Answer one of the following questions in a five-paragraph essay; you must address at least two themes or central ideas of the text:
Try to imagine this story set in another time or place. Do you consider The Great Gatsby timeless or do you think its characters and themes are deeply rooted in the postwar prosperity of the Roaring Twenties? What themes can we, as modern readers, take from the text? How do those themes develop and interact?
The Great Gatsby has many examples of symbolism. Choose a symbol; what does that symbol represent? How does that symbol draw attention to the themes present in the story? How do those themes develop and interact?
Think about the title and whether or not Jay Gatsby really is “great.” Is Fitzgerald’s title sincere or ironic? How does the title tie into themes present in the story? How do those themes develop and interact?
What statement might Fitzgerald be making about the morality of American culture? How does this relate to the American Dream? What messages do you think The Great Gatsby conveys about American culture and the American dream? How do those themes develop and interact?
In literature foils accentuate differences; think of a set of foils in The Great Gatsby. How does Fitzgerald create themes based on those characters’ attributes and actions? How are the themes reinforced by the consequences of those actions? How do those themes develop and interact?
MLA Quick Review
Styling: 12-point font, Times New Roman or similar; Double-spaced; 1-inch margins.
First Page: In the upper left-hand corner of the page, include your name, the instructor’s name, the course title, and the date; Center the title; Header should be in the upper right-hand corner and include your last name and the page number.
In-Text Citations: When you use an idea from an author or directly quote an author in your paper, you must acknowledge the author. Usually, the author and page number method is used e.g. (Smith 13).
(Fitzgerald 13)
Work Cited Page: All sources that were cited in the paper appear at the end of your paper. Write the word “Works Cited” on the first line in the center of the page (no quotes). List your sources flush left. Alphabetize your sources (A–Z) by last name: if there is no author, alphabetize by title. References longer than one line should be formatted with hanging indentation.
Fitzgerald, F. Scott. The Great Gatsby. Scribner, 2004.
see rubrics on back
Main Focus: Identify Themes
RL.2.1:‌ ‌‌Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
4‌ ‌(HP)‌ ‌
The student is able to determine two or more original and/or insightful themes or central ideas of a text.
3‌ ‌(P)‌ ‌
The student is able to determine two or more themes or central ideas of a text.
2‌ ‌(PP)‌ ‌
The student is able to determine only one theme or central idea of a text.
1‌ ‌(MP)‌ ‌
The student attempted to determine two or more themes or central ideas of a text.
Main Focus: Theme Development/Interaction
RL.2.2:‌ ‌‌Analyze theme development over the course of the text, including how themes interact and build on one another to produce a complex account.
4‌ ‌(HP)‌ ‌
The student is able to analyze theme development over the course of the text, including how themes interact and build on one another to produce a complex account, and citing strong textual evidence. Often, the analysis makes connections outside of the text.
3‌ ‌(P)‌ ‌
The student is able to analyze theme development over the course of the text, including how themes interact and build on one another to produce a complex account.
2‌ ‌(PP)‌ ‌
The student is either able to analyze theme development over the course of the text or analyze how themes interact and build on one another to produce a complex account.
1‌ ‌(MP)‌ ‌
The student attempted to analyze theme development over the course of the text, including how themes interact and build on one another to produce a complex account.
Main Focus: Summary
RL.2.3:‌ ‌‌Provide an objective summary of the text.
4‌ ‌(HP)‌ ‌
The student is able to provide an objective summary of the text that is an appropriate length. The summary includes only relevant, accurate details.
3‌ ‌(P)‌ ‌
The student is able to provide an objective summary of the text.
2‌ ‌(PP)‌ ‌
The student is able to provide a summary of the text; however, the summary is not objective and/or accurate.
1‌ ‌(MP)‌ ‌
The student attempted to provide an objective summary of the text.
Main Focus: Appropriate in Length, Language, Spelling, etc.
W.4: Able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4‌ ‌(HP)‌ ‌
The student is able to produce clear and coherent writing that is original and insightful and in which the development, organization, and style are completely appropriate to task, purpose, and audience.
3‌ ‌(P)‌ ‌
The student is able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2‌ ‌(PP)‌ ‌
The student is able to produce clear and coherent writing; however either the development, organization, and/or style are not appropriate to task, purpose, and/or audience.
1‌ ‌(MP)‌ ‌
The student is unable to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.