textual evidence to support your argument.

 Quotations from the text must be in full and you are expected to explain in detail how these
quotations, lines, phrases and so on reflect the issues selected.

 It is required that you have a thesis statement. Your paper must be written in APA format and
must contain a Reference page. You may use additional sources other than the text to support
your claims stated in your essay.

 Refer to the rubric ALWAYS. This is how your grade will be determined.

Guidelines

1 Citations to follow APA style and to be written under References (APA).

2 Plagiarism = Grade F / Automatic Fail. To avoid plagiarism, your assignments should have
both in-text and end-of-text citations. Plagiarism = copying, paraphrasing or summarising of
either IDEAS or WORDS (consecutive THREE words or more) without proper citation or
giving due credit to the author(s).
3 Quality of assignments takes precedence over quantity (length). Students will be assessed in
terms of critical and acute analysis, qualitative insights, the relevance of discourse,
objectives met, and creativity.
NAME & ID OUTSTANDING EXCEEDS MEETS EXPECTATIONS APPROACHING UNACCEPTABLE
9-10 M EXPECTATIONS 4-5 M EXPECTATIONS 1M
6-8 M 2-3 M

INTRODUCTION Introduction grabs Introduction sparks Introduction provides Introduction or No introduction

& attention and provides some interest and context for the argument conclusion does not and/or conclusion.
CONCLUSION meaningful context to a effectively introduces but is obvious and/or basic. flow with the
persuasive argument. reasonable argument. argument of the paper.
(10 M)
Conclusion effectively Conclusion restates Conclusion restates Introduction or
restates the argument, arguments but uses arguments but recycles conclusion contains
but fresh language and new language and previous statements blank or vague
meaningful insight shows understanding verbatim. statements; needs
leaves reader wanting of the big picture. development to be
more. effective
TEXTUAL EVIDENCE You have chosen, for the Your evidence is Evidence is present, but Evidence chosen does Little or no evidence.
most part, the best believable and superficial. not support
(10 M) evidence to support your convincing and thesis/topic sentences.
point. supports your Textual evidence is
argument. irrelevant.
Evidence is highly
persuasive and effective
in supporting your
argument.

COMMENTARY Creative/original ideas Analysis is believable Analysis supports your Ideas lack Analysis not present
and insights; extensive and convincing, a few argument, but ideas are development; simply plot
(10 M) commentary, refreshing; assertions may lack obvious and basic. misunderstanding of summary. Analysis
goes beyond obvious and specific examples, but prompt or text; illogical does not address the
basic commentary. assertions are still argument. prompt.
clearly connected to the
argument.
 OUTSTANDING EXCEEDS MEETS EXPECTATIONS APPROACHING UNACCEPTABLE
14-15 M EXPECTATIONS 7-9 M EXPECTATIONS 1-3 M
10-13 M 4-6 M
ANALYSIS OF LITERARY Students identified two Students identified two Student identified one Student identified one Student could not
THEORY key issues related to the key issues related to the one/two key issues in the key issue in the story identify any key
chosen theory and chosen theory and story but did not but did not issue related to the
(15 M) demonstrated demonstrated demonstrate deep demonstrate deep chosen theory.
exceptional comprehension of comprehension of its use in comprehension of its
understanding as to how its/their use in the the story. use in the story.
they are tied into text. story.
OUTSTANDING EXCEEDS MEETS EXPECTATIONS APPROACHING UNACCEPTABLE
5M EXPECTATIONS 3M EXPECTATIONS 1M
4M 2M
GRAMMAR Perfect! Effective punctuation; Minor problems with Several distracting Major spelling,
& (or 1 or 2 minor errors). close to perfect. coherence, grammar, problems with grammar,
SPELLING spelling, spelling, grammar, punctuation errors;
Sophisticated Effectively blends direct punctuation, but does not punctuation, distracts and
vocabulary; sentence quotation with interfere with the coherence; citations interferes with
(5 M)
variety; quotations are explanatory words and understanding of paper. incorrect. understanding of
smoothly blended. phrases to introduce paper; citations non-
the quotation and Blend quoted material Problems with existent.
facilitate narrative flow; smoothly; but sentence sentence clarity,
still attempting structure lack variety- basic redundancy; some Serious problems
advanced vocabulary. and obvious; attempts to quotes stand alone; with coherence and
incorporate more advanced some vague sentences; sentence clarity;
vocabulary. little use of class most sentences need
vocabulary or sentence revision; most
variety. quotes stand alone
and lack
introduction/
connection to the
paper.

TOTAL: __________/ 50 marks will be converted to ______/30%

Guidelines

4 Citations to follow APA style and to be written under References (APA).

5 Plagiarism = Grade F / Automatic Fail. To avoid plagiarism, your assignments should have
both in-text and end-of-text citations. Plagiarism = copying, paraphrasing or summarising of
either IDEAS or WORDS (consecutive THREE words or more) without proper citation or
giving due credit to the author(s).
6 Quality of assignments takes precedence over quantity (length). Students will be assessed in
terms of critical and acute analysis, qualitative insights, the relevance of discourse,
objectives met, and creativity.