Literature Question

Part 1: Project Proposal
Each group must produce a 1-page (single-spaced) project proposal for approval. The proposal should
address the following three questions: what your project is about, why your project is important
(justification), and how you can carry out your production (rough draft of your plan)

Part 2: For the paper, you will write a 15-page paper (including references) about issues
related to media and society. The best strategy for writing a successful paper is to
read ahead in your textbook, or pick up on an issue arising during a lecture or
documentary presentation: you want to answer a real (and interesting) question, so
start thinking now. Please do not put yourself in a situation where you feel compelled to
download ready material from the Internet.
• Your chosen topic should relate to media and society. Do not choose extremely broad
topics such as “violence on television” or “political bias in the news.” It is almost
impossible to say anything significant on such topics in short papers. Examples of topics
include:
– Is Google and Verizon’s net neutrality proposal socially responsible;
– How can Internet radio stations cope with copyright restrictions;
– Do you believe that truth in advertising should be monitored and regulated;
– How can consumers encourage television stations to report the news instead of fluff and
sound-bites;
– How can movie critics write honest reviews for a newspaper owned by a conglomerate that also owns motion picture companies;
– How does a motion picture producer cope with the ethics of product placement;
– Or, far better, choose your own topic and discuss it with the instructor.
• You will write the final paper using your sources of information (at least 7 citations
required). You can use either MLA or APA style.

Message :The student may choose from the following topics (but are not limited to these):

• Media and community (e.g. Southern California fires, immigration, environmental awareness)

• Race issues in media

  • Gender issues in media
  • Media and consumerism
  • Media news, politics, and democracy
  • New media and new technologies
  • Message Form:

    The final product should be a 5-minute (or more) video clip. The final product will be placed on YouTube

    and the video link should be e-mailed to the instructor (jlee@csusm.edu) by Aug 15.

    IMPORTANT! Your task is to design a message to teach or inform average people in the general

    population of the United States (just like you and me) of the meaning and implications of media literacy

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    First, you’ll need to choose a topic for your final essay, which will be at least 1,000 words in length. This is the topic you will use to create your outline in Week 2 and final essay in Week 3. Choose ONE of the topics below.

    Option 1:

    The American Dream lecture in Week 1 points out that Poor Richard’s Almanac was an annual publication that included calendar lists, home recipes, weather forecasts etc. What made Franklin’s almanac unlike other almanacs was the inclusion of Franklin’s witty parables and humorous writings. Franklin proposes in “The Way to Wealth” that anyone who works hard, avoids debt, and works toward attaining a virtuous character can be successful and ultimately wealthy—that the American Dream is accessible to all.

    Watch either The Color Purple or The Great Gatsby (locate the films using Netflix, Amazon, or your local library) and argue why or why not Franklin’s assertions are correct. Provide examples from the film and your own explanations to support your assertions.

    Your will have two choices for your thesis statement:

    As is evident in the film The Color Purple (or The Great Gatsby), Franklin’s assertion that the American Dream is available to all people is incorrect because _________, ___________, and _________ (you will determine three points in support of your thesis, and those will become the topics of your three body paragraphs).

    As is evident in the film The Color Purple (or The Great Gatsby), Franklin’s assertion that the American Dream is available to all people is correct because _________, ___________, and _________ (you will determine three points in support of your thesis, and those will become the topics of your three body paragraphs).

    Option 2:

    Write a comparison or contrast essay about two of the corresponding characters in the table below. You will choose three of the points of comparison from the pool below as your points of comparison or contrast. Keep in mind that the purpose of a comparison or contrast essay is to reveal something meaningful about the characters and their relationships to the text.

    You will be using a point-by-point style of comparison, and you will have two choices for your thesis statement:

    While some differences between __________ and __________ (names of characters in the pairing you chose) are evident, they are similar in the aspects of __________, __________, and __________ (you will determine three points of comparison from the pool, and those will become the topics of your three body paragraphs).

    While some similarities between __________ and __________ (names of characters in the pairing you chose) are evident, they are different in the aspects of __________, __________, and __________ (you will determine three points of comparison from the pool, and those will become the topics of your three body paragraphs).

    Choose one of the following pairings: Choose three of the following points of comparison:
    1. Rip Van Winkle and Anton Rosicky A. Motivation
    2. Dame Van Winkle and Mrs. Peters B. Religion
    3. Desiree Aubigny and Faith Brown C. Generosity
    4. Young Goodman Brown and Armand Aubigny D Trustworthiness
    5. Dame Van Winkle and Mrs. Hale E. Independence/Dependence
    F. Communication skills
    G. Level of intelligence
    H. Sense of adventure
    I. Relationships with others
    J. Conflicts/trials faced
    K. Journeys, either physical or symbolic

    For example, you might choose pairing #3 (Desiree Aubigny and Faith Brown) and points C, I, and B (generosity, relationship with others, and religion) as your points of comparison.

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question



    RESEARCH PAPER

    Length: 10 pages

    1.Finding a Topic

    To find a general or tentative topic consider issues that interest you in the text on which you plan to write.

    1. 2.start your preliminary research.

    The articles and/or books you read should help you to find and to focus your topic, as they suggest lines of inquiry.

    1. 3.List some key scenes, poems, or passages that you plan to reread closely in the course of your investigation.

    Literary Text ( CHOOSE ONE)

    Herrera, Hayden. Frida Kahlo: The Paintings. New York: Harper-Perennial, 2002.

    ISBN: 978-0060923198.

    Palacios, Maria R. Dressing the Skeleton: A Poetic Tribute to Frida Kahlo. Houston: Atahualpa, 2007.

    ISBN: 9780972648387.

    Hwang, David Henry. M. Butterfly. New York: Dramatist’s Play Series, Acting Edition 1998.
    ISBN: 978-0822207122.

    The Purpose of Research

    The purpose of your research is to open avenues of approach to texts and perspectives on them that add to those you have encountered in class. Use your research to stimulate your own thinking. Do not write a report or a summary of your research. Instead, make your own argument, tapping your sources where they are helpful.

    Suggested Indexes, Databases, &etc.

    Project Muse

    Gale Literature Resource Center

    JSTOR

    The MLA Bibliography (Modern Language Association’s index)

    Academic Search Premier

    Sources

    You must use at least 6 sources in addition to texts we read in class. Your sources should be articles from peer-reviewed journals, chapters or essays from books, or a combination of these. You may use articles from refereed journals that CSI’s library subscribes to online. Sources should include at least three articles on literature. You may also use historical sources or sources on music or art.

    Format for Citing Sources and List of Works Cited

    You should use MLA format.

    Avoid Plagiarism

    Carefully site sources for all ideas that are not your own, even if you are paraphrasing them. Also cite sources for all quotations. See syllabus for full definition of plagiarism.

    student note; the work no need to be perfectly written, it would be a student level research paper.

    PLEASE NO PRO VOCUBLARY WORDS, JUST EASY WORDS WITH THE NORMAL LANGUAGE PLEASE AND THANK YOU SO MUCH FOR YOU HELP IN ADVANCE.

    I DONT HAVE FILES FOR THE BOOKS BUT, BUT I HAVE THE POEMS

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    Introduction

    “Young Goodman Brown” and “The Minister’s Black Veil” are stories from Hawthorne that deal with both the religion of his ancestor’s time and his own view of this religion.

    Prompt

    In a well-organized essay, address the following questions regarding both of these stories: How do these stories reflect Hawthorne’s views on Puritanism or religion in general? In other words, how much faith (no pun intended) does Hawthorne seem to have regarding organized religion or religious leaders specifically? If there is a difference in how he depicts religious leaders in these stories, what is the reason for the difference?

    Your answer to these questions should be a well-organized, formal essay of AT LEAST 500 words (any submissions shorter than this minimum word count will have the % missing deducted from the overall rubric score).

    Additional Considerations

    Please make sure to review your similarity % to avoid any hint of plagiarism, particularly because this essay is part of the “Major Assignments” category. If you are unsure as to what an appropriate similarity % should be, review the Plagiarism and Turnitin page from the “Getting Started” module.

    (MO6a, MO6d)

    Rubric

    Literary Analysis (2)

    Literary Analysis (2)

    Criteria Ratings Pts

    This criterion is linked to a Learning OutcomeQuality of the Analysis

    25 to >20.0 pts

    Excellent

    Uses plot details to support a clear and insightful analysis.

    20 to >15.0 pts

    Satisfactory

    Uses plot details to support a clear and insightful analysis, though the response is not as sophisticated as the “excellent” response.

    15 to >0 pts

    Unsatisfactory

    Demonstrates a confusion between literary analysis and mere plot summary.

    25 pts

    This criterion is linked to a Learning OutcomeOrganization

    25 to >20.0 pts

    Excellent

    Clear sense of order. Begins with a thesis or topic sentence. Supporting points are presented in a logical progression and connected clearly to one another.

    20 to >15.0 pts

    Satisfactory

    May lack a thesis sentence, but points are presented in a logical progression and do connect to one another.

    15 to >0 pts

    Unsatisfactory

    Logic of argument is minimally perceivable. Points presented in a seemingly random fashion, and all may not support the argument.

    25 pts

    This criterion is linked to a Learning OutcomeDevelopment

    25 to >20.0 pts

    Excellent

    Develops each point with many specific details. Answers question completely.

    20 to >15.0 pts

    Satisfactory

    Each point supported with some details and evidence. All important points included.

    15 to >0 pts

    Unsatisfactory

    Sparse details or evidence. Question only partially answered.

    25 pts

    This criterion is linked to a Learning OutcomeUsage of Language

    25 to >20.0 pts

    Excellent

    Concise word choice and sophisticated, college – level vocabulary. No major grammatical or spelling errors.

    20 to >15.0 pts

    Satisfactory

    Good word choice and college level vocabulary, but not as sophisticated as the “Excellent” response.No more than a few minor errors.

    15 to >0 pts

    Unsatisfactory

    Basic vocabulary. Several errors that may impair communication.

    25 pts

    Total Points: 100

    PreviousNext

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    By the end of the drama unit you have considered many elements of drama and have familiarized yourself with terms associated with discussing works of drama. The purpose of this essay is to give you the opportunity to write an analytical essay about a play you read in class.

    Reading:

    • Water by the Spoonful by Quiara Alegría Hudes, pp.1283-1330
    • Chapter 25: “Drama: Reading Reponding, Writing,” pp.1194-1196; 1208 -1220
    • Chapter 26: “Elements of Drama,” pp.1221-1230

    Directions:

    Write an essay about Water by the Spoonful by Quiara Alegría Hudes using ONE of the following prompts:

    CHOICE A:

    Write an essay exploring what Water by the Spoonful by Quiara Alegría Hudes seems to suggest about the power and limits of online selves and communities. What might the virtual world allow us to be and do that the real world doesn’t, and vice versa? In your thesis be specific about what you think Hudes is suggesting about this issue in the play.

    CHOICE B:

    Charles Isherwood, writing in The New York Times (Links to an external site.), describes Water by the Spoonful’s theme as involving “the myriad ways in which lives can intersect, and the potentially great rewards-or irreparable damage-that can result from the unlikely spark of those connections.” Others instead describe the play as exploring the difficulty and importance of forgiving both ourselves and others; the “that no one is above reproach – or beyond redemption”; “the true meaning of family” (theatreworks.org) (Links to an external site.); or the “life-affirming message” that “[p]eople instinctively take care of each other” and that “hitting bottom is the start of the trip back up” (Richard Zoglin, in Time) (Links to an external site.). Write an essay defending and developing one of those claims.

    Consider the elements of drama we have explored (character; plot and structure; stages, sets, and setting; tone, language, and symbol; theme) in your essay.

    As was the case in previous essays, this essay is argumentative, which means that your thesis should be arguable and should be driven by analysis. Assume that your audience has read the play but has not thought as deeply about it as you have. Choose specific examples from the play that are relevant to your argument, and remember to make sure that your quotes are introduced, analyzed/explained, and properly cited.

    You should not consult outside sources, except for those cited in the question, for this paper. Your task here is to provide your own in-depth analysis.

    Guidelines:

    • This essay should be 3-4 double-spaced pages and include a Works Cited page. (Follow the MLA format for citing a work in an anthology.)
    • This essay should have a clear introduction, body, and conclusion.
    • This essay should follow MLA format for in-text citations.
    • Make sure the essay has a title that captures the essence of the essay.

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    Week Five: Draft Community Need Project

    Community Need Project Draft

    Write up a draft of your final proposal using the
    Template for Community Need Project

    Template for Community Need Project – Alternative Formats

    and
    Community Project Rubric

    Community Project Rubric – Alternative Formats

    for guidance. This draft will be reviewed by your classmates and the instructor.

    Note: This write-up should be submitted by midnight ET on Friday in order to give your classmates time to read over your draft and give you substantive comments.

    The Professor Evaluation of of your Community Project Draft

    The expectations are lower for a draft version as opposed to the
    final Project. Subsequently, this evaluation will give you some general
    information about your Project. A good score on your draft does not
    necessarily mean you will get a good score on your final Project. Your
    final submission next week will be evaluated using a more detailed
    grading rubric.

    See the
    Week 5 Professor Draft Grading Rubric

    Week 5 Professor Draft Grading Rubric – Alternative Formats

    for more details.



    – Alternative Formats

    Deadline for submission: Submit by Friday at 11:59 p.m. ET

    Week Five Discussion

    Week Five Discussion

    This week we have focused on how values
    can reflect aspects of our culture and influence our choices. The
    culture of your community is an area you are addressing in your
    Community Need Proposal.

    1. What values do Ruth and James
      possess, and how do they influence choices in their lives? Can you
      relate any of these values to those of your own?
    2. How do you see Rahima Wright from
      Shea Yaleen, Chef Chad Houser from Cafe Momentum, Nancy Lublin from
      Dosomething.org and/or Jacqueline Novogratz’s sensitivity to culture?
      How is this awareness integrated into their work?

    Discussion Assignment Words Limit: 300 Words
    Peer Response word limit: 200 words for each Student

    * don’t forget to include citations for both the Discussion assignment and peer responses

    *I Attached the pdf book down below you you can complete the discussion


    *My Professor emailed me this project draft example to help you out:

    Community Need Project: Draft Sample

    Note: Stakeholders are
    considered essential people or organizations that you will
    (hypothetically) work with for your Community Need Project. The people
    affected by the program are always considered stakeholders. For example,
    if your project involves working with the homeless, they are considered
    stakeholders. This approach fosters a partnership versus a
    hierarchy where outside parties apply decisions. Stakeholders help
    inform the project and contribute to its success, which is the approach
    used by Ms. Novogratz.

    Below is a sample of the bullet point
    assignment shared with permission to help guide you as you continue
    working on your draft proposal due in Week 5.

    Introductory Paragraph(s)

    This section is intentionally left blank. You will need to complete this as part of your draft.

    1. Community and Key Stakeholders

    General Description of Community

    • Hillsborough
      NH, often spelled Hillsboro so that it is not confused with
      Hillsborough county NH, is a town of roughly 1,735 people according to
      the 2020 census.
    • It is comprised of four main villages:
      Hillsborough Bridge Valley (what is now considered ‘downtown’),
      Hillsborough Center, Hillsborough Upper Village, and Hillsborough Lower
      Village.
    • Hillsborough received its name from the hills that provide it with its picturesque scenery. ·
    • Hillsborough
      offers an array of activities for its community, including but not
      limited to, Fox State Forest, Pierce Lake (used for swimming, fishing,
      and boating), river walkways, Grimes Field- the community Park, and an
      active downtown life.

    Demographics

    • Hillsborough is 100% compromised of residents who identify as white.
    • The average household income in Hillsborough is $59,716 with a poverty rate of 0.94%
    • The median age in Hillsborough is 40.3 years, 44.9 years for males, and 39.3 years for females.
    • For every 100 females there are 80.4 males.
    • Hillsborough has an 80.4% rate of home ownership
    • The highest rate of high school graduation is among white people with a rate of 90.41%.
    • The highest rate of bachelor’s degrees is among white people with a rate of 15.03%.

    Values/Beliefs Held by Community

    • Residents of Hillsborough refer to town ordinances often.
    • Residents elect Selectmen to represent their interests and desires for the town.
    • Residents
      care for the facilities the town offers, in particular Grimes Field
      which holds athletic parks and a scenic walkway alongside the Contoocook
      River.
    • Residents desire to revamp the downtown area.
    • Hillsborough has a high resident involvement rate in town affairs.

    Key Stakeholders

    • Dog Park Activists in Hillsborough
    • Town of Hillsborough Selectmen
    • The owner of the land proposed to be used for the Dog Park/ Town of Hillsborough is the land is donated.
    • Any residents concerned with lack of off-leash areas for dogs in town.
    • Any
      residents concerned with lack of dog owner accountability (particularly
      concerned with those who do not clean up after their dogs) in public
      places.
    1. The Need/ Problem to be Addressed

    Statement of Problem

    • Hillsborough,
      NH has no area for dogs and dog owners to go in order to allow their
      dogs to be off leash. Description of Core Problem
    • Park users are
      impacted greatly as the number of dogs owned increases, more dogs are
      being walked and not every owner is responsible for picking up their
      dog’s waste.
    • Children who step in dog waste, or who are scared of off-leash dogs, may be directly affected by not having a dog park.
    • Dog and dog owners are directly affected by not having a dog park where they can go to safely exercise their dogs off leash.

    Who Benefits?

    • Dogs in Hillsborough and their owners do not have a space for them to exercise socially and safely.
    • Dog parks promote responsible dog owners and a sense of dog ownership accountability.
    • Dog parks create a space where off-leash animals are not infringing on the rights of community members and park users.
    • Dog parks allow a place for dog owners to meet and socialize about common interests.
    • Well exercised and socialized dogs are less likely to create a nuisance and therefore are better neighbors.
    1. Plan to Meet the Need

    What are the steps to establish the dog park? Each area can be developed further.

    • I
      will serve as the coordinator of the initiative to create a dog park in
      Hillsborough, New Hampshire. My role is to facilitate all steps laid
      out in the plan and recruit and coordinate all related individuals and
      groups.
    • I will meet with all related stakeholders including the
      Board of Selectman for the town and serve as a liaison with them
      throughout the process.
    • A committee of key stakeholders will be established at the outset. I will meet with them as needed.
    • The
      dog park plan will be presented to the Board of Selectmen at the
      monthly town meeting for approval. Hours for use will be established
      with the Board.
    • A usage permit will be obtained from the town clerk.
    • The need for insurance will be considered. Hopefully, the town policy will cover the dog park.
    • A
      group will work with high school volunteers to clear the donated land
      for the park. This will take about a month given the condition of the
      land.
    • A subcommittee will host a dog show to raise money for the fencing on May 1st.
    • Volunteers will pick up fencing from the local Home Depot along with one industrial use trash can.
    • A group of residents will set up the dog park fencing with A & B fencing over Memorial Day weekend.
    • Signs are needed to identify the park and to lay out rules for use. These will be donated and set up also during the weekend.
    • There will be one trash can for the park, and town employees will empty the can twice weekly.
    • A parking area will be designated with signs and some well-placed railroad ties.
    • Volunteers will use various resources, including Facebook and flyers, to advertise the opening of the park on June 1st.
    1. Assessment Plan measurable and specific goal examples for dog park examples

    Goal Example #1 – not specific or measurable

    I will survey people to see if they are happy with the cleanliness of the dog park.

    • This
      is a bad goal written in this format. The intent is to measure positive
      feedback about the cleanliness of the park. All the respondents could
      say the park is dirty, but the goal will be met if they are surveyed.

    Goal Example #2 – specific and measurable

    We will survey at least 100 individuals who will score the cleanliness of the dog park at a

    mean of 7.5 or greater on a 1 to 10 scale.

    • This
      goal is specific, measurable and provides useful information about one
      dimension, cleanliness, of the user’s experience at the dog park.

    Conclusion paragraph(s)

    This section is intentionally left blank. You will need to complete this as part of your draft.

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    Here is the complete outline for the essay – the more closely you follow the directions, the more points you will receive.

    Note:

    1. You must use Relationship Cure + the 3 improving relationships articles from the library + 2 additional college level research sources
    2. You must include your additional research sources in 2 of your 3 body paragraphs
    3. You must include Gottman’s ideas as an additional idea in 2 of the body paragraphs [that means 2 body paragraphs will have 4 quotation sandwiches in them]

    Correct Format:

    Your name, class name, assignment name top left corner

    Double spaced with each paragraph indented and written correctly

    Each paragraph needs to have 10-12 sentences


    Title
    : Interesting, short, capitalized and written correctly Do NOT bold or underline or make font bigger

    Introduction Paragraph

    Interesting hook
    Explain hook and relate it to the ideas you learned from the articles regarding improving romantic relationships, family relationships and friendships [paraphrase information in your own words but give credit to source using signal phrases]. This is 4-5 sentences.
    Use a transition and relate to Gottman and his book [giving book title and information about Gottman] – in 4-5 sentences, remember to define terms.
    Thesis statement and that with the help of experts, we can improve our relationships with our romantic partner, family members, and friends.

    Body Paragraph #1 – improving romantic relationships

    Transition + topic sentence that you can improve romantic relationships in these 3 ways 1,2,3.
    Transition + main idea sentence about way 1.
    Context [include signal phrase if first time source is used] + quote from article illustrating idea.
    Explanation of how quote support main idea sentence.
    Transition + main idea sentence about way 2.
    Context [include signal phrase if first time source is used]+ quote from article illustrating idea.
    Explanation of how quote support main idea sentence.
    Transition + main idea sentence about way 3.
    Context [include signal phrase if first time source is used]+ quote from article illustrating idea.
    Explanation of how quote support main idea sentence.

    **Note: you can add in a Gottman quote sandwich directly after topic sentence OR after a main idea OR at the end of the paragraph
    Transition + main idea sentence that the idea matches Gottman because …
    Context+quote illustrating idea
    Explanation of how quote and idea match main idea

    Body Paragraph #2 – improving family relationships

    Transition + topic sentence that you can improve family relationships in these 3 ways 1,2,3.
    Transition + main idea sentence about way 1.
    Context [include signal phrase if first time source is used] + quote from article illustrating idea.
    Explanation of how quote support main idea sentence.
    Transition + main idea sentence about way 2.
    Context [include signal phrase if first time source is used]+ quote from article illustrating idea.
    Explanation of how quote support main idea sentence.
    Transition + main idea sentence about way 3.
    Context [include signal phrase if first time source is used]+ quote from article illustrating idea.
    Explanation of how quote support main idea sentence.

    **Note: you can add in a Gottman quote sandwich directly after topic sentence OR after a main idea OR at the end of the paragraph
    Transition + main idea sentence that the idea matches Gottman because …
    Context+quote illustrating idea
    Explanation of how quote and idea match main idea

    Body Paragraph #3 – improving friendships

    Transition + topic sentence that you can improve friendships in these 3 ways 1,2,3.
    Transition + main idea sentence about way 1.
    Context [include signal phrase if first time source is used] + quote from article illustrating idea.
    Explanation of how quote support main idea sentence.
    Transition + main idea sentence about way 2.
    Context [include signal phrase if first time source is used]+ quote from article illustrating idea.
    Explanation of how quote support main idea sentence.
    Transition + main idea sentence about way 3.
    Context [include signal phrase if first time source is used]+ quote from article illustrating idea.
    Explanation of how quote support main idea sentence.

    **Note: you can add in a Gottman quote sandwich directly after topic sentence OR after a main idea OR at the end of the paragraph
    Transition + main idea sentence that the idea matches Gottman because …
    Context+quote illustrating idea
    Explanation of how quote and idea match main idea

    Conclusion Paragraph

    College level transition + restate thesis in different words
    Transition + 2 sentences that summarize ideas in body paragraph #1
    Transition + 2 sentences that summarize ideas in body paragraph #2
    Transition + 2 sentences that summarize ideas in body paragraph #3
    Additional ending strategies like full circle, new quote or question, prediction or advice
    Last sentence in your own words

    Works Cited Page

    Must list Relationship Cure, 3 articles from Library and 2 additional research sources

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question


    PLEASE STRICTLY FOLLOW THE OUTLINE AND MAKE SURE THAT IT ANSWERS THE QUESTION IN THE PROMPT. ALSO, INCLUDE 2 QUOTES IN EACH BODY PARAGRAPHS FROM ANY OR ALL 3 ARTICLES UPLOADED ALONG*

    ESSAY PROMPT:

    Question:

    On the whole, does the advent of new digital technology enhance our relationships with other

    members of society (in this country as well as others), or hurt them?


    Construct an essay that answers this question using evidence and examples from any (total 3) articles we read.


    Important notes:
    Your thesis should address the question posed – does digital technology enhance our
    relationships or hurt them?
    Your body paragraphs should include examples, including summaries and quotes, from at
    least two of the articles we read
    Your body paragraphs should analyze the strategies the authors used in their pieces, and
    whether those strategies helped to make their argument(s) more or less valid
    Your body paragraphs should synthesize both authors, and should not be organized by
    author (i.e., try to stay away from discussing one author in body paragraph one, and the
    second author in body paragraph two)

    Requirements:
    Style: Your essay must be typed, using a 12-point font, should have standard 1-inch
    margins, and must conform to MLA style
    Length: 4-5 pages


    Outline Template:

    1. Introduction
    a. Thesis: (insert a full sentence here of a draft thesis, which answers the questions
    asked by the prompt)
    2. Body Paragraph 1
    a. Main topic sentence/assertion: (insert a full draft topic sentence that makes an
    assertion that supports your thesis here)
    i. Evidence 1: (Include a quote or evidence summary that will support your
    topic sentence here; suggest having at least 2 pieces of evidence for each
    paragraph)
    ii. Evidence 2:
    b. Analysis: (Insert a thought on how your quotes connect to your main topic
    sentence ad your thesis; does not need to be full sentences, can be in bullet form)
    3. Body Paragraph 2
    a. Main topic sentence/assertion
    i. Evidence 1
    ii. Evidence 2
    b. Analysis
    4. Body Paragraph 3
    a. Main topic sentence/assertion
    i. Evidence 1
    ii. Evidence 2
    b. Analysis
    5. Conclusion
    a. Summary: (Just write “Summary” here for now; no need to summarize at this
    time)



    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    Essay length: 5 pages

    Format: MLA (for guidelines, please visit OWL Purdu.

    In this short essay I would like you to explore ONE central topic in the readings we’ve done so far. This topic needs to be derived from research and secondary academic sources. I strongly recommend that you use Jstor.org, which is accessible through your institution, i.e. the College of Staten Island. You can watch a tutorial on how to use Jstor with the following link: https://guides.jstor.org/c.php?g=470313&p=8293050

    For this essay I will ask that you find TWO secondary sources that you will connect to one of the two books we read so far: Aimé Césaire’s Notebooks of a Return to the Native Land, and Ama Ata Aidoo’s Our Sister Killjoy.

    The first step is to think of a topic and there are several ways you can do this. One of them is to go back to your weekly responses and see which one might make a good essay. Once you have an idea of what you want to write on, you can start doing keyword searches on Jstor and see what secondary source might be useful. Another way to do this is to start on Jstor and to explore what has been written on either book. You can gather several essays, download them as PDFs and read through the ones that seem most interesting.

    This is a short essay, so I’m asking you to be specific and structured in your writing. What I want to see is an analysis that makes use of secondary sources that you then connect to the primary source and where you quote all three documents. A good way to do this is to follow this format:

    • -Introduction of the topic, of the book, and of the two secondary sources
    • -Brief overview of both secondary sources in one or two paragraph
    • -Connection between the essays and chosen passages of the book you are writing about. This is where your analysis comes in, i.e. how are you applying the concepts of the essays to specific passages of the book. The more passages you have, the more you have to write about. Each paragraph should include at least one quote
    • -Conclusion on what you have discovered along the way. I don’t want a repetition of what you did, but a synthesis of the essay’s purpose and what the reader is supposed to gain from it
    • -Works Cited page, in MLA format.

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    GOALS
    There are four main goals of the papers, each of which must be demonstrated:
    1. research a criminalistics topic using a combination of resources
    2. effectively summarize the most essential details of the subject
    3. describe the different area(s) of criminalistics to which your specific case relates
    4. practice skills required of forensic professionals, including communicating ideas clearly, thoroughly
    and thoughtfully, and submitting work that reflects professionalism.
    Each paper must include a combination of three scholarly and other research sources to support the
    information discussed. Examples of information from scholarly sources include, but are not limited to,
    definitions, theories and research in the subject. Forensic and legal journals, databases as well as respected
    magazines, newspapers, videos and other internet sources may be used. You may not use your textbook as
    one of your sources. Please note that Wikipedia may be used to help you understand your subject, but is not
    considered a scholarly source. Please note that you may not use any direct quotes in your paper – please make every
    effort to paraphrase the information you find and properly cite the associated sources. Consistent with
    APA style formatting, each source that you use must be cited within your paper and listed on your reference
    page. Your reference page must include at least three sources of which two must be scholarly sources.

    Please note that APA-style format includes a title page, headers, an introduction and conclusion, in-text
    citations and a reference page. No abstract is required for this assignment. Do not use sub-titles in this
    assignment.

    ORGANIZATION
    The following is a guideline for how the body of your paper should be organized. Please use the following headers to organize
    your paper. Transition statements must be used to connect each section within the body of your paper to ensure that it flows
    logically.
    I. Introduction
    The first section should introduce your paper by providing a snapshot of your subject and give a preview of
    the main topics to be discussed in your paper. Do not begin your technical writing with a question.
    II.

    Subject Summary
    This should be followed by a thorough summary of the specific subject, which you have been assigned.
    You may use details from legal documents, print or online sources to provide supporting details. This
    should be a significant portion of your paper. For Assignments 1 and 2, you can include the advantages and
    disadvantages of the technique or instrument. You can also include one or two sentences that provide a case
    example of use.
    III.

    Conclusions
    This final section should provide a summary of your main points in your paper as well as any final thoughts
    or conclusions that you have generated as a result of your research. This should neatly connect all of the
    sections of your paper.

    CONTENT
    Your paper will thoroughly explore your selected criminalistics topic by introducing and describing it as if
    you are educating the reader. This will be achieved by providing clear details and definitions, summarizing
    the events and related research in an organized manner and providing logical arguments for your ideas and
    opinions.
    Your paper must include a minimum of three credible references, at least two of which must be from
    scholarly sources (e.g., peer-reviewed forensic and/or scientific journals, sites, books, etc.). These references
    should be used to summarize a combination of definitions, theories and research, each of which should be
    well explained in your own words. References should be clearly and properly cited throughout the body of
    your paper, each of which must be listed on your reference page.

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    Instructions Essay: Environmental Justice and Young People’s Literature.This semester, we are discussing children’s/young adult novels that explore (implicitly or explicitly) young people’s relationships to the environment and/or understandings of environmental justice. This assignment asks you to focus on one of these novels and approach it as a case study for discussing how children’s literature and young adult literature participate in environmental education and/or environmental justice.

    Choose from the following titles:

    Dimaline, Cherie, The Marrow Thieves.

    Helget, Nicole. The End of the Wild.

    Perez, Ashley Hope. Out of Darkness. Smith, Sherri L. Orleans.

    Consult your notes and self-assessment forms to generate ideas. Also take time to reread the book (or, at the very at least, relevant passages). I would like to see you develop your arguments through the use of specific evidence (quotes; description of a character; summary of relevant scenes; analysis of setting and/or imagery; etc.)

    You may reference other texts (including the writing of Xiuhtezcatl Martinez, Greta Thunberg, and Naomi Klein and Rebecca Stefoff) but remember to focus on your primary text.

    Here are some possible topics you can explore in your paper (you might find connections between these topics, but it might be best to choose one for the sake of focus):

    • Representations of young people’s relationships with the environment, and what these representations suggest about the “nature” of young people
    • Representations of young people’s conceptualizations of and responses to environmental degradation and pollution; more broadly, how does the text imagine young people’s roles in environmental action/activism?
    • The ways the text offers hope and/or stokes despair in the face of environmental injustice; what could young people gain from reading this text?
    • References to historical/current events. What commentary is the text offering on these events?
    • How does the text create intersections between environmental injustice and racial, gender, class, and disability injustice? Why are such intersections significant?
    • How does dystopian fiction for young readers imagine the future in store for young people and the ways young people adapt to such a future?
    • Character study: focus on one character (child, adolescent, adult) and discuss how the character participates in environmental injustice/justice


    Remember to keep the following basics in mind:

    • Offer a clear, convincing thesis (and do your best to state this on the first page)
    • Organize ideas within and between paragraphs
    • Adequately develop and support your ideas
    • Offer interpretation: do not simply summarize the novel

    At least 4 full pages

    Margins: 1 inch, all sides; Spacing: double; Font size: 12 point

    Use MLA citation format. Include a separate Works Cited page. For more on MLA formatting, visit Purdue’s Online Writing Lab:

    MLA General Format

    MLA In-text Citation: The Basics

    MLA Works Cited Page: Basic Format MLA Formatting Quotations

    The following information should appear in the upper left-hand corner of the first page (make sure to double space it):

    Your Name

    Professor Lara Saguisag

    ENL 323

    11 November 2021 (or date of submission)

    Page numbers should be in the upper right-hand corner.

    Provide an interesting, relevant title. It should be in regular type and centered.

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    Assignment # 1: Analyzing An Argument(Length 6-7 pages)

    Due date: 4 October, 2021

    Introduction: In “We Need to Talk about an Injustice,” Bryan Stevenson critically examines America’s criminal justice system. He argues that this system is characterized by racial bias and inequality, and that reform is needed. Stevenson suggests there are connections between the history of slavery and the current era of mass incarceration, in which a disproportionate number of black Americans are incarcerated. “We Need to Talk about an Injustice” is a TED talk Stevenson delivered in March 2012.

    Bryan Stevenson is the founder and director of the Equal Justice Initiative (EJI). Operating on a shoestring budget, this organization has taken on the cases of poor and marginalized people, and reversed death penalties for dozens of prisoners. Stevenson is the recipient of the MacArthur Foundation “Genius” Grant, and he was named one of Time’s 100 Most Influential People. Stevenson is a law professor at New York University School of Law. His memoir, Just Mercy, was recently turned into a popular movie.

    For the Unit 1 main assignment, you will analyze and evaluate Stevenson’s argument. Your 6 page paper should do the following:

    1. Describe Stevenson’s project and argument, identifying his most important or interesting claims. Please address why these claims are important to his argument or of particular interest to his target audience.

    2. Highlight and subsequently evaluate Stevenson’s use of evidence and reasoning to support his argument. Also, explore how Stevenson deals with opposing views.

    3. Critically discuss the assumptions Stevenson makes toward his target audience. For instance, what may Stevenson assume the audience understands about the issue being addressed? What does he assume the audience fails to comprehend? How might these assumptions help one understand why Stevenson featured or avoided using certain kinds of evidence?

    4. Use an effective structure that carefully guides the reader from one idea to the next; thoroughly edit your essay so that sentences are readable and appropriate for an academic audience.

    Attached is the transcript of the TED Talk which should be used for evidence. Only use this source, no outside sources.



    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    Step 1 – Post your Unit 3 Essay First Draft to the discussion board by Wednesday at 11:59pm

    Post your essay by copying and pasting it to the discussion board, so your peers can access it easily. In order to receive full points, your essay must be complete, with at least 6 paragraphs and 3 quotes per body paragraph (each body paragraph should have at least 1 quote from each source).

    Step 2 – Select Two Different Essays to Review

    Review a peer’s essay that has no more than one review.

    Step 3 – Follow this process (for both essays)

    1. Read the paper.

    2. Answer all questions on the checklist provided below in complete sentences on the discussion board in a response to your peers. Point out strengths and weaknesses, and whenever possible or appropriate, quote from the student’s paper to more clearly illustrate your points.

    A. Please provide specific feedback about the introduction’s format, information, and style.

    How does the author hook you at the beginning? What else could the writer have included that would have made you want to read on?

    Does the writer provide the titles of the texts (stories’ titles italicized), the author/directors’ names, and a very brief plot summary with essential background information about each story?

    What is the essay’s main idea? Copy and paste the writer’s thesis statement.

    B. Please provide specific feedback about each body paragraph (quotes and analysis).

    Does each topic sentence draw your attention to an aspect of the theme–and not to one text?

    Does the writer support each of the sub-claims (topic sentences) with 3 quoted passages in each body paragraph? Do the 3 quoted passages in each body paragraph come from all three texts?

    Select, copy, and paste one quote from each paragraph that made a significant impact on your understanding of what the writer was supporting in that paragraph. What did it help you to better understand?

    Check all quoted passages to see if they directly support the corresponding topic sentence.

    Does the writer provide an i introductory phrase to lead into each quote?

    Does the writer provide a clear explanation and thorough analysis of each quoted passage? If any quoted passages require additional analysis, indicate the quote.

    C. Please provide specific feedback about the conclusion

    What is the sentence the writer develops in the conclusion that restates the thesis? What compelling idea does the writer share about the theme that is explored throughout the paper? What does the conclusion leave you thinking about that might relate to our lives?

    Indicate one strong transitional word or phrase the writer provided to move readers from paragraph to paragraph and one strong transitional word or phrase from point to point within the paragraphs? Why did these stand out to you?

    Tell the writer what you liked the most about the essay.

    What would you most like to see more fully developed in the essay?

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    Research Paper on Streetcar Named Desire by Tennessee Williams

    Write your research paper on Streetcar Named Desire in the MLA Style. Follow all instructions for the MLA style and do not use the APA style. Keep reading.

    The Research Paper will have the same structure as your past 2 thematic papers. The only difference is you will take from your research articles directly quoted critical comments that support your opinions and comments in each paragraph. Having at least 2 direct critical comments that have between 4 and 9 lines in each paragraph will help the strength of the essay. You must follow with a clear discussions of every line of the quoted critical comment. Of course you then take from the play events, dialog, stage directions to further support each paragraph.

    Keep reading below for a clearer picture of what you must do to compose this essay.

    Your Research paper will be 2000 Write your Research paper on Streetcar Named Desire by Tennessee Williams. (20pts). Note this paper is 2000 words, so do not give me a paper that is more than 2100 words or less than 2000 words.

    Use 12 font Times Roman double space and MLA style. Make your margins regular ie. 1 inch.

    Check COURSE DOCUMENTS for a lecture on writing a research paper MLA style

    This paper is your mandatory research paper as per the department standards

    The paper may deal with a character or the concept of love, relationships, fidelity, asexuality etc. as defined in the play itself and its characters, but not in your own generalizations of these concepts. Use the play completely to support your essay. Keep all statements focused on the characters, setting, plot, and dialog of the play.

    Use the 3 critical analysis of published literary writers for this paper from our database. You must have at least 3 direct critical quotations from each source, so that means you will have 9 or more critical quotations in the paper from the research articles. Each quotations should be 4 to 7 lines and you should follow with your comments and support from the play or novel you read. Do not use critics to quote from the play or novel. Use the critic for his or her critical comment on that event, dialog, or excerpt. Your articles must have names and pages. You will use these in the intext citations in your paper and after your paper listed under Works Cited.

    Use at least 4 to 9 direct quotations taken from the play that you have chosen as support.. Remember direct quotation of 5 lines or more must be indented five spaces of the left margin, remove the quotation marks and place the period after the last word of the quotation. Then follow with the intext citations that will be. last name and page number from the actual article. (Treis 3)

    You will find these critical articles on our library database – Literary Sources. Course Documents guides you how to search our database.

    Use our website to get scholarly journals/literary criticism on the novel.

    You may use your own library if you are from another college.

    Make sure that you use research references by the second paragraph of your essay and consistently throughout the essay to back up what you say or to show how you agree or do not agree with the criticism.

    Your paper will be full of in-text citations; for example you have a line from Judith Fetterley that you quote, then your text will have (Fetterley 20). This is soon after your quotation taken from Fetterley. The amount of quoted material in your paper should not be more than 35% of the paper to avoid a cut and paste essay. You must have your own analysis and discussions of the play and the research.

    have a works cited page at the end that lists the critics mentioned in your paper and not any that you do not mention in the paper. It should have

    last name, first name. “Name of article” Journal name, date and page numbers. use the reverse paragraph so the name is near the margin and the rest of the lines below are 5 spaces in.

    Please read all documents that explain the MLA style before you say you are confused.

    Use 3 critical literary sources from Gale Group on literature in our library database. Use only literature articles that have author’s names and page numbers as you will be using this in your paper. An paper with Grade A will have the correct use of the MLA style. A paper with no research or wrong research will get a D. You must have a Works Cited page at the end of the essay. Put your name on top of the paper and the Works cited on the bottom of the paper, send ONE doc. Do not attach them separately in Safe Assignments.

    Take at least 3 or 4 direct quotations of 4 to 8 lines from each source. This means that your essay will have at least 9 direct literary critical quotations in the whole paper. Then discuss the quotations and support with details from the play using stage directions, events, quoted passages, or dialog. Your paper should have 35 – 40 % quotations and no more. An excessive amount of quoted material will lower your grade as it will read as a copy and paste paper.

    IMPORTANT Use only literary critics who write about the literature studied. I do not want to see psychology or sociology or historical articles in your paper as these critics have not studied the literature that we are handing. Anyone who turns in a paper with articles that are not from literature will be considered as not having valid research and will get a C- or D in the paper.

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    For this assignment, you’ll explore one of the topics below, comparing and contrasting Sundiata and Popul Vuh, and write a 6-10 paragraph essay arguing for and supporting your conclusions to submit as a well-developed essay. This assignment will build your writing and analysis skills.

    Both Sundiata and Popol Vuh deal centrally with a heroic quest. Unit 1B’s introduction to the Five Great Themes of World Literature states with regard to the hero: “The surest way to understand what a culture of the past most values is to focus on what it considers heroic, in that a culture recognizes its heroes as embodying its most important ideas, the values that are essential.” Discuss what forces Sundiata and the Hero Twins Hunahpu and Xbalanque have to overcome and how they go about doing it. For Sundiata your presentation will probably focus on Sundiata’s historical destiny; in Popol Vuh, the Twins’ quest will have a more mythic quality, but you probably will focus on the meaning for the Mayan culture of the mythic events. One of the passages you should quote (all or in part) and analyze is the following:Hunahpú was sacrificed by Xbalanqué; one by one his arms and his legs were sliced off, his head was cut from his body and carried away; his heart was torn from his breast and thrown onto the grass. All the Lords of Xibalba were fascinated. They looked on in wonder, but really it was only the dance of one man; it was Xbalanqué. “Get up!” he said, and instantly [Hunahpú] returned to life . . . “Do the same with us! Sacrifice us!” they said. “Cut us into pieces, one by one!” Hun-Camé and Vucub-Camé said to Hunahpú and Xbalanqué. . . . And so it happened that they first sacrificed the one, who was the chief and [Lord of Xibalba], the one called Hun-Camé, king of Xibalba. And when Hun-Camé was dead, they overpowered Vucub-Camé, and they did not bring either of them back to life (Part II, Ch. 13).

    Second, write an essay presenting your argument. Include quotations from the texts as well as additional details that illustrate and enhance the points you are making. Use the following as an outline of what to include:

    1. Explain the general topic and relevant themes (e.g. sacred and secular, heroes’ journeys) and any relevant terms for that topic (suggested 1-2 paragraphs). State your thesis – a general statement about your conclusions.
    2. Apply that topic to both Sundiata and to Popul Vuh (suggested 6-8 well-developed paragraphs, plus a concluding paragraph). Give specific examples and quotes from the texts to illustrate your points. Use in-text citations as needed.
    3. Your final page should be your Works Cited page, in MLA format.
    4. You’ll be graded on your ability to explain and analyze your topic thoughtfully through your writing, as well as on your language, organization, and MLA formatting.
    5. Criteria on which you will be graded:
      • Your compare/contrast arguments are thoughtful
      • Your essay is well-organized
      • Your analysis is specific and original
      • Your use of language is clear and effective
      • Your quotations and Works Cited are correctly formatted in MLA style.
      • Text acess for Popul Vuh https://holybooks-lichtenbergpress.netdna-ssl.com/… Only need to read
      • Part I: Chapters 1-2
      • Part II: Chapters 1-2, Chapters 5-13
      • Part III: Chapters 1-2
      • Part IV: Chapter 11 (just page 77, with the quotation marks: the petition of the people)
      • Text access for Sundiata https://www.scarsdaleschools.k12.ny.us/cms/lib5/NY…

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    The purpose of this research assignment is to synthesize the research you have completed with your own ideas to produce an academic research essay suited to the academic context you identified in your topic proposal and your research bibliography. This assignment will also ask you to synthesize all of the skills we have learned in They Say, I Say.

    The last step of a traditional research project is the written academic research essay. The genre of the academic research essay largely depends on your audience, discipline, and context. For instance, in biology, the result of an experiment is a published journal-style report. In psychology, you might produce case studies, a literature review, or the results of a study. In many disciplines, academics present conference papers or poster presentations. You will be assigned many academic research essays in your college career of varying lengths and academic styles.

    For the academic research essay in this class, you will generate the “answer” to the research question you posed in your Topic Proposal by advancing a thesis statement that is supported by credible evidence (your research). You will choose from the sources you closely evaluated for the library activity and bibliography to advance your thesis in the essay. Your essay should have an original title.

    1 Book

    1 Peer-Reviewed Journal Article

    1 Additional Source of your choice

    Assignment Rubric

    A research essay that “Achieves Excellence” will be distinguished in the following criteria:

    • The writer demonstrates an understanding of the academic for the assignment, including paying attention to the rhetorical norms of his or her specific academic audience (Chapters 1-end).
    • The writer advances a thesis based on research and critical analysis (Chapters 4-10).
    • The writer thesis statement is advanced throughout the essay based on evidence from the writer’s sources. (Ch. 4-10)
    • The writer appropriately uses sources to advance his or her thesis statement (Chapters 1-10).
    • The writer appropriately uses summary, paraphrase, and/or direct quotation (Chapters 1-3).
    • The writer meets the Standards for Effective Composition (clarity, logic, accuracy, etc).
    • The essay is 1500-2000 words.
    • The writer adheres to MLA style for in-text citations.
    • The writer demonstrates sound document design in MLA format and has an original title.
    • The writer has a Works Cited page in MLA format

      Topic of the paper is about why is important to eat healthy and have a healthy life

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    Write your research paper on Streetcar Named Desire in the MLA Style. Follow all instructions for the MLA style and do not use the APA style. Keep reading.
    The Research Paper will have the same structure as your past 2 thematic papers. The only difference is you will take from your research articles directly quoted critical comments that support your opinions and comments in each paragraph. Having at least 2 direct critical comments that have between 4 and 9 lines in each paragraph will help the strength of the essay. You must follow with a clear discussions of every line of the quoted critical comment. Of course you then take from the play events, dialog, stage directions to further support each paragraph.
    Keep reading below for a clearer picture of what you must do to compose this essay.
    Your Research paper will be 825 Write your Research paper on Streetcar Named Desire by Tennessee Williams. (20pts). Note this paper is 825 words, so do not give me a paper that is more than 900 words or less than 825words.
    Use 12 font Times Roman double space and MLA style. Make your margins regular ie. 1 inch.
    Check COURSE DOCUMENTS for a lecture on writing a research paper MLA style
    This paper is your mandatory research paper as per the department standards
    The paper may deal with a character or the concept of love, relationships, fidelity, asexuality etc. as defined in the play itself and its characters, but not in your own generalizations of these concepts. Use the play completely to support your essay. Keep all statements focused on the characters, setting, plot, and dialog of the play.
    Use the 3 critical analysis of published literary writers for this paper from our database. You must have at least 3 direct critical quotations from each source, so that means you will have 9 or more critical quotations in the paper from the research articles. Each quotations should be 4 to 7 lines and you should follow with your comments and support from the play or novel you read. Do not use critics to quote from the play or novel. Use the critic for his or her critical comment on that event, dialog, or excerpt. Your articles must have names and pages. You will use these in the intext citations in your paper and after your paper listed under Works Cited.
    Use at least 4 to 9 direct quotations taken from the play that you have chosen as support.. Remember direct quotation of 5 lines or more must be indented five spaces of the left margin, remove the quotation marks and place the period after the last word of the quotation. Then follow with the intext citations that will be. last name and page number from the actual article. (Treis 3)
    You will find these critical articles on our library database – Literary Sources. Course Documents guides you how to search our database.
    Use our website to get scholarly journals/literary criticism on the novel.
    You may use your own library if you are from another college.
    Make sure that you use research references by the second paragraph of your essay and consistently throughout the essay to back up what you say or to show how you agree or do not agree with the criticism.
    Your paper will be full of in-text citations; for example you have a line from Judith Fetterley that you quote, then your text will have (Fetterley 20). This is soon after your quotation taken from Fetterley. The amount of quoted material in your paper should not be more than 35% of the paper to avoid a cut and paste essay. You must have your own analysis and discussions of the play and the research.
    have a works cited page at the end that lists the critics mentioned in your paper and not any that you do not mention in the paper. It should have
    last name, first name. “Name of article” Journal name, date and page numbers. use the reverse paragraph so the name is near the margin and the rest of the lines below are 5 spaces in.
    Please read all documents that explain the MLA style before you say you are confused.
    Use 3 critical literary sources from Gale Group on literature in our library database. Use only literature articles that have author’s names and page numbers as you will be using this in your paper. An paper with Grade A will have the correct use of the MLA style. A paper with no research or wrong research will get a D. You must have a Works Cited page at the end of the essay. Put your name on top of the paper and the Works cited on the bottom of the paper, send ONE doc. Do not attach them separately in Safe Assignments.
    Take at least 3 or 4 direct quotations of 4 to 8 lines from each source. This means that your essay will have at least 9 direct literary critical quotations in the whole paper. Then discuss the quotations and support with details from the play using stage directions, events, quoted passages, or dialog. Your paper should have 35 – 40 % quotations and no more. An excessive amount of quoted material will lower your grade as it will read as a copy and paste paper.
    IMPORTANT Use only literary critics who write about the literature studied. I do not want to see psychology or sociology or historical articles in your paper as these critics have not studied the literature that we are handing. Anyone who turns in a paper with articles that are not from literature will be considered as not having valid research and will get a C- or D in the paper.

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    I’m working on a literature discussion question and need an explanation and answer to help me learn.

    Please read works 1, 2, 3, and 4 with each example on how to create your own comment. You need to make a useful comment on your partner’s work.

    Make your comment under each work, in blue color, please.

    Use your own words and thoughts.

    Work 1

    As Schugurensky (2000), points out education can come in two main forms – formal and informal. Formal education is hierarchical and highly institutionalized. It includes levels ranging from preschool to graduate school. At the end of each level, students typically get a form of certification stating that they’ve completed their level and are allowed to progress to the next one or enter the labor market. Basic formal education is often compulsory in many countries. Informal education, on the other hand, is voluntary. It happens outside the formal educational system, is based on people’s interests, and caters to all ages. Some examples of informal education are sports classes, foreign language classes, etc.

    Unlike formal and informal education, informal learning is not based on any established curriculum. It happens independently and typically takes one of three forms (self-directed learning, incidental learning, and socialization). Schugurensky (2000) defined these forms in terms of intentionality and the learner’s awareness of a learning experience.

    Self-directed learning is intentional in its nature, and the learner is always aware of the fact of learning something new. It doesn’t require an educator to be present, but a reference person might assist throughout the learning experience. I’d like to provide an example of my 8-year-old daughter learning to bake a cake. One day she just wanted to make a cake, so she searched for a kid-friendly recipe online, something that she could do entirely by herself. I was there to answer questions and just to ensure that the kitchen was not a complete mess after she was done. Well, she now knows how to make that chocolate cake, and she’s made it several times since then.

    Incidental learning happens when a leaner doesn’t intend to learn anything, but a leaning experience happens nevertheless, and the learner recognizes it. To continue with my previous example of my daughter learning to bake a cake, she also learned that dry ingredients need to be mixed before she adds them to wet ingredients. She now uses this principle with any other kind of baking she does. She also learned a bit of fractions when she was trying to figure out what ¾ of a cup means. I think this kind of learning happens all the time in our lives when we encounter a new situation or trying to solve an unexpected problem. It’s particularly common among people who learn to live in a different culture and adjusting to a different way of life. I think I have a whole bag of stories here. For instance, I got locked out of my house because I couldn’t imagine that you could lock a door without using a key. Another example was when I was taking a shower and suddenly hot water ended because I just decided to take a really long shower. In Ukraine, we didn’t have water meters at that time, so we paid the same amount every month no matter how much water we used. Saving water was not something I leaned while growing up.

    Socialization, or tacit learning, “refers to the internalization of values, attitudes, behaviors, skills, etc. that occur during everyday life” Schugurensky (2000). Even though learning through socialization happens unconsciously, it is possible that a person may acknowledge it later on in life “though a process of retrospective recognition” Schugurensky (2000). I’d like to provide a personal example here that illustrates this point. The first time I lived overseas was about 15 years ago when I was studying in Sweden. We were asked to make short introductory powerpoint and present it in class of about 40 people. Many students included some information about their families. One Pakistani guy showed us a picture of a man whom he introduced as his boyfriend. At those words, I literally froze in my seat. Never ever before had I seen a person who would publicly say that he was gay. I felt very uncomfortable. I looked around to see other people’s reactions. I think I was one of very few people in class (mostly of international students with a couple of Swedes) who were shocked. As my time in Sweden went by, years passed, and new life experiences happened, I realized that homophobia was embedded in the culture I grew up in. It took years for my attitude to change and for me to develop understanding and acceptance of different types of sexuality.

    Example

    Olena, I like the way you shared your experience about your studies in Sweden. Our cultures and identities as well as geographical locations make us odd when we find ourselves in setting places. I believe that you did well differentiating formal and Informal sectors (learning). Just curious, do you have non-formal education in Sweden? or it is classified as formal education? I think Schugurensky does well in explaining each type of the three with multiple examples.

    Work 2

    Formal education can be defined by the following criteria: 1) Highly institutionalized; 2) begins with what’s considered “basic” education with a state approved curriculum and includes certified instructors, and employs goals and assessments; 3) Is level based. Each level must be passed satisfactorily before the next may be started; 4) Has a defined hierarchy; and 5) credentials are issued at the end of each level completed (Schugurensky, 2000).

    Non-formal education includes organized learning that occurs outside the formal education system. Most non-formal education is short (single classes on a topic, for example), and are entered into by choice of the learner, and not compulsory like much formal education. In most non-formal education, there is no strict level system, though some instances do offer certification and credentials upon completion. There are non-formal education opportunities for people of all ages in a large array of topics (Schugurensky, 2000).

    Informal learning includes all learning that occurs outside of the formal and non-formal education spaces. Informal learning specifically does not use the term “education” to differentiate it from formal and non-formal institutions of education (Schugurensky, 2000).

    Informal learning can be broken down into three different categories. Part of the categorization of these three types involve intentionality (whether the learning is intentional) and Awareness (whether the learner is aware at the time of the learning).

    The first category of informal learning is “self-directed” learning. Self-directed learning is intentional, and the learner is aware of the learning at the time it occurs. Self-motivation is the driving factor in this type of informal learning and can include others as resources, but does not involve the use of formal educators (Schugurensky, 2000). I’ll use myself as an example in this type of learning. When I started working for my current company nine years ago, we were farming out most of our graphic design work. To save the company money and to have better control of our branding and design, I took it upon myself to learn Photoshop. I used several different resources to facilitate learning the software. I used a Photoshop instruction book, and many YouTube tutorials. I now do all the graphic and branding work for the company.

    The second category of informal learning is “incidental.” Incidental learning happens when one does not intentionally enter into a situation for the purpose of learning, but after the experience is conscious that learning did take place (Schugurensky, 2000). Several years ago, my mother, a retired associate professor and 30 year public school teacher, was recruited to work in her local Senior Drug Court. Hired as an educational consultant, she was initially brought in as a resource to help recovering addicts with their court ordered writing and reflection assignments as a mechanism to facilitate their recovery. These essays were used in group sessions as discussion points for the participants. When she began leading these sessions, she had thought that she would be correcting grammar and syntax errors, and helping participants polish their writing and narrative skills. Since then, she has gained an entirely new outlook on addiction and has had many emotional moments with folks going through recovery. She has a greater appreciation of the struggles and trauma that they have experienced, and has a very different perspective on addiction from when the program started.

    The third and final category of informal learning occurs by socialization. Schugurensky (2000) states that, “Socialization refers to the internalization of values, attitudes, behaviors, skills, etc. that occur during everyday life.” An example of socialization would include a personal friend of mine’s experience. My friend grew up in a very strict Catholic household. Her family, and the social circle they existed in, believed that divorce was wrong and was considered a very serious sin. Divorcees were not welcome at their church, nor were there any divorcees in their outside church social community. Later on in life, my friend did get a divorce and while very difficult, she realized that for some people, especially those in abusive relationships, divorce is the correct and only option. She realized that what she had learned through family socialization and her upbringing did not align with her life’s reality.

    Example

    Hi Mohammed,

    I really liked the examples of informal learning you provided. I’m particularly impressed with the work your mom had done helping drug addicts to recover. I think it’s an interesting approach of having people to put in writing and reflect upon their experiences. It must be quite theuraputic. I wonder (if you know, of course) whether this writing and reflecting process is effective in terms of returning people to drug-free life? Are there any testimonials that show that this kind of writing was helpful for the recovered addicts?

    Work 3

    Schugurensky (2000) describes formal education as education that is hierarchical, regimented and linear. Formal education necessitates that a particular curriculum be followed due to its governmental oversight. Non-formal learning still utilizes a curriculum, but those who are enrolling in non-formal learning choose their courses without an educational mandate. Non-formal learning may not assume or require that learners have prior knowledge.

    Schugurensky proposes three types of informal learning “self-directed learning, incidental learning and socialization” (2000, p. 20) to assist in defining how informal learning occupies the space outside both formal and non-formal education. Self-directed learning is the only one of the three that includes an intentionality on the part of the learner. Both incidental and socialization do not include intentionality, though learners are aware of their learning when the learning is incidental rather than socialized.

    Self-directed learning is when an individual decides to acquire new knowledge, but without the aid of an educator. I decided that I wanted to make homemade gifts for my friends and family members. After trying and failing at knitting when I was younger, I decided that crochet looked easier! To teach myself, I purchased a few introductory books, but found that the images did not assist me in capturing the movement that I needed. I turned to YouTube instructional videos where folks post resource videos to clarify stitches. Through this process, I can now make scarves, but found a true passion for amigurumi crochet. Another example of self-directed learning was when I fixed a toilet that had been running. I conducted a Google search to determine what was causing the issue. I then narrowed down the possible causes by assessing the floater, etc. I then was able to purchase the needed items and install them, after watching a YouTube video.

    Incidental learning is not intentional, but the learner is aware that they have acquired new knowledge. The first thing that comes to my mind are my conversations with my partner, who listens to a lot of podcasts. It is somewhat random, but he will see something that then sparks story telling regarding something he learned through his podcasts. For example, last night, we were eating mozzarella, cheese, and tomato. We had just watched a cooking show and I said something about how I wondered how people in different geographic locations decided what was edible or not because of a worm that was eaten on the show. This was a rhetorical question and I wasn’t intending to learn anything from my partner, nor did I know that he would have knowledge to offer regarding this question. He then told me about cheese, and how people realized that they could make cheese through carrying milk in the stomach of a deer. Honestly, this then turned into self-directed learning because I cannot stop myself from conducting a Google search on everything.

    The third type of informal learning is socialization. In my work, I reflect on socialization’s role on gender expectations and performance. From a young age, I was taught how women were supposed to behave. For example, I had a babysitter who would not let me do certain things that my brother was allowed to do because I was a girl. I had a classmate in fifth grade tell me that I could not play baseball with the Texas Rangers because I was a girl. He would have had a fair point if he had just said I wasn’t good enough, but his criticism was rooted in my gender. I was told that I should wear makeup, or dress more femininely. When I did not behave in ways that were aligned with a societal expectation of how I should behave, I received criticism from others which reinforced that I was behaving incorrectly. There are rewards for behaving in ways that did align with societal expectations. For example, Etcoff, et al. (2011) found that women are viewed as more competent by others when wearing makeup. Granted, this study was paid for by Proctor & Gamble. However, my own personal experience has demonstrated much the same. My favorite professor, who served as my mentor, did not wear makeup and was one of the most brilliant people I have ever met. If you were to read RateMyProfessor reviews about her, there were frequent comments about how she didn’t shave her legs. We learn through this process of reward and punishment how we are supposed to behave. While I believe now that I am quite fond of my red lipstick and 1950’s style dresses because of who I am, it’s difficult to know if truly this is my choice or if I have been socialized to believe it is because of the negative encounters I had as a “baby punk/goth” youth who didn’t shave her legs either.

    Example 1

    It’s so great that you brought in examples from your area of expertise! When I was reading about the gnder styreotypes you encounterd in your childhood, I couldn’t help but think about how my husband was brought up. He’s from Kenya and grew up in a large family of 9 children. Even though it’s a culture, in which men feel entitled to many provilages (at least it was definitely the case some 20-30 years ago), his mother treated all the children in the same way. There were no boys’ or girls’ chores; everyone had to cook, clean and do their laundry. When it came to education (most of which is not free in Kenya), boys were typically favored over girls if a family had limited financial resources. In my husband’s family, who were also from a humble background, all the girls not only finished school but also went to college. Some of his sisters attended better schools than my husband did. So I think it’s not only the soceity that dictates the norms, but also a particular family that chooses to either completely embrace the cultural norms or tweak them based on the family values and vision.

    Your partner must be a source of incidental learning for you all the time 🙂

    Example 2

    Good explanation with personal examples. Just to say a little about the third form of informal learning.

    The third and last form of informal learning is Socialization which focuses on culture, values, and attitudes—for example, discovering that in Lebanon, they have to put a flag in houses to call the attention of men that there is a mature woman in that house ready for marriage.

    Work 4

    Understanding Informal Learning and differentiating it from other forms of learning is necessary, but one must know what Learning entails and the medium through which we achieve Learning. According to Van Rossum and Hamer (2010), Learning increases knowledge, memories, acquisition of procedures and facts, and helps to understand realities. Merriam Webster dictionary defines learning as the activity or process of gaining knowledge or skill by studying, practicing, and being taught, or experiencing something.”

    Informal Learning can refer to Learning that takes place outside a structured and formal classroom. According to Schugurensky (2000), Informal Learning is an activity that involves the pursuit of knowledge, skills, and understanding without an educational structure. They argue that informal Learning occurs outside established institutions of formal and non-formal education. These definitions reveal how different informal Learning is from standard and non-formal Learning.

    To begin, Schugurensky describes formal Learning as an education process that goes from preschool to basic through to graduate studies. Contrary to informal learning with no structures, formal Learning has a specific time frame with a compulsory curriculum premeditated by a governing institution. This type of education has defined goals managed and ensured by an educational ministry in some settings or department of education in other jurisdictions. Learners in this structured setup move from one level to another hierarchically (Schugurensky, 2000). For example, learners in Hail University are following formal education because they start from undergraduate level 100 to 200 through to 400. Then proceed to graduate school after writing and passing a competitive exam. Based on the explanations from the reading material, adult education programs organized in classrooms with a structured curriculum are considered formal education.

    On the other hand, non-formal learning can be conceptualized as structured or planned courses to acquire knowledge through personal and social education. The goal is to improve skills, knowledge, and competencies outside a regular and structured classroom. Schugurensky (2000) confirms the above claim by stating that “non-formal education refers to all organized educational programs that take place outside the formal school system and are usually short-term and voluntary” (p.2). Examples of this type of education can be learning shooting at a range, training in a gym, cooking classes, workshops, and most military programs. It is important to note that non-formal education is an organized program. Unlike formal education that requires moving from primary to higher levels with an examination, non-formal education does not require prerequisites of basic education to move higher. It sometimes produces a certificate of participation and competence. Therefore, everybody can enjoy and benefit from non-formal education without much stress. Analyzing the differences between formal and non-formal education (Learning) opens a door for Informal learning. We see a gap within the two that does not explain what learning outside their structures could be, which is the main subject of this discussion.

    We need to know some characteristics before we can better understand what informal learning is. First, there is no strict organizing structure for informal learning. The sense of motivation backs learning. It has no structured curriculum and classroom, and the moderator or instructor acts as a care provider. According to Schugurensky (2000), informal learning occurs outside organized curricula and outside institutions of non-formal programs. Due to the self-motivated and straightforward nature of informal Learning, experts have tried as much as possible to avoid the word “education,” as stated by Schugurensky (p.2). This type of Learning does not occur in an educational setting. From this explanation and the establishment of the difference between Informal Learning and formal as well as non-formal education, we can provide the following as examples of informal Learning: a child eating with parents, walking on a bridge, reading news, articles, participating in forums, swimming, washing plates, enjoying cooking, and playing video games with friends. These activities can be learned online, through tv shows, at parks, and everywhere at any time.

    I share with Schugurensky and other thinkers like Rossum that the formal and non-formal setups do not recognize the informal sector as a means of getting better learning. However, recent studies, further exploration, and scholarships critically examine this sector to improve its influence within the learning sector.

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    For your research paper, you will choose a topic related to the novel The Great Gatsby by F. Scott Fitzgerald, which we are reading as part of the course. The topic is up to you, but you will be required to complete ALL of the steps of the research process.

    Step 1:( June 16)

    Briefly state your topic selection and try to write a working thesis sentence. Your thesis sentence should be the beginning of the argument that you will make about your topic. You can choose what aspect you want to focus on (for example, theme, imagery, character development, etc). You will get a chance later to revise your thesis sentence if you find that your ideas change during the research process. Ultimately, your thesis sentence that you end up with when you write the actual paper should provide a blueprint of what you want to say ABOUT those elements of the novel. Type your topic selection and working thesis in the text box provided for you in this assignment on Canvas.

    Step 2:(June 21)

    Annotated Bibliography

    You are required to use at least one reputable, scholarly source, which should be an article OR a digital book chapter accessed through the library’s online databases that has been written by a scholar/expert in the field of literature/writing. The use of Wikipedia, any online sources that do not list an author, or information that comes from sites that just summarize the plot and key points (like SparkNotes, Shmoop, Cliffsnotes) is NOT acceptable and should NOT be cited as a source. Suggested databases found through lib.fit.edu — JSTOR, Gale Virtual Reference Library, Literature Resource Center, Bloom’s Literature, ProQuest, Academic Search Complete.

    Your Annotated Bibliography should follow MLA format. It will include the full citation for the source at the top and then a paragraph explaining what the article is about AND how you plan to use it in your paper. Follow the example linked to see what yours should look like. Yours should look the same!! Upload your Annotated Bibliography in this assignment on Canvas.

    Step 3: (June 28)

    Outline

    Create an alphanumeric formal outline for your topic. Include your revised thesis statement at the top. Provide evidence from the novel and your secondary source within the outline and include in-text citations that correspond with your Works Cited page at the end of the outline. Upload your outline in this assignment on Canvas.

    Step 4: ( July 7)

    Full Essay

    For your research essay, you are required to incorporate material from your secondary source AND include quotes from the novel in your paper (properly cited) in order to fulfill the minimum requirements for the assignment.

    Please note that you are expected to proofread your formal writing before submitting it. Excessive grammar errors, typos, improper citation, and formatting errors will lead to a lower grade on the assignment. All papers must conform to the conventions of academic writing and MLA format.

    Parameters: 1000-1200 words with a Works Cited section at the end

    Upload your essay in this assignment on Canvas.

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    Module 6: Overview: Transcendentalism

    Summary

    Module 6 surveys surveys the important writers and texts of the Transcendental philosophy leading up to the American Civil War.

    Objectives

    • Demonstrate critical reading, thinking, and writing skills by analyzing important writers and texts of the Transcendental philosophy leading up to the American Civil War;
    • Identify content, structure, and style in literary texts;
    • Recognize the value inherent in literary art forms and the powerful impact they may have on audiences;
    • Identify and analyze the connections between the literature and American history and philosophical and religious movements;
    • Define and identify the basic characteristics of American Transcendentalism
    • Define and provide examples of the literary characteristics of works by American authors from the mid-nineteenth century;
    • Discuss some recurring themes of American literature

    Readings

    Complete the following:

    • “The Great Lawsuit,” Margaret Fuller, pp 723-59
    • “Self-Reliance,” Ralph Waldo Emerson, pp 178-81; 237-53
    • “Resistance to Civil Government,” Henry David Thoreau, pp 950-69
    • Nathaniel Hawthorne, pp 328-32; “Young Goodman Brown”, pp 345-54; “The Birth-mark”, pp 377-88

    Assignments

    Please complete all of these assignments before the conclusion of Module 6:

    Transcendentalism, Vol. B:

    • Complete all readings
    • Discussion #6: A National Literature
    • Challenge Task #6
    • Writing Assignment #6
    • Paper #2 Questionnaire Details

    Part 1

    Module 6: Discussion #6: Transcendentalism

    Directions

    Before beginning your second discussion thread, Review the Discussion Board Expectations in the Syllabus under Course Grading.

    (1) In this discussion, there are a number of Discussion Prompts listed below. You must respond to TWO of them.

    • Make your initial post before the Module is halfway over. (As always, please consult the course Calendar where the instructor will list specific due dates.)
    • Return before the Module closes and respond to at least two classmates’ posts, preferably on the same topics you chose. Continue the conversation with your fellow students.
    • Students are expected to read what other students have posted.
    • Students may reply to, or expand upon, points made by other students in the thread.

    (2) To earn points:

    • All posts should average about two paragraphs minimum.
    • All posts MUST be significant and substantial contributions that demonstrate your mastery of the readings. If you are not earning full points for discussions, then be sure to review the Instructor comments and the grading rubric.
    • Remember: a Literature class IS Reading and Discussion…there are no “right” answers to these questions!

    GENERAL NOTE: remember…

    • Discussions are informal, personal responses based on your own reading of a text
    • Do not “research”websites or repeat the editor’s comments or copy/paste from any outside source: use your own brain
    • A Literature class IS Reading and Discussion…there are no “right” answers to these questions!

    Discussion #6 Prompts

    Discussion Question #1

    Emerson and Self-Reliance

    Emerson is the central philosophic voice of the Transcendental Period. As well, he was a leader of the Abolition Movement, and his anti-slavery speeches rival those of Frederick Douglass for power and reasoning. He is also an academic, a social critique, and a teacher of what we would today call “middle school,” He is not so well know for his poetry, but he is well known and respected as an essayist and philosopher.

    Before reading Emerson, you should first of all read the Glossary Entry for APHORISM. While reading, you should try to read his essay more like you would poetry, for he does not write the organized modern academic essay. Rather he writes an evolution of hortatory style: he states an aphorism, then explores it and gives variations of it for a paragraph, and then moves on to his next point. Don’t try to make “logical” sense of his writing: it is directed at your soul, your intuitive recognition of truth when you hear it spoken. Emerson writes by speaking the total Human truth and relies upon the readers’ inner affirmations to convince them. In a sense, he is arguing USING the Transcendental belief in the individual human being’s ability to know “truth” intuitively. He does not try to “prove” his argument: he speaks what he believes to be true, and expects you to agree as far as you are able.

    Many students initially believe that the Transcendental reliance on individual truth means that truth is “whatever you want it to be.” But this isn’t so. Rather, Emerson would say that Truth is Universal, and is the same for all people because ALL truth comes from the same source: The Deity, the “Oversoul.” But, like human life, each person must see that truth for themselves, only in this way can things really be “true.”

    Now before you think that’s crazy, this is exactly the same process by which Science forms consensus. Like Science, the individual person must see that something is true for themselves for it to BE true, to be persuaded. He or she must view the evidence, think it through scientifically, and come to their own conclusion. In Science, consensus forms as individual scientists and thinkers come to the same conclusion individually and independently. Nothing in Science is true because another says it is true: truth is always dependent on the individual apprehending it for themselves.

    BOTH of these systems of truth rely upon the individual thinker viewing claims independently and coming to their own conclusion and respecting differences of opinion (well, at least Transcendentalism does). This is called the Democratic Nature of Science, and it works exactly the same in Transcendental thinking.

    Questions:

    • Contribute an aphorism from “Self-Reliance” that you really respond to…quote it, tell us the page number, and explain what you think it means.
    • What causes Evil according to the Transcendental philosophy?
    • What problems do you see with Transcendentalism? What do you think of the overall argument?
    • In what ways can we see Transcendentalism in relation to, or as a continuation of, the metaphor of “The City on a Hill.”
    • Transcendentalism is the first (and only) truly American philosophy: it evolves here, and it explores the relationship of the individual to society, to each other, and to government. What parts of the Transcendental argument do you think reflect the unique attitudes and culture of America?
    • Many readers are inspired by this essay; some want to argue with it, some find it very profound. Some readers think it is confusing and nonsensical. What is your reaction to it? Explain.

    Discussion Question #2

    Thoreau and “Civil Disobedience”

    Thoreau is sometimes called “America’s Hermit” because his greatest contribution to American life today is his philosophic-autobiographic book, “Walden.” In this book, he builds himself a small home in the woods, and lives alone, utterly self-sufficiently, for some years. His book, chronicles his ideal contemplations of Nature, Natural man, Democracy, and Freedom. It is without doubt one of the most important books for any American to read, no matter what politics or color or belief: it is a book that all readers find universally profound and inspiring, even if they disagree with it.

    Our text is also incredibly influential, and applies the Transcendental philosophy to problem of living in a Democracy, considering the limits of government upon a free human being. And he outlines how the individual opposes government when government intrudes upon the domain of individual natural liberty and freedom. This essay presents the strategy that today we call “Civil Disobedience.” This is the strategy employed by Ghandi, by Martin Luther King, Jr., and by Nelson Mandela to oppose their unjust governments through non-violent protests and non-participation. In this light, we can see this essay as (after the declaration of Independence) the most important written document in American political history.

    Here are some questions to explore and reply to …

    • We know this essay by the title “Civil Disobedience,” but what is the full title? After reading the essay: which is the better title? Why?
    • Let’s outline the argument Thoreau presents in ‘Civil Disobedience.” What is his idea?
    • What caused him to write this essay? What experience from his life and citizenship prompted him to address the “limits of government?” Why does he argue that the best government is the one that governs “least”?
    • What is the last question Thoreau asks in the essay? What is significant about this question?
    • In what ways is this essay an expression of Transcendental philosophy? Explain the elements of his argument that demonstrate Transcendental thinking.
    • What do you think of this essay, personally? What contemporary political events reflect Thoreau’s theory of disobedience?

    Discussion Question #3

    Margaret Fuller

    Fuller is influential in beginning the “women’s movement” in America, and here produces the foundational American argument for the independence of women in modern society. Her influence over the next century (and more!) can’t underestimated.

    Fuller was an active member of the Transcendental society centered around Concord Massachusetts. Here the group collaborated to produce the influential Transcendental publication, “The Dial.” For a few years, Fuller and Emerson were co-editors of “The Dial.” This essay first appeared in The Dial in 1842, and later she expanded it into a book, titled “Woman in the Nineteenth Century,” which is a foundational feminist text that exerted great influence in the later Suffragate Movement.

    She also led an exciting and “Romantic” life. She became a foreign correspondent to Italy, joined the Italian revolution, fell in love with and married an Italian nobleman, and drowned in a shipwreck off Fire Island, NY within sight of land.

    Here are some questions to explore and reply to…

    • What is Fuller’s argument: what are the parts of it? Let’s see is we can summarize her main points here.
    • How is this argument connected to, or part of, Transcendentalism? In what ways does Fuller argue for women “transcendentally”?
    • Where do Emerson and Fuller argue similarly? What basic points do they agree upon?
    • Why does Fuller choose to present her argument as a “lawsuit”? What does this mode of argument imply about how she views “progress” in American society?
    • We’ve now read a number of works by women in the American tradition, and in Fuller we have a woman who is a “philosopher.” Think about the array of women’s voices and writings we’ve encountered this semester: what general observations can you make? What have you seen, if anything, that you hadn’t seen or known before?
    • What do you think of Fuller’s argument? Explain your personal response.

    Discussion Question #4

    Hawthorne and the American Story

    Unlike Poe, most of Hawthorne’s works are set in America. Moreso, they are set within the historical context of early American history and are clearly part of the American Romance movement. Hawthorne himself is a descendant of Puritans, and his own grandfather participated in the infamous Salem Witch Trials. Because of this deep Puritan connection, many of Hawthorne’s works are concerned with themes of Good/Evil, Sin, Innocence and Guilt, Forgiveness, and other Christian themes along these lines. It is easy to see how Hawthorne’s works are deeply influenced by his family connection to this group and world view.

    Hawthorne is part of the Transcendental Movement as well, and his works tend to be, in part, Transcendental arguments for resolving the issues and themes he writes about. Be on the look out for his use of ALLEGORY (check the Glossary: both stories in our syllabus employ allegory). Remember, allegory exists on multiple levels of meaning simultaneously: there is the LITERAL story of Young Goodman Brown, and then there is the SYMBOLIC story of Young Goodman Brown: both are true and both exist at the same time in the text. In this story, for instance, Hawthorne uses the beliefs of the Puritans symbolically, like a mythology. If you interpret the story THROUGH that symbology, it tells a second story… a symbolic story.

    Here are some questions to explore and reply to …

    • Explain the different stories in Young Goodman Brown: the Literal and the Symbolic.
    • Who or what does Brown symbolize?
    • What is the climax of Young Goodman Brown? Why do you think so?
    • What are the Transcendental arguments in YGB: why does Brown live his life in “gloom” until he dies?
    • Did this really happen to Brown? or, was it all a Dream? make an argument…
    • The Birth-Mark is also an allegorical story: explain the two levels of meaning in this story.
    • Who or what does Aylmer symbolize in the story the Birth-Mark?
    • What is the climax of The Birth-Mark? Why do you think so?
    • What is the Transcendental argument in the Birth-Mark?
    • Which of these two stories did you enjoy more? explain your reaction.

    Part 2

    Module 6: Challenge Task #6

    • Points 10
    • Submitting a file upload

    Directions

    First, read the definition of Aphorism in the glossary, and then select an aphorism from one of the texts assigned for Module 6.

    Beginning with a signal phrase, quote the aphorism, and include a correct in-text citation. Following that, explain the aphorism, and then explain why you thought it was interesting.

    Your response should be about 3-5 sentences.

    You must complete Challenge Task #6 by the end of Module 6.

    Rubric

    Challenge Task Rubric

    Challenge Task Rubric

    Criteria Ratings Pts

    This criterion is linked to a Learning Outcome Basic Writing

    3 to >0.0 pts

    Range

    0 pts

    No Marks

    3 pts

    This criterion is linked to a Learning Outcome Documentation

    3 to >0.0 pts

    Range

    0 pts

    No Marks

    3 pts

    This criterion is linked to a Learning Outcome Content

    4 to >0.0 pts

    Range

    0 pts

    No Marks

    4 pts

    Total Points: 10

    Part 3

    Module 6: Writing Assignment #6

    • Points 20
    • Submitting a file upload

    Directions

    For this assignment, explain the basic Transcendental belief in “intuitive knowledge of Truth,” and explain how this idea is applied to the question of individual citizenship in a Democracy.

    Your writing should have two parts.

    • One part should discuss the nature of Truth from a Transcendentalist perspective. In this philosophy, where does Truth come from? How do humans recognize Truth?
    • One part should explain how the above view of Truth relates to individual citizenship and participation in a Democratic society. How will a person who follows internal truth act in society? How does this ultimately affect society, if at all?

    Your writing should be about 350 or so words in length. Remember to follow MLA format, clean up and organize your writing, and cite your evidence using MLA in-text style.

    This is DUE by the end of Module 6. (As always, consult the Course Calendar for specific dates.)

    Please compose your work in WORD and click “Submit Assignment” when you are ready.

    Check out the Writing Assignment Rubric below for further guidance.

    Writing Assignment Rubric

    • The goal of the Writing Assignment is to practice and improve Academic Writing for future classes
    • Each Writing assignment should be no more than 2-4 paragraphs, depending on the prompt
    • You should:
      • identify the “critical task”
        • The “critical task” is the intellectual work you are required to do (analyze, summarize, compare, etc)
      • organize your answer to reply to the command in the prompt
      • execute your answer with precision and control
      • These are intended to challenge you to write your best, so I am rigorous and require you to pay close attention to your writing. It may seem like I’m too hard (at first), but if you stick with it, you will be very happy with your writing at the end of the class. THESE ARE NOT ESSAYS OR PERSONAL RESPONSES!
    1. Each Writing Assignment is worth 0-20 pts
    2. Each Writing Assignment will be measured against the three Standards shown below.

    Standard #1:
    Writing and Organization
    0-5 pts

    Standard #2:
    Critical Content
    0-10 pts

    Standard #3:
    MLA Documentation
    0-5 pts

    • Correct English
    • Appropriate paragraphs and organization
    • Correct MLA format
    • Appropriately responds to the prompt; does the critical task
    • Demonstrates knowledge of readings and class discussion
    • Demonstrates independent thinking
    • Correct use of quotation marks
    • Correct use of in-text citations
    • Correct works cited
    • Appropriate integration of evidence from the readings

    Rubric

    Writing Assignment Rubric

    Writing Assignment Rubric

    Criteria Ratings Pts

    This criterion is linked to a Learning Outcome Writing and Organization

    5 to >0.0 pts

    Full Marks

    0 pts

    No Marks

    5 pts

    This criterion is linked to a Learning Outcome Critical Content

    10 to >0.0 pts

    Full Marks

    0 pts

    No Marks

    10 pts

    This criterion is linked to a Learning Outcome MLA

    5 to >0.0 pts

    Full Marks

    0 pts

    No Marks

    5 pts

    Total Points: 20

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    Below is my answer I need u to write a revised part for it.

    1) In “The Danger of a Single Story,” we learn how one story told about a group can be damaging. Explain how the following texts tell more than a single story about the people or group their story is about: The Buddha in the Attic, Arab in America, and Winter in the Blood. << This is the question

    1) one-story can damage the whole minority of society, In the danger of a single story, she read and watched a lot of American stuff, so she never judged the whole society for an individual act, unlike her American roommate who read only one story about Africa and thought all African people and countries are the same. Arab in America, the media introduced Arabs after the 9/11 attacks as terrorists because of a group of people who don’t represent Arabs at all. Arabs didn’t feel safe at all afterward, whenever there is an attack all Arabs wish that the one who committed the attack is not Arab, it’s because people will bring back old stereotypes. This single story will affect all Arabs if I believe that a certain group of people are terrorists I won’t make business with them, won’t rent them my house, won’t employ them, will never be my friends. This was what Arabs have suffered during the past years. Another stereotype that makes me angry is that all Arabs are rich, especially in Gulf countries. I’m from Saudi Arabia, we have many poor people, most of the people are middle class. For example, most Saudi’s go to Marbella, Spain in August, all the restaurants and lounges basically every shop will higher their price. A week ago an American or British would be charged 10$ but a Saudi will pay 30$, WHY? in Winter in the blood, Indians had many lands, lands = money, Lame Bull married Teresa who is eight years older than him, so he could have her land. Work hard so you can achieve what others have. Not by pretending to love a woman then marry her and take away her land so you can be rich. This stereotype is common in Saudi Arabia, whenever a man marries a woman who is older than him, he only wants to get her money. The Buddha in the Attic, Asians were farmers because they work hard, and more time and get paid less than others this why they weren’t allowed to work in other fields. Moreover, when the war started, Hollywood and the media were presenting Asians as their enemy, people around started to worry from them, they stayed at their homes for a long time because they are worried about what will happen if they went out. Children in school said that they heard Asian kids were saying that something big will happen which is untrue. When the media focuses on a thing it will stick it on every head of society, kids are not watching the media but their parents are. So they will aware them of Asian kids, and here the danger of a single story will occur, the kids when they grow up will teach their kids to hate others because their dangerous, bad, terrorist whatever the media wants. << This is my answer

    No outside sources, only the texts.

    The Buddha in the Attic: https://1lib.us/book/4719411/33aad

    Winter in the blood: https://1lib.us/book/5985434/e99c94

    NO OUTSIDE SOURCES AT ALL.

    This is a revised essay.

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    Sea Movie Project Overview

    Your research project for the course will focus on one film of your choice that significantly includes the sea. For the first phase, you watch the film multiple times, and draft a close reading that makes an argument about what is important in the film itself about maritime themes, spaces, or issues. In the second phase, you will research the film more extensively in light of themes related to literary and cultural aspects of oceanic life, referencing any relevant class readings or discussions along with significant findings from your own research to make the case for how it could be included in a future Sea Movies course.

    You are strongly encouraged to seek feedback from others throughout the drafting process. Designated workshop days and formal responses will provide you with opportunities to test your ideas on classmates, and following the instructions in these sessions should help you to get ideas for revising. For additional help, schedule meetings with your professor and/ or SASC tutors. See the syllabus for deadlines, and note that you will be asked to speak to the class informally about your findings on the final version’s due date. All drafts must be formatted consistently with MLA style, with all outside sources appropriately acknowledged.

    Before Drafting

    Read the Sea Movie project samples, and choose one to evaluate using these questions:

    1. How did it make you think about the film as a maritime story? Did it make you want to see the film or not? Why and how?
    2. What aspects of the film’s representation of the sea or seafaring people did the writer promise to address? How did their interpretations meet or fall short of your expectations?
    3. What connections did the writer make to Literatures of the Sea? What other ones did you think of that were not made explicit?
    4. How did the references to reviews or other sources support or develop the writer’s argument? What did they make you want to hear more about in relation to the film specifically or sea movies more generally?
    5. Note that neither example is ideal; both are far from perfect. Comparing them will help you to consider some possibilities for where you can go with the assignment.

    Draft 1 500-750 words

    1. Choose a film that we have not discussed in class, watch it all the way through.
    2. Write an interpretative essay focusing on a few significant moments of oceanic presence and/or sea life in the film. Rather than a full plot summary, your discussion should focus on a close reading of select scenes and details in the film to support and develop your argument about it.
    3. Illustrate your close reading with at least one relevant visual element. This may be from the film’s advertising, including posters and DVD cover images, the film’s trailer, etc. Be sure to address something about the image within your close reading, ideally by calling attention to details that strengthen or possibly challenge your argument.

    Draft 2 1000-1500 words

    1. Watch the film a second time, taking notes on anything that interests you.
    2. Review the feedback you received on your earlier draft, taking notes on anything that inspires you.
    3. Revise your close reading to relate the significant maritime presences and/or sea life interactions in the film to an aspect or two that is relevant to literatures of the sea more generally. This may lead you to write about different scenes and replace some with other details that gain new significance as you account for what is significant about the film in light of the larger issues or concerns across patterns of representing the sea in literature and/ or film.
    4. Research what others have written about the film and cite relevant arguments and information to support and develop your claims. Rather than summarizing all of what they say, be selective in your citations in order to highlight strong areas of agreement (or disagreement) with your position, analyzing why you do (or do not) find them persuasive in shaping your overall opinion about the film.
    5. Illustrate your essay with at least two relevant visual elements, again embedding specific details in your analysis.

    undefined

    Final Draft 1000-1500 words

    1. Repeat any steps above that you may not yet have fully completed.
    2. Use feedback from peers and/ or your professor and/ or SASC tutors to refine your final draft, making corrections to your writing mechanics that make it easier to read, as well as addressing content concerns to make your argument more persuasive.

    Do the above steps 1-3 Literature from class attached below:

    – Gerard Manley Hopkins, “The Wreck of the Deutschland”

    https://www.poetryfoundation.org/poems/44403/the-w…

    – Henry Beston, The Outermost House and Henry Wadsworth Longfellow, “The Wreck of the Hesperus”

    https://www.poetryfoundation.org/poems/44654/the-w…

    – Sebastian Junger, “The Storm”

    https://www.outsideonline.com/1926606/storm

    – Thomas Hardy, “The Convergence of the Twain”

    https://www.poetryfoundation.org/poems/47266/the-c…

    – Linda Greenlaw, The Hungry Ocean and William Shakespeare, sonnet 64

    https://www.poetryfoundation.org/poems/45096/sonne…

    – Herman Melville, Moby-Dick – entire book

    – Adrienne Rich, “Diving into the Wreck”

    https://poets.org/poem/diving-wreck

    – Walt Whitman, “Oh Captain, My Captain”

    https://www.poetryfoundation.org/poems/45474/o-cap…

    “Sperm Whales in 19th Century Shared Ship Attack Information”

    https://www.theguardian.com/environment/2021/mar/1…

    – Linda Hogan, People of the Whale

    https://www.poetryfoundation.org/poems/55706/two

    – Amitav Ghosh, The Hungry Tide

    https://lilac.une.edu/search?/aghosh%2C+amitav/agh…




    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized

    Literature Question

    Hide Assignment Information

    Topic: William Shakespeare’s Hamlet

    Prompt: William Shakespeare’s Hamlet—like several of our other course texts—begins in medias res, which is Latin for “in the midst of things” and signifies a plot construct in which the immediate events of the story open in the midst of action. Often exposition is bypassed and filled in gradually, either through dialogue, flashbacks, or description of past events. We are introduced to the court at Elsinore Castle and the characters who populate after many of the events that precipitated the narrative’s main conflict(s) have already taken place: Hamlet’s father, the King (Hamlet Sr.) has already died; the deceased king’s brother, Claudius, has married the widowed Queen Gertrude, and (through marriage) assumed the throne and become the new King of Denmark; and Hamlet has been far removed from the court for many years, having been away in Wittenberg immersed in his studies. As the present events of the narrative unfold, we are introduced to three potentially problematic narrative strands, which literary critics refer to as “The Hamlet Problems”—three important questions that the audience must work to respond to as they experience the story. Your fourth option for a close reading paper is to choose any two of the Hamlet Problems (most likely two in which you can identify a point of intersection), and attempt to solve them. In your consideration of whichever two problems you select, your paper should additionally reflect on how your work with this text might also connect with our course theme. At this point in history, most people had transitioned away from the belief in fate—and even those who held strong Christian beliefs in God acknowledged the role of free will as the dominant (though God-given) force in their lives. We can likely assume that Shakespeare shared this cultural viewpoint. With this final text, we are not really attempting to argue whether fate or free will is the dominant ideology (we already know that free will is), but rather, we are attempting to understand how even those who believe in free will find themselves in situations where they feel they have no choice. The play Hamlet centers around characters who are compelled–because of their circumstances—to make choices they otherwise would never have made of their own free will. Is this situational redirection, then, just another version of fate? Are there situations that arise in our own lives that actually prevent us from using our free will? How might your work with the “Hamlet Problems” inform your perspective on the fate versus free will conundrum?

    Requirements: Craft a thesis-driven argument in response to this prompt, integrating a primary source supported analysis to “unpack” your thesis (5+ pages). Your paper should include the integration of a minimum of eight direct quotations from the text of Hamlet (four relevant to each problem you choose) that you analyze at close proximity and document per MLA standards. Additionally, you should include an MLA formatted Works Cited page as the final page of your document (this does not count towards the required minimum page length). Please use the MLA handouts on General Format, Citing Poetry, and Works Cited available through eCampus as guides (remember: Hamlet is a play). Need it by Monday afternoon please!

    Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

    Posted in Uncategorized