(Paper #1/The Interrelation of Style, Characterization, Setting, and Theme in the First Six Paragraphs of John Lyly's Euphues: The Anatomy of Wit in NAEL): (1) proper MLA format (as per the Scott, Foresman Handbook for Writers, 5th ed., section 37c; Scott, Foresman Handbook for Writers, 6th ed., section 48d; or the Scott, Foresman Handbook for Writers, 7th ed., section 53e): (2) proper parenthetical documentation for an explication or "close reading" paper (wc-p) as per Paper #1 directions / PNQ on Lyly -- for such a short excerpt, identify material, in parenthetical documentation, by sentence and paragraph within a particular paragraph, rather than repeatedly referring all illus to just a few limited page numbers (if desired, use the standard dictionary abbreviations for sentence, sent., and paragraph, par., or even SxPx, where the x represents an Arabic numeral): (3a) precision of the essay title (tex or tex-subt) -- whether author, title, genre, and assigned topic clearly designated, including an indication that the assigned topic is not an analysis of the whole novel but rather a quite limited passage from it: (3b) precision and coverage in P1p.1 (intro-t) -- whether author, title, genre, and assigned topic clearly designated, including an indication that the assigned topic is not an analysis of the whole novel but rather a quite limited passage from it: (4) avoidance in essay title or P1p.1 of topic-inc in listing of literary components at work in the literary work in P1p.1 (instead of an incomplete listing of literary components or an exhaustive but unwieldy list of all applicable literary components use a broader phrase like "literary components" or "several literary components" to refer to what's operating in the literary work to express themes and ideas, including the portrayal of human nature, psychology, behavior, and interaction, as well as more general items noted in #11, below): (5) organization for literary analysis paper (org-lit, T-coh): not chronologically, paragraph by paragraph, or by literary component, but rather by main idea or connected main ideas (for each paragraph) (see Ch. 5 of Prinsky's Engl. 1102 Pamphlet in Prinsky's online Engl. 1102 materials): (6) proper topic sentences and paragraph inclusiveness for each paragraph (tsb-lit, T-coh) -- whether S1 of each P after P1p.1 focuses on a main subject, idea, theme, or limited cluster of connected subjects, ideas, or themes, and indicates (within the paragraph, as well as in the tsb-lit) how several stylistic devices co-operate to depict or convey the theme(s), not limited to a particular small part of the literary work or a single literary component; whether all available evidence (all the relevant details, as well as literary devices, from throughout the work) mustered in each paragraph, relating to the idea(s) or theme(s): (7a) development (T-dev, P-dev) -- coverage of the details of the assigned reading: (7b) connection of as many details in the assigned literary work as possible to themes, ideas, portrayal of human nature, etc. (T-u): (8) avoidance of ellipticality (ellip-inf) or stopping short of literary analysis (disc-sh; more summary than analysis of the details of the assigned reading): (9) connections made among relevant details of the assigned reading, not just individual analyses of the details separately (e.g., not only an analysis of a metaphor by itself but also how that metaphor fits with other imagery or figurative language in the literary work): (10a) use of my Paper#1 directions and Lyly Notes and Questions (including identification of themes and subjects: e.g., personality components of Euphues, youth generally, Euphues' parents, parents/adults generally, human nature generally, society, foreign societies or cultures, nature, universe & cosmos & macrocosm -- and how combination of stylistic elements helps convey these): (10b) use of this grading template, posted along with my Paper#1 directions and Lyly Notes and Questions: (11) inclusiveness of appropriate technical terminology for the literary components (e.g., stylistic components, as listed in Paper#1 directions and Lyly Notes and Questions): (12) grammar, usage, punctuation, etc.: (13) avoidance of special writing-about-writing problems (e.g., ref-rdg or ref-lit; ttl; tm; authn; pn-cx/lit; qt-gr; qt-con; qt-em; wdy-lit; illus-lit; wc-p; ap-n), as discussed in Ch. 5 of Prinsky's Engl. 1102 Pamphlet: (14) overall grade (all out-of-class essays can be revised for a higher grade, taking into account the comments in this annotation):