You must use the steps discussed in the Brief Guide to Reading, Organizing, and Writing Literary Analyses” to generate literary analyses even close to meeting the standards necessary to pass this course. It is posted under the Supplemental Materials tab in Blackboard. Print them and study them nightly for the next couple weeks. Also print the rubric I will use to assess and evaluate your formal literary analyses. Some people write their essays straight from their notes. But you will create an outline for yourself at the pre-writing stage. Examine your notes and observations about the literary work and from your readings about the culture within which the work(s) emerged. As fully discussed in the guide, notice and name a theme, pattern, or oddity you observe when examining the literary work(s) under study and the period in which they were written. Each essay must consider the work within its historical context. Refer to the glossary of literary terms to help identify “what to look for” in a literary work. Articulate your primary observations sentences, realizing that these sentences will get reworked into a fine thesis statement most probably. Then, arranged your notes and observations per paragraph, so that they effectively “prove” your thesis (to use a familiar term from mathematics). After generating your tentative thesis—and after outlining your notes, observations, and material to cite in-text as support to develop your thesis—select a literary analysis approach from the “Brief Guide to Reading, Organizing, and Writing Literary Analyses” to generate an initial draft of your essay. Refer to the editing and revising tools discussed in Rules for Writer’s (Tiger OWL lab for personal assistance, or Purdue OWL) to edit and proofread your essay after you have a full-ish draft. Once you’re sure your points fulfill your thesis statement, which is a contract you’ve made with your reader—the thing your paper aims to prove—look again at your paragraphs and the sentences that compose them. Make sure they constitute complete thoughts (subject-verb-direct object, etc.) Make sure they employ coordination and subordination to good effect. Make sure you transition smoothly from idea to idea as they unfold from one paragraph to the next. Note the story of The Epic of Gilgamesh is attachment on page 80 of text. https://texsu.blackboard.com/bbcswebdav/pid-1325275-dt-content-rid-10328095_1/xid-10328095_1