LLEV221 THE BLUEST EYE Semester Essay 2023AY.ppsx

It is a literature essay

1. THE BLUEST EYE
SEMESTER ESSAY
LLEV221
Semester Essay ONE
Nancy Morkel
05 April 2023

2. AGENDA
1.Essay instructions
2.Essay questions
3. The LLEV221 marking rubric
4.Academic sources – options for student
research
5. Writing / Language
6. Any other business?

3. THE ESSAY INSTRUCTIONS
SEMESTER ESSAY ONE:
The Bluest Eye

4. ESSAY INSTRUCTIONS [PART 1/ 3]
1.SEMESTER ESSAY ONE IS COMPULSORY.
2.SEMESTER ESSAY ONE constitutes 50% of your CLASS
mark.
3.DATE: Tuesday 11 APRIL 2023, before 23h59
a)Essays submitted after 11 April, need to be submitted via email with
supporting documentation. The lecturer is not obligated to mark any
essay submitted after 11 April, without appropriate documentation.
4.PLACE: TURNITIN LINK on the LLEV221 Moodle site

5. ESSAY INSTRUCTIONS [PART 2/3]
5.This is an INDIVIDUAL TASK. Students may not work in groups.
6.Answer ONE of the following questions in the form of a properly constructed,
coherent essay that offers a close critical analysis of Toni Morrison’s The Bluest
Eye.
7.Essays must be between 1000-1200 words in length and typed in MSWord (word
count excludes the plagiarism disclaimer, cover page information and reference list).
8.This is a take-home, open book essay.
a)Students must offer a close critical analysis of the selected novel, together with the use of at least three credible secondary sources – i.e. from
academic journals, or well-recognised and published critical texts (in appropriate moments and with correct referencing techniques). Direct quotes
and paraphrased arguments longer than 3 lines are not permitted.
b)STUDENTS MAY NOT USE GENERIC ONLINE AND INTERPERSONAL SOURCES SUCH AS Sparknotes, Gradesaver, Wikipedia, Cliffnotes, Bookrags,
123helpme, Bartleby, Essaybot, eNOTES, school/college/university essays, or and any other such unmoderated, non-peer reviewed and juvenile
sources.

6. ESSAY INSTRUCTIONS [PART 3/3]
9.The essay must be formatted in 1.5 line spacing, normal
margins, size 12 Times New Roman font.
10.Essays must be uploaded via the relevant Turnitin upload link,
on the LLEV221 Moodle site. The submission link will be opened
by 02 April 2023. Essays must be uploaded to the LLEV221
Moodle site before 23h59 on Tuesday 11 April 2023.
11.Essays that are not submitted in MSWord format via the LLEV221
Moodle TURNITIN submission portal will NOT be marked.
12.Students will be penalised up to 5% per error for ignoring title
page and formatting specifications, for bibliographical errors
and omissions, and for general tardiness.

7. THE ESSAY QUESTIONS
SEMESTER ESSAY ONE:
The Bluest Eye

8. QUESTION ONE:
THE BLUEST EYE AND BEAUTY

9. QUESTION ONE: KEY CONCEPTS
THE BLUEST EYE AND BEAUTY
MATTERS THAT COULD BE ADDRESSED IN RESPONSE TO THIS QUESTION:
•Through which lens / gaze do the characters view themselves?
•How does this lens/gaze influence the selected characters’ judgment of themselves?
•How does each selected character value him/herself through this perspective?
•The insidious nature of racial prejudice – through various levels of
socialisation and various ideological state apparatuses.
•Examples of artefacts: the “Dick and Jane” primer, the Shirley Temple Cup, Mary
Jane sweets, and so forth.

10. QUESTION TWO:
THE BLUEST EYE AS AN INDICTMENT OF RACIST DISCOURSE

11. QUESTION TWO: KEY CONCEPTS
THE BLUEST EYE AS AN INDICTMENT OF RACIST DISCOURSE
MATTERS THAT COULD BE ADDRESSED IN RESPONSE TO THIS QUESTION:
•How does the novel address racial self-shame resultant of the
historical/cultural imperialistic perpetuation of Eurocentric ideals of beauty
and value?
•How does the novel address racial self-shame as a generational issue – transferred
from mothers or adult community members to little girls?
•What are some of the effects (ideological, mental, spiritual, or physical) of the
internalisation of ‘whiteness’ as a standard of beauty for the black women in
the novel?
•Contextual or broader points of consideration:
•American Ideologies regarding Whiteness
•Western Standards of Beauty
•Historical Racism in the United States of America
ADULT FEMALE CHARACTERS:
•Pauline Breedlove
•Aunt Jimmy
•Mrs MacTeer
•M’Dear
•Geraldine
•China / Poland / Miss Marie

12. QUESTION THREE:
THE BLUEST EYE AND PECOLA’S INSANITY

13. QUESTION THREE: KEY CONCEPTS
THE BLUEST EYE AND PECOLA’S INSANITY
MATTERS THAT COULD BE ADDRESSED IN RESPONSE TO THIS QUESTION:
•How is Pecola made to feel guilty for an identity of loathing and shame
which her entire community has inherited from colonial values?
•What are the consequences of Pecola’s racial self-shame and the shameful
way in which others exploit her vulnerability?
•• The lack of self-identity and insanity which Pecola suffers at the end of Morrison’s text, is
representative of the fate of black identity in contemporary society, when it attempts to subscribe to
Eurocentric prescriptions of the ‘ideal’ and of ‘beauty’.
•See Part Three of TBE lecture slides, for more ideas and page references.

14. THE MARKING RUBRIC
SEMESTER ESSAY ONE:
The Bluest Eye

16. RESPONSE TO QUESTION:
How well do you address the question?
•Does your analysis display an adequate/appropriate understanding of, and engagement
with, the question?
•Does your argument remain focussed – without being repetitive – in its address of the
question?
•Do you offer any particularly insightful, original or thought-provoking response to the
concepts drawn from the question?
•Did you even read the question? Or did you make up an imaginary ‘mystery’ question that
does not appear in the course outline, but which came to you in a dream?

17. CONTENT, CONCEPTS, THEMES:
How well do you navigate – conceptually and thematically – the issues that you address
in your question? How convincing is your argument?
•Does your analysis display an understanding of, and critical engagement with, the key concepts
and themes that your statement of intent suggests will be addressed in the essay?
•Have you presented a well-researched and carefully developed argument in the essay?
•Is there evidence that you have read and selected appropriate theoretical and critical material that speaks to your key concerns in the essay?
•Have you managed to develop an argument that establishes a balance between your insights into the novel, and the useful/appropriate aspects from
the research that have influenced your argument?
•Is your selection of core concepts, content covered, research materials/sources used, supporting
quotations from the primary source even relevant to the argument you put forward in your
introduction? Is this selection even relevant to the essay question?

18. STRUCTURE, ORGANISATION, MECHANICS OF FLOW:
How organised is your essay?
•Does your analysis show evidence of planning, with due regard to the logical development of
the argument?
•Note: “evidence of planning” does not equal “Appendix A: Spider Diagram”
•Are there clear indicators/signs, within the flow and organisation of ideas in your essay, that
you have considered which items go together in specific paragraphs?
•Are there clear indicators/signs, within the flow and organisation of ideas in your essay, that
you have considered which paragraphs best precede or follow each other, so as to develop a
coherent and convincing argument.

19. EXPRESSION, STYLE, REGISTER:
How well do you express your ideas in this essay?
•Do you use the appropriate register in presenting your argument and ideas in the essay?
•NOTE: The appropriate register for academic writing is formal.
•Is the style you use in the essay fitting for the nature and message of the essay?
•“Style in writing generally refers to the choices in vocabulary and the accuracy of their use in the written text” (Source:
https://www.awelu.lu.se/language/register-and-style/).
•Do you maintain an objective, critical, analytical reading of the text throughout the essay?
•Or do you just give an (often very inappropriate and under-researched) opinion [i.e. subjective writer who makes it about you, rather
than the novel under analysis] and throw in quotes from the back of a lucky packet, or a Chappies bubblegum wrapper,
and then hope for the best?
•Don’t be this person!

20. LANGUAGE, GRAMMAR, SYNTAX:
How good is your command of the English language, especially in the written word?
•Does your essay display the appropriate knowledge, understanding and command of the
English language – as expected of an English Studies major?
•Do you pay attention to spelling, punctuation, grammar, syntax, concord in your essay?
•SPELLING = Forming words with letters according to the principles underlying accepted usage (WordWeb)
•PUNCTUATION = The marks used to clarify meaning by indicating separation of words into sentences and clauses and phrases (WordWeb)
•GRAMMAR = The rules of how words are used in a language (Merriam-Webster)
•SYNTAX = The grammatical arrangement of words in sentences (WordWeb)
•CONCORD = Agreement between words in gender, number, case, person, or any other grammatical category which affects the forms of the
words (Oxford Languages)
•Now, write like you know!
•Have you edited or proofread your essay before submission?
•Or do you like when it reads a little ‘dizzy’? [Just remember: dizzy writing begets dizzy marks].

21. MARKING RUBRIC ON TURNITIN PORTAL:
STEP ONE – OPEN THE SUBMISSION PORTAL & CLICK THE WAFFLE GRID UNDER “MARKS AVAILABLE”

22. MARKING RUBRIC ON TURNITIN PORTAL:
STEP TWO – THERE YOU GO

23. ACADEMIC SOURCES
SEMESTER ESSAY ONE:
The Bluest Eye

24. ACADEMIC SOURCES:
WHAT IS A PRIMARY SOURCE?
A primary source is "first-hand" information, sources as
close as possible to the origin of the information or idea
under study.
In literary studies, primary sources are often creative works, including
poems, stories, novels, and so on.
SOURCE FOR ALL INFORMATION CONTAINED ON THIS SLIDE:
https://researchguides.ben.edu/c.php?g=301175&p=2175749#:~:text=In%20literary%20studies%2C%20primary%
20sources,to%20the%20events%20in%20question
.

25. ACADEMIC SOURCES:
WHAT IS A SECONDARY SOURCE?
Secondary sources are “works that provide analysis, commentary, or criticism on
the primary source”.(SOURCE:
https://researchguides.ben.edu/c.php?g=301175&p=2175749#:~:text=In%20literary%20studies%2C%20primary%20sources,to%20the%20events%20in%20question.)

Secondary sources are written about primary sources.
Research summaries reported in textbooks, magazines, and newspapers are considered secondary sources. They
typically provide global descriptions of results with few details on the methodology. Other examples of secondary
sources include biographies and critical studies of an author's work. (Source: https://laverne.libguides.com/c.php?g=34942&p=222059)
A secondary source is a work that interprets or analyzes an historical event or phenomenon. It is generally at least
one step removed from the event and is often based on primary sources.
Examples:
• Biographies and historical accounts
• Commentaries
• Journal articles (sometimes primary)
• Monographs (other than fiction, poetry, autobiography)
• Works of criticism and interpretation
• Review articles and editorials
(Source: https://researchguides.ben.edu/primary-sources)

26. ACADEMIC SOURCES:
WHICH SOURCES ARE SUITABLE
ONLY CREDIBLE SOURCES SHOULD BE USED IN ACADEMIC WRITING
“Credible sources are generally texts that can be trusted and authoritative. These would be texts with support in
terms of reliable evidence (facts, data, statistics) and often referring to previous work by academic authors. The
most common credible sources are scholarly journals, conference papers and books because these have been peer-
reviewed (read and approved for publication by other authors). However, there are good websites that can be
used; generally ending in .gov / .edu / .ac.”
(Source: https://academic-englishuk.com/credible-sources/#:~:text=Credible%20sources%20are%20generally%20texts,journals%2C%20conference%20papers%20and%20books.)
What sources can be considered as credible?
•materials published within last 10 years;
•research articles written by respected and well-known authors;
•websites registered by government and educational institutions (.gov, .edu, .ac);
•academic databases (i.e. Academic Search Premier or JSTOR);
•materials from Google Scholar.
(Source: https://www.academia-research.com/freelance-writing/crediblenon-credible-sources/)
SEE ALSO: https://www.una.edu/writingcenter/docs/Writing-Resources/Source%20Credibility.pdf

27. ACADEMIC SOURCES:
WHICH SOURCES ARE NOT SUITABLE
UNRELIABLE SOURCES ARE UNACCEPTABLE IN ACADEMIC WRITING
NON-CREDIBLE or “UNRELIABLE SOURCES” ARE THOSE SOURCES THAT “CAN BE ALTERED
BY ANYONE” (Source: https://www.fcusd.org/cms/lib/CA01001934/Centricity/Domain/1327/ReliableResources%20PowerPoint.ppt)

These sources “are not reliable because the authors may not have a thorough knowledge or
full understanding of a topic” (Source: https://www.fcusd.org/cms/lib/CA01001934/Centricity/Domain/1327/ReliableResources%20PowerPoint.ppt)

Which sources should be avoided?
•posts from social networks (i.e. facebook);
•blogs;
•research articles without citations;
•websites ending in .com, .org, .net etc.
•NB! Wikipedia can never be considered as a reliable source of information since it can be edited by anyone (Therefore it is non-credible website
example). However, it can be used when you are first trying to understand the topic. Moreover, there are lots of further links and references that can be
useful when doing a research or writing academic papers. (Source: https://www.academia-research.com/freelance-writing/crediblenon-credible-sources/

28. ACADEMIC SOURCES:
WHERE TO FIND RELIABLE SOURCES
TIP: VISIT YOUR FACULTY LIBRARIAN – MRS JUNETH ESAU – AND ASK HER FOR ADVICE!
•ON-CAMPUS
•The computers in the Nelson Mandela University library
•search for books in the library catalogue (“classic catalogue”),
•search the “online databases” for online articles from journals to which the library
has a paid subscription.
•The computers in the Nelson Mandela University labs
•Log on to your student portal, and enter the library site…then:
•search for books in the library catalogue (“classic catalogue”),
•search the “online databases” for online articles from journals to which the
library has a paid subscription.

29. ACADEMIC SOURCES:
WHERE TO FIND RELIABLE SOURCES
TIP: ALWAYS KEEP YOUR MANDELA UNI VPN ON WHEN SEARCHING FOR ACADEMIC SOURCES!
•OFF-CAMPUS
•Connect your device internet to the Nelson Mandela University VPN
•Log on to your student portal, and enter the library site…then:
•search for books in the library catalogue (“classic catalogue”),
•search the “online databases” for articles from journals to which the library has a paid subscription.
•Connect your device internet to the Nelson Mandela University VPN
•Log on to your student portal, and then go to Google Scholar…then:
•search for any topics/authors/themes, etc. that may be useful for your project.
•any item to which a Nelson Mandela University student is permitted to have access – due to uni
subscriptions – will be available for download.
•
Connect your device internet to the Nelson Mandela University VPN
•Log on to your student portal, and then go to jstor.org
•search for any topics/authors/themes, etc. that may be useful for your project.

30. WRITING / LANGUAGE
SEMESTER ESSAY ONE:
The Bluest Eye

31. LANGUAGE USAGE: [1/2]
•Use grammatically correct and syntactically sound,
complete, English sentences.
•Build these sentences into sound and comprehensible
paragraphs.
•Formulate paragraphs into a logically developed, coherent
argument.
•Do not use ‘point-form’ discussion, or numbered or bulleted
lists in your essay.

32. LANGUAGE USAGE: [2/2]
•DO NOT use any writer’s first name on its own.
•REMEMBER: The writer is not your friend, so you do not address them on a first name basis.
•USE: Surname alone, or
•USE: First name and surname together
•DO NOT use contracted words
•FOR EXAMPLE: it’s, don’t, can’t, won’t, would’ve, could’ve, should’ve.
•DO NOT use slang.
•DO NOT use conversational language.
•DO NOT COMMA SPLICE!
•COMMA SPLICE = an instance of using a comma to link two independent clauses (which should instead be
linked by a colon, semicolon, or conjunction). (Source: Oxford Languages)

33. WRITING THE ARGUMENT: [1/6]
GENERAL
•Your essay must address the topic to which you are
responding.
•Your essay MUST ANSWER THE QUESTION.
•Your essay must have a main idea (a thesis) that directs its
argument and development.
•Your essay must be organized.
•Every paragraph must support the main idea and the argument.

34. WRITING THE ARGUMENT: [2/6]
THE INTRODUCTION
•An introduction should identify the work of literature being discussed,
name the author, and briefly present the issue that the body of your essay
will more fully develop (your thesis).
•Your introduction should include:
•a) an introduction to the novel, and the name of the author, that you will analyse in the essay,
•b) an introduction to your topic/subject/theme,
•c) what it is exactly that you intend to discuss, examine and
•d) how you intend to do this [a statement of intent].
•The introduction is a crucial part of ANY document, as it locates your
reader throughout the document and gives the impression that the writer is
in control of the text.

35. WRITING THE ARGUMENT: [3/6]
THE BODY
•Divide the body of your essay into paragraphs.
•Each paragraph should focus on one area in which you develop and expand your argument.
•Each paragraph should have a topic sentence, which outlines the
concern addressed in that paragraph – in relation to the primary
concern / thesis that was outlined in the introduction.
•The rest of the paragraph works to further develop and support the ideas related
to the topic, as relevant to the paragraph.
•You must quote from the text (novel) to support your argument.
•Once the quote is cited, you must interpret it in relation to the topic of concern in your essay. YOU MUST NOT
summarize / paraphrase / retell its content.

36. WRITING THE ARGUMENT: [4/6]
THE BODY …CONTINUED
•Be sure to create clear and well-formulated topic sentences for each
paragraph of the essay.
•The discussion, analysis and support provided in each paragraph
should substantiate the idea/concern/theme that has been raised in
your topic sentence.
•Use quotations to SUPPORT the argument – do not use them to
introduce the argument, or to speak for themselves.

37. WRITING THE ARGUMENT: [5/6]
THE CONCLUSION
•This is the last opportunity you are given to convince the
reader of your argument and provide a sense of closure.
•A good conclusion does not simply repeat the
introduction or summarize the work presented in the
essay.
•Your conclusion should close the argument by discussing
the significance of the findings of the foregoing
discussion.

38. WRITING THE ARGUMENT: [6/6]
REFERENCING
•For details on referencing in and the formatting
of academic essays, download the “ESSAY
FORMATTING GUIDE” and the “Brief note on
REFERENCING” guide.
•Both of these guides have been uploaded to the
LLEV221 Moodle site.

39. ANY OTHER BUSINESS?
Students who have any further
queries – beyond what we
have covered in this workshop
– can email me and/or set up
a Teams consult with me.
Nancy Morkel