Comment: The research question is prominently presented in the Introduction section of the essay, clearly stated as: 'How is the portrayal of witchcraft in Madeline Miller’s Circe a representation of female power in a patriarchal society?' This allows readers to immediately grasp the central focus of the investigation. The question is contextualized within the broader discussion of myth and gender, providing a framework for the analysis that follows. By introducing the research question early on, the essay establishes a clear direction for the reader, guiding them through the arguments and evidence that will be explored.

Comment: The introduction provides a rationale for the choice of the research question by discussing the historical context of women's representation in classical myths and how Madeline Miller's 'Circe' seeks to challenge those narratives. The student explains that the choice stems from a desire to explore the complexities of witchcraft as a symbol of female power in a male-dominated society. This reasoning is articulated through references to feminist theorists and the implications of revisionist storytelling, effectively tying the research question to broader discussions about gender and power. The introduction also highlights the significance of examining marginalized voices in literature, reinforcing the relevance of the chosen topic.

Comment: This was an error in diction. It could have been rephrased as follows: '... representing marginalized communities, which in myths, consist mostly of women.'

Comment: The student provides a clear framework of what the essay will offer as seen in the introduction, where the student specifies that the analysis will focus on the theme of witchcraft in the novel, along with the authorial choices used to portray the theme. This explanation clearly explains what the analysis will offer.

Comment: The essay engages with feminist theories and literary critiques throughout the discussion. The student references key figures such as Simone de Beauvoir and Betty Friedan, linking their ideas on female empowerment to the analysis of witchcraft in 'Circe.' This intertextuality not only situates the research question within a broader scholarly context but also demonstrates how existing feminist discourse informs the understanding of the text. Moreover, the essay discusses the implications of revisionist mythmaking, showing how Miller's work contributes to contemporary conversations about gender and power dynamics in literature.

Comment: The essay outlines how the research question will be investigated, detailing the analytical approach that will be taken. The student explains that the investigation will focus on specific instances in 'Circe' where witchcraft is portrayed, analyzing the literary elements that convey its implications for female power. This methodological discussion establishes a clear framework for the analysis, indicating how various feminist theories will be integrated into the exploration. By outlining the plan for conducting the analysis, the essay demonstrates a structured approach that aligns with the research question.

Comment: The essay refers to the views of various critics to bolster its arguments. For example, the student references feminist theorists like Simone de Beauvoir and Betty Friedan to provide a theoretical foundation for the analysis of witchcraft as female power. The integration of these sources is not merely descriptive; instead, it actively supports the student's interpretation of the text and strengthens the overall argument. Additionally, the student engages with secondary sources that discuss the implications of witchcraft and feminism, demonstrating a critical approach to the material. By synthesizing these perspectives with their own analysis, the student enhances the depth of the discussion and shows a nuanced understanding of the topic.

Comment: The sources referenced in the essay are both diverse and sufficient, allowing the student to effectively support their arguments and develop a relevant conclusion. The student draws upon a range of feminist theories and critiques, such as those from Simone de Beauvoir, Virginia Held, and Amy Allen, which provide a solid theoretical framework for the analysis of 'Circe.' Additionally, the incorporation of secondary sources discussing the implications of witchcraft and female empowerment enriches the discussion and strengthens the analysis. The essay consistently ties these sources back to the research question, ensuring that each reference contributes to the overall argument.

Comment: The sources referenced in the essay are both diverse and sufficient, allowing the student to effectively support their arguments and develop a relevant conclusion. The student draws upon a range of feminist theories and critiques, such as those from Simone de Beauvoir, Virginia Held, and Amy Allen, which provide a solid theoretical framework for the analysis of 'Circe.' Additionally, the incorporation of secondary sources discussing the implications of witchcraft and female empowerment enriches the discussion and strengthens the analysis. The essay consistently ties these sources back to the research question, ensuring that each reference contributes to the overall argument.

Comment: The essay successfully incorporates references to the primary text, Madeline Miller's 'Circe,' with various passages cited to support the arguments presented. Additionally, the student includes secondary materials such as published reviews and critiques, which provide context and depth to the analysis. This blend of primary and secondary sources enhances the essay’s credibility and demonstrates the student's engagement with the broader literary discourse surrounding the text.

Comment: Each source referenced in the essay is chosen to enhance the analysis of witchcraft as a representation of female power in 'Circe.' For instance, the references to feminist theorists and critiques directly relate to the research question, providing a robust theoretical framework for the discussion. The essay avoids extraneous material and focuses on sources that contribute meaningfully to the argument, ensuring that each reference serves a clear purpose.

Comment: The student has made a thoughtful selection of references and supporting materials, both primary and secondary. These supporting materials demonstrate the student's understanding of the wider scope of the topic. The engagement with feminist theories and critiques illustrates the complexities of gender and power dynamics that are central to the analysis. By referencing key figures such as Simone de Beauvoir and Betty Friedan, the student situates the discussion within a larger feminist discourse, highlighting the significance of witchcraft as a symbol of female empowerment. This broader contextualization enriches the analysis and shows the student's ability to connect the specific themes of the text to wider societal issues.

Comment: The student has made a thoughtful selection of references and supporting materials, both primary and secondary. These supporting materials demonstrate the student's understanding of the wider scope of the topic. The engagement with feminist theories and critiques illustrates the complexities of gender and power dynamics that are central to the analysis. By referencing key figures such as Simone de Beauvoir and Betty Friedan, the student situates the discussion within a larger feminist discourse, highlighting the significance of witchcraft as a symbol of female empowerment. This broader contextualization enriches the analysis and shows the student's ability to connect the specific themes of the text to wider societal issues.

Comment: This was an error in diction. It could have been rephrased as follows: '... representing marginalized communities, which in myths, consist mostly of women.'

Comment: The introduction provides a rationale for the choice of the research question by discussing the historical context of women's representation in classical myths and how Madeline Miller's 'Circe' seeks to challenge those narratives. The student explains that the choice stems from a desire to explore the complexities of witchcraft as a symbol of female power in a male-dominated society. This reasoning is articulated through references to feminist theorists and the implications of revisionist storytelling, effectively tying the research question to broader discussions about gender and power. The introduction also highlights the significance of examining marginalized voices in literature, reinforcing the relevance of the chosen topic.

Comment: This was an error in diction. It could have been rephrased as follows: 'Further research on other feminist theories by esteemed thinkers such as Simone de Beauvoir, Hélène Cixous, and Betty Friedan will also help to understand the different ways...'

Comment: This was an error in diction. It could have been rephrased as follows: '...she continues to do so in the secrecy/privacy of her isolated island.'

Comment: The student communicated their ideas with clarity and coherence throughout the essay, ensuring that the reader could easily follow the analysis. The arguments were well-structured, with each point logically leading to the next, making it easy for the reader to grasp the connections between the themes of witchcraft and female power. The use of clear language and precise terminology enhanced the overall readability of the essay, allowing complex ideas to be presented in an accessible manner.

Comment: The essay effectively employed appropriate subject-specific terminology throughout the analysis. Terms related to feminist theory, literary analysis, and mythological discourse were utilized accurately, enhancing the depth of the discussion. For instance, terms such as 'revisionist mythmaking' and 'personification', 'symbolism'. etc were used in a way that demonstrated understanding of their implications within the context of the text.

Comment: The essay effectively employed appropriate subject-specific terminology throughout the analysis. Terms related to feminist theory, literary analysis, and mythological discourse were utilized accurately, enhancing the depth of the discussion. For instance, terms such as 'revisionist mythmaking' and 'personification', 'symbolism'. etc were used in a way that demonstrated understanding of their implications within the context of the text.

Comment: The essay effectively employed appropriate subject-specific terminology throughout the analysis. Terms related to feminist theory, literary analysis, and mythological discourse were utilized accurately, enhancing the depth of the discussion. For instance, terms such as 'revisionist mythmaking' and 'personification', 'symbolism'. etc were used in a way that demonstrated understanding of their implications within the context of the text.

Comment: The student made judicious use of secondary sources while maintaining focus on the primary text. These secondary sources provided a broader framework for the discussion without overshadowing the analysis of the primary text 'Circe.' The student drew upon various feminist theorists to enhance their arguments, but the primary focus remained on Miller's work.