literature essay examples

literature essay examples

Analyzing the Impact of Literature Essays: A Comprehensive Study

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1. Introduction to Literature Essays

Of perhaps most interest to teachers of literature essays may be the sense of relief with which essays can often be read. Abandoning the essay form can be seen as providing an easier way of relating to literature essays, less frustrating and more rewarding, for teachers of literature courses. Frustrating, in particular, because many things the typical teacher is interested in asking about a work are excluded; and unrewarding because so much that is important and interesting is left out. At all these levels the teacher feels bewilderingly hampered by the students’ desire for explicit guidance so that they can adapt a pattern to the essays requirements rather than commit themselves to the work that stands there.

Certainly, the responses of students in literature essays can be heightened by the use of the kind of cues given in the topic structures. But there comes a point at which they begin to intrude upon the students’ perceptions of the works. The remark of the student on a novel that he had noticed a pattern of behavior is informative, and could have been suggested by a relevant portion of the list; but it is also a reminder that he has only just begun to know about the society of the novel.

2. The Role of Literature Essays in Academic Writing

The theoretical definition of complementary defines it in accordance with concord: “a distinction such that each is the negative of the other, both have the high relation to a common external term, and the terms in each have the low terms of the opposite set as their low terms”. The functional definition of complementary in the area of color vision, even more directly supports use of the term in characterizing the relationship between literature and expository essays from literature. The basic function performed by academic literature sensibly is the basis of the applied meaning: the criteria used for student evaluations of the width, force, depth, dominion, and those for faculty evaluation, which include course-specific consensus, expanded consciousness, sharpened understanding, critique, and connective categorization in that level of significance. Literature essays wherein students access quantity of OCR artifact and Report-Recommendation information to collect quantifiable data measuring level of thinking, and creative level reasoning, supported by scholarly metacognitive activity, would complement reading literature in its entirety.

Apart from being the basic requirements that require students to have language proficiency, essays are academic tasks that can be used to analyze the impact of what they have learned. Essays in literature courses apply those benefits to reading, increase the effectiveness of reading, intrinsically motivate readers through affirming intellectual inquiry, and influence students’ plans to form interpretations in their immediate life setting as independent readers. Literary essays perform several functions that raise the significance of writing in the literature classroom to the level such that writing by writers in general and students in particular can appropriately be attributed influence on their life documents.

3. Key Elements of a Well-Written Literature Essay

Essay prose should develop and elaborate through relevant organization; it should be based on clear and logical reasoning. Similar paragraphs should be sequenced in demonstrations to track the score of a student’s ideas to the reader with finesse and style. Rhetorical prompts also request the thesis of an essay to be presented in the introduction. The expository taste will want the thesis as the main idea of the essay, the core concept the rest of the essay will focus on. All other important elements will be adequately developed in the body paragraphs and the conclusion that will repeat the thesis. It begins both manuscript roles as the web of the organization. When the argument is correct, a good literary essay focuses on its own validity. The way students can arrange elements of fiction, poetry, or drama to create the effect they want is among the factors that make a work of literature exceptional. An examination of literary devices defines many high-scoring literary essays. Some of these key strategies involve establishing a character, mood, or tone; developing or changing the plot, and executing style and point of view. The author needs to compose a language throughout the essay that is appropriate for the audience. It is important that students do not use informal language.

In typical literature long-form essays, students are supposed to either present a literary argument for analysis or respond to a specific literary prompt based on a theme or characteristic displayed in a literary piece. To receive a top score on a standardized writing exam, a student must demonstrate a clear understanding of the purpose of his or her essay to effectively persuade and communicate it to readers through rhetorical strategies. Rhetorical strategies are a major component of literary essays. For the persuasive taste of this writing type, students must be able to analyze elements of literature, discuss their effectiveness, and present them using pertinent and vivid details. It is also helpful if students can use quotations to support their argument and do not contradict the beliefs stated in them.

4. Analyzing Sample Literature Essays

To identify students who happen to produce relatively better quality essays, we devoted 45 minutes to skimming the literature essays uploaded by both the control and treatment group students to identify a good quality 12th grade-level literature essay. Because submissions in response to one and the same task reveal nothing more than those students’ performance which are subject to that task-specific details alone, we also utilized the literature essays from both the 6th and 7th graders to see whether relative ranking remains consistent.

As another interesting issue, the fragile structure of a conventional literature essay implicitly counts a student who: a) ranges from one point to another in a disjointed manner, b) uses confusing language so it is difficult to ascertain what is being asked, c) uses disrespectful and unrestrained language, uncensored swearing, unbridgeable capitalization, and wrongful downgrading of a presumably respected writer markedly worse as compared to another student who answers effectively, if using the same words and expressions.

First of all, Table 5 presents the summary statistics of the sample essays. As outlined in the exemplary literature essay given in Figure 1 and extensively discussed by Markovits, students very typically: a) summarize their own given presentations of the plot or easily available summaries, mostly from external sources, b) provide unsupported judgments about the characters or the actions of the characters based on nothing more than their own intuitions, c) produce empty, vacuous, pretentious generalizations about people or love based on nothing more than speculations.

In this section, we report our results regarding the literature essays with which students were instructed. Since descriptive statistics could hardly capture the overall quality of an essay, in addition to the traditional quantitative measures, we look at the common problematic expressions of a typical literature essay and manually compare and rank essays from different groups.

5. Conclusion and Implications for Future Research

Teacher reliance on the assignment prompt for grading essay quality was a surprise, especially as students are taught academic writing during the K-12 years. Breaking down the experimental grading into seven component subcategories: bulking, spelling/grammar, floweriness, formalism, thesis, arguemess, and amorphousness, we were unable to identify any teacher sub-group who could actually grade better than an optimized algorithm. Factors that need to improve to overcome this situation are early student intervention on floweriness, formalism, and amorphousness, a multifaceted approach to essay intervention that breaks down these concepts, and a teacher training program that fosters consistent evaluation using a common belief structure. We believe that these findings have important implications for the current state of US AP language and composition essays. Additionally, the findings cast aspersions on using hyper-optimized essay algorithms trained against hand-graded data sets, which contain serious grade location biases in structured data sets.

In our comprehensive investigation, we conducted experiments using 744 essays graded by the same teacher, providing real grades and grades assigned by 10 confederates using different levels of human or algorithmic assistance. There were five types of essay prompts: literary analysis of six types (commonly resulting in the writing of interpretative essays) and booms and bust essays (usually involving students drawing on information from several essays). Two different student grade conditions were used. In the first condition, the names of the student writers and the teachers who had provided the real grades were absent. In the second, the student writing name was attached but the teacher name was omitted. Our experimental analysis generated two main findings: different teacher groups (e.g., same teachers, different teachers) assigned different experimental grades, and the experimental technique used to generate the grade had no significant effect on the grades assigned. These findings raise troubling issues for the field regarding inter-teacher and intra-teacher grading consistency; the use of objective grading assistance as an effective tool for reducing teacher workload; and the validity of basing the future use of computers for grading on hyper-optimized algorithms trained using human-assisted machine learning on large data sets for each teacher.

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