Character Analysis

Objective

To construct a persuasive, engaging argument about a chosen character from Remainder, Death and the King's Horseman, In the Pond, Sula, or The God of Small Things using references to specific quotations and other appropriate details as evidence in support of your claims.

Overview

We often discuss the behavior of characters in works of literature just as we would discuss people in our own lives. We evaluate their actions according to our own set of moral codes, and we think about the events that motivate them to behave as they do. Indeed, it is very easy for us to get into arguments about a character's virtues or faults and over their status as "hero" or "villain."

In this paper, you will want to choose one character from Remainder, Death and the King's Horseman, In the Pond, Sula, or The God of Small Things. Choose the work that interests you the most and a character whose experiences and/or behavior in the work give you a basis for a good, solid argument. The argument can be about the character's qualities or importance or both. Be sure the thesis of you paper is arguable.

Support your argument by including several quotations from the book. Such quotations might be from the writer's description or illustration of a character, from the setting or from things the character does or says. Quotations should include a parenthetical page reference. To add clarity to your argument, it may be useful to compare the character to other characters in the book.

Suggested Topics

Choose from one of the following arguments or choose an argument of your own. Just be sure that you can come up with an arguable thesis statement. I have left blanks in many of these statements for you to fill in as you adapt them into a thesis statement. You may wish to revise the statement even further.

1. People usually think _________ is an evil character, but it is actually possible to justify _________'s behavior if you consider ____________.

2. The worst decision this character makes is when he/she . . . That is the true cause of this character's misfortunes.

3. This character only gets to know himself/herself when . . . (insert a key moment from the story that is the turning point in the character's development).

4. Of all of the characters in this story, _________ is the most virtuous, because . . .

Questions for Development

Do not attempt to answer all of these questions in your paper. These are just to give you some ideas as you attempt to develop your argument. If you do answer some of these questions in your paper, make sure you do so in a way that is consistent with your overall set of claims.

• Does the character have heroic qualities?

• Is the character villainous in any way?

• How does the character regard his or her own actions? Is this the same as how other characters in the work regard these actions?

• What is this character's community like? What are its standards governing behavior? How well does the character integrate into her or his surrounding community? How is this community different from our current community?

• What is the character's social class? Which characteristics serve to define that class? Does the character seek to change his or her class status, or does the character strive to maintain his or her current status?

• What is the character's gender and how does this gender restrict or liberate this character?

• What are the defining moments in the life of this character? Are there any defining moments in this character's life that take place outside of the literary work in question (i.e. before the beginning of the story)?

• Why should an audience of readers in the year 2021 care about what happens to this character? Which larger historical developments shape this character?

• What does the author of the work think of this character? (Often, though not always, authors reward virtue and punish evil in their characters, so the story's outcome provides a hint of authorial attitudes toward their characters.)

• What distinguishes this character from other characters in the work? What distinguishes this character from other characters in literature? Does this character have any doubles, counterparts, or opposites in the work?

Procedure

1. Take another look at the literary work you will be writing about for this assignment. Look back over your notes and reread important sections.

2. Develop a thesis statement that addresses the questions in the above prompt for your literary work. Of course, this thesis will be subject to revision once you have written an argument.

3. Write a draft of your argument in support of your thesis. Refer directly to specific words and phrases in the chosen poem in supporting your argument. At some point, write an outline of your argument, so that you can make its structure as clear as possible to your readers.

4. Share a word-processed, properly formatted draft in class with your peer editor on 15 April 2021 so they can edit according to peer-editing guidelines.

5. Revise your draft after that class. Consider the feedback you have received from your classmate as well as your ideas as you rework your argument.

6. Having completed your revisions, proofread your paper. Watch out for typos, incorrect punctuation and other problems. Do not hesitate to look these rules up. The Online Writing Lab at Purdue University offers an extremely helpful collection of guidelines for using the MLA Format, and you can find it at "https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html".

7. Submit the final draft through Canvas by 22 April 2021 before the end of the day.

Writing Tips

I have developed these tips from issues I have encountered in various student assignments.

1. Follow the MLA format for citations. Include a list of works cited at the end according to MLA format as follows. The syllabus for this course lists all of the required readings in the MLA format, you should be able to use that list to provide a correct citation at the end of your paper.

   Soyinka, Wole.ÊDeath and the King's Horseman, W. W. Norton, 2002.

2. Some grammatical tips:

   1. Avoid using the passive voice whenever it is possible to do so. When writing in the passive voice, you remove the subject from the sentence or at least de-emphasize it. This makes writing less engaging to most readers.

      Example:

      ACTIVE VOICE: Isabella eats rice pilaf.

      (Note structure: subject/verb/object)

      PASSIVE VOICE: Rice pilaf is eaten.

      (Structure: object + "to be" verb + past participle)

      ACTIVE VOICE: Isabella ate rice pilaf.

                } Passive voice can exist in any verb tense.

      PASSIVE VOICE: Rice pilaf was eaten.

   2. Avoid contractions when writing college papers. Replace they're with they are and replace don't with do not (these are just a few examples of the numerous possible contractions).

   3. Italicization is the best way to signal that you are referring to a word itself and not to the thing that the word represents. You should also italicize titles of books (even in parenthetical references and lists of works cited) and foreign-language words like je ne sais quoi.

   4. The word it's (with an apostrophe) is a contraction of it is. The word its (without an apostrophe) is the possessive of it. Its and whose both deviate from standard rules governing possessives.

   5. Commas. These are tricky little bits of punctuation, and your best bet is to look them up in a style manual. All the same, there are two things I can mention here.

      First, a comma is a very fragile, spindly, little thing, and it is not strong enough to string two grammatically complete sentences together all by itself. When you use a comma for this purpose, it is called a comma splice (and also, possibly, a run-on sentence).

      Example:

      WRONG: I am never going back to Las Vegas, I lose too much money there.

      CORRECT: I am never going back to Las Vegas because I lose too much money there.

      ALSO CORRECT: I am never going back to Las Vegas. I lose too much money there.

      Second, if the first word of your sentence is not the subject of the sentence, then it is a good idea to use a comma to separate the subject from whatever precedes it. If only one word precedes the subject, then this rule is optional, but a whole phrase really does need a comma after it before you get on with the rest of the sentence.

      Example:

      WRONG: At the turn of the century America was fast becoming a global power.

      CORRECT: At the turn of the century, America was fast becoming a global power.

      OPTIONAL: Yesterday, we ate strawberries.

      OR: Yesterday we ate strawberries.

   6. More about commas. A comma must precede a conjunction (and, or, but, because, yet, etc.) separating two clauses if there is a second subject-verb pair after the conjunction. If there is only a second verb, but for the same subject as before (and you are not repeating the subject), then you should not put a comma before the conjunction.

      NO COMMA: Erica went to Cloquet and ate a nice meal.

      COMMA: Erica went to Cloquet, and Fred stayed home.

      COMMA: Erica went to Cloquet, and she ate a nice meal.

   7. Type a hyphen (-) twice to produce a dash (--). In Microsoft Word® a double hyphen will become a dash automatically, if you—trust me on this one—set it to do so in "Autoformat as you type" under the "AutoformatÉ" menu. However, it is a good idea to avoid using too many dashes in a paper. Commas often accomplish the same thing more gracefully.

   8. Verb tense. Though it may seem peculiar at first, it is customary to refer to events in a story in the present tense. In discussions of the literature in class, you will notice that we tend to follow this rule as well. Keep to the present tense in your papers.

      Every once in a while, it is necessary to refer to past event in the story that you are discussing in the present tense. The present perfect tense is often useful in this case: "Upon her return to Ayemenem, Rahel must reconsider the traumatic events that have shaped her childhood."

Paper Grading Standards