LANG3086 : The Novel Assessment Three Essay Draft

Assessment Description

You will need to address one question from the list below. You will write a 1000-word draft, addressing a novel from the first half of the semester and one critical essay (from the Unit Reader/Readings and Resources).

For this task, you will summarise a formal property of the novel, and provide a summary of how this applies to your chosen novel, using quotes as support. This work will meaningfully progress you to a full response of your question, to be submitted for Assessment 4.

This assessment has two components:

1. An explanatory set of paragraphs, defining the formal property of the novel relevant to your chosen question. This should be derived from at least one critical essay (in the Unit Reader/Readings and Resources). These paragraphs should be well executed and polished, and will be assessed on: the accuracy and insight of the critical ideas summarised; your choice of critical reading and its relevance to the question; and the stylistic and grammatical execution of the paragraph. This component is a formal writing exercise and should be composed to the best of your ability.

2. A summary section setting out how you will apply the formal property (component 1) to one novel from the first half of the course (RC or JE). You will need quotes that back up your claims, and an outline of the work’s relevance for answering the question. This section can be composed in dot points, or in any other summary form, but should be composed in coherent sentences. Your task is to sketch out a key set of arguments that clearly demonstrate your answer to the question.

The comparative parts of the question (between novels and critical essays) will be undertaken in Assessment 4.

Please submit your essay to the Assessment Three Turnitin link.

Assessment Requirements

Refer to one primary text (novel) and at least one secondary academic source in your essay.

Questions

1.In the “Preface” Daniel Defoe wrote of Robinson Crusoe: “the thing [is] a just history of fact; neither is there any appearance of fiction in it” (7). Selecting TWO novels we have studied this semester, compare and contrast how the formal properties of the novel utilise fact and fiction.

2.Ian Watt famously argued that ‘formal realism…is implicit in the novel form in general: the premise, or primary convention, that the novel is a full and authentic report of human experience’. (32) Make use of Watt’s primary convention to compare and contrast TWO novels we have studied this semester.

3.Wide Sargasso Sea is a novel in conversation with Jane Eyre. How does Jean Rhys’s novel manipulate formal conventions to write back to Bertha Mason’s story in Jane Eyre?

4.Compare and contrast TWO novels we have studied this semester. How has gender impacted the formal development of the novel?

5.Brett McInelly claims that ‘British colonial history made the genre of the novel possible.’(2) By comparing and contrasting TWO novels we have studied this semester, respond to the following question; how is the novel form intimately related to colonialism?

6.Each of the novels we have studied this semester made significant developments to the literary traditions that preceded it. What is the most significant development made by the novel tradition? You will need to compare at least TWO novels we have studied this semester to justify your choice.

Assessment Brief Summary

The assessment requires students to write a 1000-word draft essay addressing one of the six provided questions. The task is divided into two main components:

1. Explanatory Paragraphs – Define and explain a formal property of the novel using at least one critical essay from the Unit Reader/Resources. The focus should be on accuracy, relevance, and strong academic writing.

2. Application to a Chosen Novel – Apply the formal property to one novel studied in the first half of the course (e.g., Robinson Crusoe or Jane Eyre), supported by direct quotes and analysis. This part can be written in dot points or coherent summary form to outline the argument structure.

The essay must:

• Refer to at least one primary text (novel) and one secondary academic source (critical essay).

• Provide clear and polished writing for the explanatory section.

• Develop a structured argument that will later progress into the final assessment.

Step-by-Step Mentorship Approach

Step 1 – Understanding the Requirements

The mentor first guided the student through the assessment instructions, breaking down the two components and clarifying the difference between the explanatory section and the application/summary section. Attention was drawn to the importance of selecting the correct novel and critical essay aligned with the chosen question.

Step 2 – Choosing the Question and Texts

The mentor encouraged the student to carefully review the six questions and select one that aligned with their interest and understanding. Together, they identified a suitable novel (from the first half of the semester) and a relevant critical essay that connected directly to the formal property required in the chosen question.

Step 3 – Developing the Explanatory Paragraphs

The mentor demonstrated how to summarize and define a formal property of the novel using the critical essay. This section was structured to highlight:

• Key arguments of the critic.

• The formal concept (e.g., realism, gender, colonialism, etc.).

• Why this concept is central to the chosen question.

The mentor emphasized maintaining academic tone, clarity, and grammatical precision to ensure this component met the formal writing requirement.

Step 4 – Applying the Formal Property to the Novel

Next, the mentor helped the student outline how the formal property was reflected in the chosen novel. This involved:

• Identifying relevant quotes from the text.

• Explaining how these quotes illustrate the formal property.

• Structuring these points in coherent sentences or dot-point format.

This stage ensured that the student had a clear map of arguments for progressing into the final comparative essay in Assessment 4.

Step 5 – Drafting and Refining

The mentor guided the student through drafting, reviewing, and refining both sections. Special focus was placed on ensuring that:

• The explanatory section was well-polished and insightful.

• The summary/application section provided a strong argumentative framework.

• Citations were properly integrated for both the novel and the critical essay.

Final Outcome

By the end of the mentorship, the student had:

• A well-written draft of 1000 words that met all requirements.

• A clear understanding of how to define and apply formal properties in literary analysis.

• A structured outline that directly feeds into the final essay (Assessment 4).

Learning Objectives Covered

• Ability to interpret assessment tasks effectively.

• Critical engagement with literary theory and formal properties of the novel.

• Skills in academic writing, summarisation, and argument structuring.

• Application of secondary criticism to primary literary texts.

• Development of a scaffolded approach to prepare for a larger, comparative essay.

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