Composition II: Academic Writing Strategies and Literary Conflict Analysis
Introduction to Composition II and its Dual Role
Continuing Writing Instruction: Composition II serves as a direct continuation of academic writing education established in previous courses.
Bridging to Literature: The course acts as a bridge between generalized academic writing and specialized writing within the discipline of English, specifically literature.
Shift to Fiction: While Composition I often focuses on nonfiction, Composition II frequently introduces fiction to help students transition into literary analysis.
Critical Thinking Utility: For students not required to take a formal literature course later, the utility of this class lies in developing critical thinking skills and continued practice with high-level academic writing.
Strategies for Effective Academic Introductions
Core Objectives: An introduction must perform three basic steps: 1. Capture the reader’s attention (the hook). 2. Narrow the scope of the discussion. 3. Present the thesis statement.
Hooks and Attention-Grabbers: Various strategies exist to engage the reader at the start of an essay: * Startling Statistics: Using a significant numerical value to highlight the importance of the topic. * Interesting Facts: Citing a little-known or intriguing piece of information. * Appropriate Quotations: Using a quote that encapsulates the essence of the argument, provided it includes commentary on how it relates to the thesis. * Anecdotes or Scenarios: Telling a short story or describing a hypothetical situation to ground the argument. * Conversations: Opening with a dialogue or a description of a debate. * Questions: Asking a question that the essay eventually answers. * General Information/Background: Explaining the broader context of the topic before narrowing down.
Common Pitfalls and "Don'ts" for Introductions
Dictionary Definitions: Starting with "The dictionary defines [word] as…" is considered a major cliché and is widely mocked in academic and popular culture.
Sweeping Generalizations: Phrases like "Since the beginning of time…" or "Throughout history…" are overused and often inaccurate.
Purposeless Quoting: Quoting directly from a text without a clear analytical purpose.
Inappropriate Textual Analysis: In a textual analysis paper, direct quotes from the core text generally belong in the body paragraphs, not the introduction.
Undermining Authority: Using phrases that suggest uncertainty, such as "If I recall correctly," weakens the writer’s credibility.
Roadmapping Phrases: Explicitly stating "In this essay, I will [action]" is discouraged in advanced academic writing.
Impact on Competitive Applications: In high-stakes environments, such as transferring to a college that only accepts the top of applicants, using these clichéd openings can relegate a student to the middle of the applicant pool.
Strategies for Effective Academic Conclusions
Restating the Thesis: The thesis should be revisited, but never copy-pasted. It should reflect the fuller understanding of the topic gained through the body of the essay.
Broadening the Scope: The conclusion should move from the specific argument out to broader implications.
Ending with a "Bang": The final sentence should be impactful (a "mic drop" moment) to leave a lasting impression.
The "So What?" Factor: A strong conclusion must answer three critical questions for the reader: 1. So what? 2. Who cares? 3. Now what?
Broadening Sentence Stems: Writers can use specific frameworks to ensure their conclusion broadens correctly: * " matters because…" * "Although this topic may seem trivial, it is in fact crucial in terms of today’s concern over…" * "Ultimately, what is at stake here is…"
Common Pitfalls and "Don'ts" for Conclusions
Explicit Signposting: Avoid starting with the phrase "In conclusion."
Copy-Pasting: Never duplicate the thesis from the introduction verbatim.
Quoting the Text: Textual evidence belongs in the analytical body, not the summary conclusion.
Introducing New Information: The conclusion is for synthesis, not for adding new arguments or data points.
Definitive or Arrogant Answers: Avoid being overly vain or affected by providing "the" final answer to a complex problem. Instead, leave the reader room to think and reflect.
The Concept of "Framing" in Academic Writing
Definition of Framing: Framing involves introducing a story, conversation, or dilemma in the introduction and returning to it in the conclusion.
Benefits: It makes the essay feel complete and gives the conclusion a more "conclusive" feeling by bringing the argument full circle.
Framing Methods: * Frame Story: Start a personal or anecdotal story in the intro and finish it in the conclusion. * Headlines/Current Events: Relate the argument to a real-world event in the intro and revisit that event's implications at the end. * Expectations vs. Reality: Open with initial expectations about the topic and conclude by showing how those expectations were overturned or evolved through study (valued in higher education as evidence of growth). * Question and Answer: Posit the central inquiry in the beginning and provide the distilled answer at the end. * Static vs. Interpretation: Start with a startling fact and conclude by showing how the essay's argument allows for a fuller interpretation of that fact.
Literary Analysis: Defining and Identifying Conflict
Definition: Conflict is the struggle between two opposing forces. It is the "driving force" of a narrative that keeps the reader engaged.
Role in Plot: Without conflict, there is no plot. It serves as a plot point, a plot device, and a motivator for characters.
Resolution: Conflict is usually resolved by the end of a story, though not always.
Central Idea Correlation: Conflict is intrinsically linked to the central idea (theme) of a work. Analyzing how a conflict is managed or resolved typically reveals the work's core message.
Six Major Types of Conflict in Literature
Man vs. Self: An internal conflict involving a character’s struggle with their own fear, addiction, or emotional damage.
Man vs. Man: An external conflict where two or more characters are at odds with one another.
Man vs. Society: An external conflict where a character struggles against institutions, traditions, laws, or culture.
Man vs. Nature: An external conflict involving natural forces like floods, predatory animals, or disease epidemics.
Man vs. Technology: An external conflict where technology exerts a negative influence or becomes an obstacle.
Man vs. Fate or the Supernatural: An external conflict involving struggles against God, gods, or supernatural entities.
Questions & Discussion
Discussion on "The Moths" by Helena María Viramontes: * Question/Prompt: What is the central or most important conflict in "The Moths"? What kind of conflict is it, and how does it relate to the central idea? * Student Response 1: Mentioned two types of conflict: the character's internal conflict and a "hidden message" involving the moths. Suggested the moths represent soul transformation and freedom from internal struggles. * Student Response 2: Agreed on the internal conflict but added "Man vs. Society." The protagonist struggles with family expectations and social institutions like the church/religion. The moths symbolize a transition; after the grandmother (the character's source of solace) dies, the protagonist must face these institutions and her own responsibilities alone. * Synthesis: The group agreed that the moths signify a transition and that the conflict with society (religion) and self are primary components of the story's central idea.
Timing of Breakout Sessions: * Inquiry: The instructor asked if was too much or too little time for analyzing both a literary element and a central idea. * Audience Consensus: Feedback was split; some felt it was too long, others too short. The class decided to try a session as a compromise.
Logistics: * Class Time: The session started around and aimed to reconvene at after a breakout. * Weather Mention: The temperature outside was noted as .