This document outlines three parts for an assignment on short stories and poems. Part 1 involves analyzing characterization, point of view, and themes in three short stories. It requires comparing techniques used to develop characters and how perspective enhances understanding of personality. Part 2 involves choosing one of two short stories and analyzing style, tone, techniques used to establish mood, and how language contributes to tone. Part 3 involves choosing one of two poems and analyzing word choice, tone, images, and how elements work together to create a familiar impression for the reader. The document provides guidelines for length, quotes required, and formatting.

1. For Part 1, write 400–500 words analyzing characterization and
point of view in “A&P,” “The
Yellow Wallpaper,” and “Lust.” The main characters in each of
these stories are young people
coming of age. Compare and contrast the author’s techniques in
developing each character. How
does the perspective of each story enhance our understanding of
each character’s personality? Be
sure to refer to specific points in each story to support your
analysis. You must use at least two
quotes in your response.
For Part 2, choose one of the following activities and write
400–500 words providing the
required analysis. Include sufficient support from the story for
your analysis and conclusions.
You must use at least two quotes in your response. You’ll use
standard essay format.
1. Analyze the style and tone in “Killings” and “Famine.” What
techniques does the
author use to establish the mood of the story? How does
language contribute to tone?
Compare and contrast how diction, voice, and irony affect the
way each story is told.
2. Analyze the themes of “Popular Mechanics” and “Janus.”
What do you believe are the
themes for these stories? Compare how theme is developed
through the plots and
characters of each story.
For Part 3, choose one of the following activities and wr ite
400–500 words providing the
required analysis. Include sufficient support from the poem for
your analysis and conclusions.
You must use at least two quotes in your response. You’ll use
standard essay format. Be sure to

2. work through the writing process outlined in your textbook, use
MLA for textual and workscited
documentation, and apply standard written conventions.
1. Analyze the word choice, tone, and images found in “The
Supremes” and “The
Schoolroom on the Second Floor of the Knitting Mill.” How do
the authors capture the
experience of being in school? What words and images in each
poem help convey the
tone? Explain how these elements of each poem work together
to create a
familiar/recognizable impression on the reader.
2. Analyze the symbol, allegories, irony, and figures of speech
found in “Schizophrenia”
and “The Joy of Cooking.” How do figures of speech enhance
each poem’s meaning?
Remember to not just identify the kind of language being used
but to also analyze the
significance behind this language.
9
Graphing Calculator Comment by E Gagne: Title needs to
be up a some and disconnected from your name and such.
Anthony Johnson
UNC Pembroke
MAT 4600
Professors Name

3. October 8, 2021
Graphing Calculator Applications
A graphing calculator is a hand-held or mobile computer
which plots graphs, solves simultaneous equations, and
performs other mathematical tasks with relevant variables. The
graphing calculator is an essential device for advanced
mathematicians and other professionals working in computer
programing, computer engineering, statistics, and science-
related fields. As an electronic device, a graphic calculator
helps learners and professionals visualize and understand
different concepts in science and math. These graphing
calculators might handle arithmetic calculations and graph
plotting, freeing users' cognitive resources to focus on solution
strategies and understanding concepts. The paper will critically
analyze graphing calculators in different fields. It will also
describe some terms that need better understating, theorems,
various equations, and their applications in different
professional fields. Comment by E Gagne: Since you use
science and math a lot, you can say something like “relevant
fields.” Comment by E Gagne: Condense and combine these
two sentences.
Definition of Terms
Arithmetic calculations:; These are calculations that are
worked out on columns or fields within the database. Ideally, an
arithmetic expression helps describe the desired computation
and comprises column details and numeric constants linked by
parentheses and other arithmetic operators. It typically involves
working with numbers through addition, division, subtraction,
and multiplication (Brumberg, 2007).
GeoGebra:; This is an interactive algebra, geometry,
calculus, and statistics application aimed to learn and teach

4. mathematics and science at various educational levels. Thus, it
is a dynamic mathematics software (DMS) to teach and learn
math (Chen, & Lai, 2016). It uses dynamic geometry software
(DGS) and offers basic characteristics of computer algebra
systems (CAS) for bridging gaps on algebra, calculus, and
geometry.
Simultaneous equations:; This is a set of equation systems
or a finite group of equations where solutions are sought. The
variables' values might simultaneously satisfy all the equations
within a given set.
Therefore, graphing calculators are commonly used in
solving and performing complex mathematical equations and
have become tools for learning and understanding math. The
devices might perform all the calculations irrespective of their
intricacy, like a scientific calculator. Besides, they perform
graph equations, construct function tables and solve
simultaneous and other scientific equations. In most cases,
graphic calculators are used in doing statistical analysis and
some complex calculus. Comment by E Gagne: Reword this
Mathematical and Visual Scenarios Using Graphing Calculators
Computer Algebra Systems (CAS) and Laboratory Utilization
It is imperative to note that numerous graphing calculators
are instilled with computer algebra systems enabling them to
produce symbolic results. Notably, the graphing calculators
might manipulate algebraic equations and expressions and
perform operations including expansion, factorization, and
simplification. Additionally, they might give correct and
appropriate answers in precise forms without numerical
estimations. Examples of these calculators include TI-89, TI-
Nspire, fx-9750 GH, HP Prime, and HP 50g (Allison, 2000).
These graphing calculators might also be used in laboratories
for other various purposes. For instance, the calculators might
be attached to other devices such as pH gauges, decibels,
electronic thermometers, light meters, and weather instruments.
When fitted in such devices, the graphing calculators play the
role of data loggers and WiFi or communication modules to

5. monitor, poll, and interact with tutors or instructors. Learner or
professional lab exercises with data obtained from the devices
motivates learning mathematics, mainly mechanics and
statistics. Comment by E Gagne: Use acronym
Figure 1: Graphing Calculator with CAS:
https://hips.hearstapps.com/hmg-
prod.s3.amazonaws.com/images/graphic-calculator-
1627048321.jpg Comment by E Gagne: Needs to follow
APA format.
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa
_formatting_and_style_guide/apa_tables_and_figures.html
Gaming and Utilities
Graphing calculators are usually user-friendly and
programmable. As a result, these devices are commonly used in
utilities and calculator gaming events fitted in most famous
platforms. The capacity of creating utilities and games has
contributed to the formation of calculator application sites such
as Cemetech. Graphing calculators provide a superior math
programming capacity for mathematical-based games
(Brumberg, 2007). Thus, graphing calculators have been used in
day-to-day operations and businesses in various fields.
Comment by E Gagne: reword
Figure 2: Graphing Calculator:
https://target.scene7.com/is/image/Target/ GUEST_5c5bc3dd-
cc11-406e-aa9f-2b467b733a5a?wid=488&hei=488&fmt=pjpeg
Theorems and Concepts on Graphing Calculators
The Casio fx-7000G was the first hand-held graphing
calculator. The use of graphing calculators has faced
controversies. For instance, advocates argue that extensive use
of graphing calculators gives students and other users access to
more accurate and powerful math. Besides, cCritics also argue
that the inclusive use of these devices might harm learners'
fluency or articulacy in basic mathema tics and standard

6. algorithms (Ross, 2017). Presently, most tutors are substituting
costly graphing calculators with free apps which perform more
and better. For decades, graphing calculators have transformed
education, particularly in American classes, for the better and
will continually have a good place in all education levels.
Comment by E Gagne: want to be in active voice.
Essentially don’t use past tense.
Consequently, numerous mathematic educators have seen
the need to use graphing calculators to enhance relational
understanding. This is a type of linked conceptual
understanding that mathematicians need. Students and other
professionals with this form of knowledge do not merely know
how to multiply or invert but also why such procedures and
skills contribute to the quotient of inclusive fractions. Most
advocates argue that graphing calculators in learning
institutions depicted promises in the devices' capacity to aid
learners to develop relational understanding. This is because the
graphing calculator considers the "how" learners might focus on
the "why." The extensive use of these devices is precisely
shown in the advanced placement (AP) calculus program, which
began requiring graphing calculators during their exams and
courses (Chen, & Lai, 2016). Before such an application
program, related calculus examination questions delved nearly
exclusively for learners' capacity to apply regulations in finding
derivatives and integrals of various functions. Later on, the
extensive use of graphing calculators has shifted away from
instrumental familiarity to exam questions that probed for
relational understanding. Comment by E Gagne: It feels
like you are forgetting part of this sentence.
Subsequently, the evolution of examinations has led to
numerous teaching philosophies. Ideally, the advanced
placement program needsed competent teachers to utilize
graphing calculators in all their courses. This was one ideal
process for learners to learn how to use the graphing calculator
in plotting graphing and solving simultaneous or algebraic
equations. Moreover, the emphasis on teaching and instruction

7. has changed to enable students to learn and understand
mathematics and science through calculators (Allison, 2000).
For instance, using graphing calculators and zooming has
allowed students to compare and contrast the global and local
behavior functions, including y = x² and y = x² + 2. Therefore,
graphing calculators positively impacts learners' relational
understanding and slightly impacts their instrumental
understanding positively. Students using graphing calculators in
learning institutions understand numerous basic facts and
statistics and perform more standard algorithms than those
without such devices. Again, learners who constantly utilize
these graphing calculators better understand the "how" and
"whys" of such algorithms and algebras.
Application 1: Using Graphic Calculators As Tools For
Expediency
Surprisingly, students miss the primary goal of various
lessons whenever they face tedious and complex computations,
mathematical equations, or plotting a complex graph. It is
imperative to understand that graphing calculators would be
appropriate in such instances since they would decrease the
effort and time needed to do cumbersome and complex
mathematical and algebraic tasks (Nichols, 2012). At close
analysis at the "use of the graphing calculator as a tool for
discovery learning " typically defines an assessment entailing
quadratic equations. Using the T-85 graphing calculator has
ensured easy solving of daily problems aligned with 2nd-degree
polynomials.
Source: Nichols, F. C. (2012). Teaching slope of a line using
the graphing calculator as a tool for discovery learning. The
College of William and Mary. Comment by E Gagne: Can be
omitted
Application 2: Using Graphing Calculators As Problem-Solving
Tools
Graphing calculators might be used in solving
mathematical problems such as contextual and exploratory tasks
using relevant data. The results show that graphing calculators

8. serve as an impetus for learners' mathema tical problem-solving.
In this case, the device amplified the accuracy, precision, and
speed of problem-solving approaches, including the usage of the
graphing calculators' regression functions (Parrot, & Leong,
2018). Again, the graphing calculators allow the students to
employ graphical strategies to solve mathematical problems and
motivated their intelligent tendencies. Thus, the appropriate use
of graphing calculators in mathematical problem-solving
enhances accuracy and speed.
Source: Parrot, M. A. S., & Leong, K. E. (2018). Impact of
Using Graphing Calculator in Problem Solving. International
Electronic Journal of Mathematics Education, 13(3), 139-
148. Comment by E Gagne: Can be omitted
You need some sort of conclusion.
References Comment by E Gagne: Flush to top
Allison, J. A. (2000). High school students' problem solving
with a graphing calculator. University of Georgia. Comment by
E Gagne: Can you provide more information on your citations?
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa
_formatting_and_style_guide/reference_list_basic_rules.html
Brumberg, M. (2007). A study of the impact graphing
calculators have on the achievement in high school pre-calculus.
Comment by E Gagne: You need more information and it
needs to be in APA citations.
Chen, J. C., & Lai, Y. L. (2016). A Brief Review of Researching
the Graphing Calculator Used for School Mathematics
Classrooms. International Journal of Learning, Teaching and
Educational Research, 14(2).
Nichols, F. C. (2012). Teaching slope of a line using the

9. graphing calculator as a tool for discovery learning. The
College of William and Mary.
Parrot, M. A. S., & Leong, K. E. (2018). Impact of Using
Graphing Calculator in Problem Solving. International
Electronic Journal of Mathematics Education, 13(3), 139-148.
Ross, A. (2017). The Graphing Calculator: A Brief Look at
What It Can Do. In Pedagogy and Content in Middle and High
School Mathematics (pp. 209-213). Brill Sense.
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of
article. Title of Periodical, volume number(issue number),
pages. https://doi.org/xx.xxx/yyyy Comment by E Gagne:
Basic form for citation.