In MLA format, double space, at least 8 pages(without works cited page)

Purpose:

The paper serves several purposes. First, it allows you to write about something closer to your heart,

something that engages you more personally. Employing a particular critical or theoretical lens, you will

explore some aspect of the suburbs to investigate a topic that interests you in one or two of our primary texts.

Secondly, the seminar paper asks you to immerse yourself in the scholarly dialogue surrounding the class’s

themes by way of your own original research and writing. In order to participate in the dialogue, though, you

first have to find it, so the seminar paper will also help you hone your research skills. In the course of

completing this project, you will learn to evaluate secondary sources and incorporate them effectively

without letting them overshadow your own relevant arguments. What’s more, you’ll discover how research

can be used not just to support your ideas but actually to spark them, how to subordinate secondary sources

to your own voice, and how to stake a place for yourself in the larger conversation about a text.

Writing Task:

Write a thesis-driven research paper (utilizing 2 or more outside academic sources) that expands upon

the themes of our class.

Procedure:

1. You’ll want to define a topic that is narrow enough to be explored with depth and complexity in an

8-10 page paper

.

2. In order to accomplish this level of focus, you’ll need to select one (or possibly two)

specific

primary text(s) from class

that exemplify the argument you wish to make. You are required to use

at least one text from our course. In some cases (i.e., if it serves your argument), you may also add

one additional text from outside our course. (If you choose to do this, you will need to work closely

with me to be sure that I am familiar with your text and can see its relevance to your argument.)

3. After defining your topic and text, develop a

research question

for yourself. This question should

guide you and keep you focused as you gather information.

4. Find out what other scholars have been writing about this text and decide which aspects of these

conversations you wish to enter. Ask yourself: “How have others addressed this topic? What kinds of

questions have most often been asked? How has

the conversation

changed over time? Do I agree

with these scholars? Which ones and why? Or have they missed something important? What can I

contribute to this conversation?”

5. Develop an original and compelling

argument

based on your discoveries as you ask yourself these

research questions. Use a combination of your own research and theoretical and critical texts (those

from the class and those you’ve discovered) to support your argument (the exact mix is up to you).

My writing objects are cars and trains（in the suburbs）, primary text are Revolutionary Road(movie), American Beauty(movie) and “Country Husband by John Cheever. Research question is: In these texts, why are cars or trains important?

Professor require me to write according to the following outline

The first paragraph:

1. Hook
2. Intro primary texts: Revolutionary Road(movie), American Beauty(movie) and “Country Husband by John Cheever”
3. Intro critical lens
4. Thesis statement

The second paragraph

1. Discuss the importance of cars and trains in the suburb of American after the Second World War

The third paragraph

1. Discuss cars and trains in Revolutionary Road
2. Why the car is important in this movie
3. What it represents.

The 4th paragraph

1. analyze what car means of Francis in American Beauty（Describe a scene first）
2. Why the car is important What it represents

The 5th paragraph

1. analyze what car means of Carolyn in American Beauty（Describe a scene first）
2. Why the car is important What it represents
3. Why the car is important in this movie

The 6th paragraph

1. analyze what car means of Francis (francis with babysitter, his Imagine) in Country Husband（Describe a scene first）
2. Why the car is important in this article
3. What it represents.

Finally, Conclusion

（The third to sixth paragraphs need not be written exactly as the teacher said, but the content should be consistent with his requirements.）