ENGL 205: Long Paper Assignment: 300 pts due by midnight on Friday, April 16 (file must be in DOC, DOCX, or RTF format) Examining differences between texts often generates significant insight, especially when there is much in common. For example, while both the Jacob of Genesis and Arjuna come face to face with a divine being, what do we make of the fact that Jacob wrestled and struggled physically and Arjuna engages in a philosophical debate? Your job is to examine two authors/texts and discern what significant meaning is generated by a meaningful difference. In choosing your texts, you must identify a significant similarity that allows the difference to highlight a meaningful idea. In the above example, the significant similarity is that both Genesis and Bhagavad Gita feature characters having face-to-face meetings with a deity. That similarity marks a significant area of comparison. The difference between a physical struggle and a mental struggle then is an area of meaningful comparison. The thesis would be your answer to the question “what do we make of that difference?” or “what is the significance of that difference?” or “What does that difference teach me?”. Each student will write a 2,600-word essay (approx. 8 pages, properly formatted) based on one of the following choices: 1) Narrative Compare/Contrast TWO of the following: • Beowulf • Don Quixote • Sunjata • Tale of Genji • The Thousand and One Nights 2) Poetry Compare/contrast TWO of the following: • a selection from The Classic of Poetry • Francis Petrarch • A Tang Poet (Li Bo, or Du Fu) 3) Religion/Philosophy Compare/contrast TWO of the following: • Augustine’s Confessions • Bhagavad-Gita • Confucius Analects • The Qu’ran Specifications: Your paper must…  be 2,600 words long (NOT COUNTING WORKS CITED PAGE) (approx. 8 pages)  quote, summarize, and/or paraphrase from the following sources: o the two primary sources—(the literary text or texts you are analyzing) o at least 2 books/ebooks (secondary sources) o at least 5 peer-reviewed articles from scholarly literary journals (only one article from The Explicator is allowed). Book reviews do not count. (secondary sources)  have a descriptive title  provide a reason for comparing the two texts in the introduction  contain a clear interpretive thesis statement that summarizes your conclusions o remember that your thesis claim should be specific and significant  explain and support its main points with specific examples and/or quotations from the texts  use the alternating format for compare/contrast papers rather than the block format (see below)  contain unified, coherent, well-developed paragraphs with strong topic sentences  cite the literary texts in proper MLA documentation format  be formatted according to the MLA guidelines  be submitted in Blackboard on time. Structure Notes for Compare/Contrast Papers T ...

1. ENGL 205: Long Paper Assignment: 300 pts
due by midnight on Friday, April 16
(file must be in DOC, DOCX, or RTF format)
Examining differences between texts often generates significant
insight, especially when there is much in
common. For example, while both the Jacob of Genesis and
Arjuna come face to face with a divine being,
what do we make of the fact that Jacob wrestled and struggled
physically and Arjuna engages in a
philosophical debate?
Your job is to examine two authors/texts and discern what
significant meaning is generated by a meaningful
difference. In choosing your texts, you must identify a
significant similarity that allows the difference to
highlight a meaningful idea.
In the above example, the significant similarity is that both
Genesis and Bhagavad Gita feature characters
having face-to-face meetings with a deity. That similarity marks
a significant area of comparison.
The difference between a physical struggle and a mental
struggle then is an area of meaningful

2. comparison. The thesis would be your answer to the question
“what do we make of that difference?”
or “what is the significance of that difference?” or “What does
that difference teach me?”.
Each student will write a 2,600-word essay (approx. 8 pages,
properly formatted) based on one of the
following choices:
1) Narrative
Compare/Contrast TWO of the following:
• Beowulf
• Don Quixote
• Sunjata
• Tale of Genji
• The Thousand and One Nights
2) Poetry
Compare/contrast TWO of the following:
• a selection from The Classic of Poetry
• Francis Petrarch
• A Tang Poet (Li Bo, or Du Fu)

3. 3) Religion/Philosophy
Compare/contrast TWO of the following:
• Augustine’s Confessions
• Bhagavad-Gita
• Confucius Analects
• The Qu’ran
Specifications:
Your paper must…
PAGE) (approx. 8 pages)
sources:
o the two primary sources—(the literary text or texts you are
analyzing)
o at least 2 books/ebooks (secondary sources)
o at least 5 peer-reviewed articles from scholarly literary
journals (only one article from The
Explicator is allowed). Book reviews do not count. (secondary
sources)

4. e title
introduction
your conclusions
o remember that your thesis claim should be specific and
significant
ts main points with specific examples
and/or quotations from the texts
than the block format (see below)
-developed paragraphs with
strong topic sentences
Structure Notes for Compare/Contrast Papers
There are two ways to organize compare/contrast papers.
Do NOT use this format:
Block: organized by texts

5. A. Introduction and Thesis
B. Background Information
C. Stuff about Text A
a. Point 1
b. Point 2
c. Point 3…
D. Stuff about Text B
a. Point 1
b. Point 2
c. Point 3…
E. Conclusion
DO use this format:
Alternating: organized by ideas/points
A. Introduction and Thesis
B. Very Brief Background Material, if
appropriate (Background may be historical,
thematic, or theoretical, depending on the
topic selected. Make sure that it is relevant to
the argument that follows).
C. Analysis
a. Idea 1 (point of comparison)

6. i. Discuss BOTH texts.
b. Idea 2
i. Discuss BOTH texts.
c. and so on...
D. Conclusion
Please note that letters and numbers in this outline refer
to sections of your paper, not paragraphs. Each section
may include one or more paragraphs.
Reminders about source use:
1. Do NOT use quotations to begin or end paragraphs in the
body of a paper
· Topic sentences should be in your words (not quotes)
· Quotes should be followed up with commentary (see below)
2. Introduce your sources
3. Cite your sources
4. Explain/Interpret/Comment On your sources (do not assume
that they speak for themselves)
MLA Basics: 8th edition
For more detailed information, see TheMLA Handbook For
Writers of Research Papers and/or
https://owl.english.purdue.edu/owl/resource/747/01/
http://www.lib.campbell.edu/research/refworks
You need to provide citations whenever you quote, paraphrase,
or summarize a source.
The MLA System has two components: In-text citations keyed
to Works Cited Page

7. In-text citations
· Standard for prose: Author and page number(s) are identified
after text (omit author if identified in sentence)
· Winthrop warns Massachusetts Bay Colony settlers not to
“worship other gods, our pleasures or our profits, and serve
them” (189).
· Poetry: Author and line number(s) are identified after text
(omit author if identified in sentence)
· The speaker of “The Prologue” claims that “this maxim’s most
sure: / a weak or wounded brain admits no cure” (Bradstreet ll.
23-24).
· If you cite more than one work by one author, use a shortened
form of the title from which the citation is drawn.
· Smith writes that “documentation is easy” (Writing 32).
· Smith writes that “MLA is the simplest of the documentation
styles” (Documentation 51).
· Online source—use paragraph numbers:
· Smith writes that “documentation is easy” (par. 3).
· Online sources with no author listed are NOT recommended,
but if you use them, use a shortened form of the article title,
NOT the URL
· One writer says that “documentation is easy” (“MLA advice”)
Works Cited Page
· Appears at the end of the paper on a new page (complete with
page numbers)
· Center the words Works Citedan inch from the top of the page
· Begin each entry flush with left margin
· If entry runs more than a line, indent subsequent lines by ½
inch (use hanging indent option in Microsoft Word, located
under FormatParagraph)
· In other words, Works Cited entries are NOT indented like
paragraphs (just the opposite)
· Double-space everything.
· Put items in alphabetical order by authors’ last names
· Do not number entries.

8. Common Works Cited Entries
Book
Author. Title of source (Book Title). Other contributors
(translators, editors if appropriate), Version (edition if other
than the first), Publisher, Publication date.
Foster, Thomas. How To Read Literature Like A Professor.
Quill/HarperCollins, 2003.
eBook
Author. Title of source (Ebook Title). Other contributors
(translators, editors if appropriate), Version (edition if other
than the first), Publisher, Publication date. Title of container
(who produced the ebook), Location (permalink or doi). Date of
access.
Blum, Edward J. W.E.B. Du Bois, American Prophet, University
of Pennsylvania Press, 2013, Proquest ebrary,
http://site.ebrary.com.proxy.campbell.edu/lib/campbellu/reader.
action? docID=10748588. Accessed 8 Sept 2020.
Selection in an Edited Book/Anthology
Author. Title of source (“Story or Poem Title.”) Title of
container (Book), Other contributors (translators, editors if
appropriate), Version (edition if other than the first), Publisher,
Publication date, Location (page range).
Valmiki. The Ramayana of Valmiki. The Norton Anthology of
World Literature. Translated by Swami Venkatesananda, Edited
by Martin Puchner, 4th Shorter Edition, W.W. Norton, 2019.
635-669.
Journal Article accessed through online database
Author. Title of source (“Article Title.”) Title of container
(Journal Title), Number (vol., no.), Publication date, Location
(page numbers). Title of container (Database). Location
(permalink or doi). Date of Access.
Gibson, Donald B. “Strategies and Revisions of Self-
Representation in Booker T. Washington's Autobiographies.”
American Quarterly, vol. 45, no. 3, 1993, pp. 370–393. JSTOR
www.jstor.org/stable/2713239. Accessed 8 Sept 2020.

9. Online Professional or Personal Site
Author. Title of source (“Article Title.”) Title of container
(Website Title), Publisher, Publication date, Location (URL).
Date of Access.
U.S. Chamber of Commerce Foundation. “The Path Forward:
Improving Opportunities for African-American Students.” U.S.
Chamber of Commerce Foundation, 10 December 2015,
https://www.uschamberfoundation.org/reports/path-forward-
improving-opportunities-african-american-students. Accessed 8
Sept 2020.
Konincks 1
Diego Konincks
Professor T. Truffin
ENGL-205
March 19th, 2021
Augustine’s Confessions and Confucius Analects
For my final paper in World Literature 1, I would like to
explore the various philosophical thoughts of distinct cultures.
A larger part of society is defined and propelled by the
individual and social morality developed and expanded to the
community members. Moral beauty has since been identified as
an exceptional phenomenon critical to the functioning of social
institutions. Morality is an aspect that creates peace among the
people and, therefore, the ground foundation of civilization. In
similar but distinct ways, St. Augustine and Confucius
developed the confession and analects teachings that have, in
significant ways, influenced the behavior of people across the
globe both in ancient times and the world today. The two
philosophical thoughts have comprehensively discussed the
ethical values expectations in society. However, the two schools
of thought are distinguished following different experiences and
beliefs as the two philosophers lived in different environments.
In such a way, these profound differences are attributed to the
contributing factors that help shape the distinct cultures adopted

10. and used in the west and east.
Confucianism's philosophy is part of the Chinese belief system
during ancient times, whose main focus was on the importance
of individual ethics and morality. In his beliefs, the philosophy
states that ancestor worship and human-centered virtues were
adopted for community members to live a peaceful life
(Olberding, 2013). Hence, Confucianism believed in
transforming selfish leaders into unselfish people to serve as
examples of love and unity, and in their influential position,
turn wars into peace. Most importantly, the transformation of
these leaders is to be done by aligning these leaders' hearts and
minds with the will of the heavens. On the other hand, St.
Augustine provides his experiences in an autobiography, which
are accompanied by religions explication or other philosophical
explanations (Mushtaq, A. St. Augustine’s The Confessions).
Confucius, on one hand, believed that the virtue and driving
force in human is the truth of life, while Augustine, the truth
and heart of all good human receive, comes from God.
Kim, Y. (2017). The politics of historical vision: Use of the past
in the Analects. European Journal of Political Theory, 16(4),
392-410.
According to Kim (2017), Confucianism philosophical thought
is essentially developed to guide how individuals embrace and
perform their culture, refinement, and virtue. Individuals living
in societies guided by Confucianism depict a strong character,
because the philosophy is concerned about the good moral
practices. In such a way, this dimension allows Confucius
recognition as a vision of history following its multiple

11. approaches and rich concept of morality. In this case, the world
would enjoy the cosmic harmony. Most importantly, it has been
used to challenge adopted but problematic assumptions that
intend to block the study and understanding of Confucius's
beliefs. For instance, the early Zhou traditions sought to revive
the past ritual practices, limiting the in-depth analysis of how
they considerably bring harmony to society. In such a way, it is
possible to recognize Confucianism in these ritual performances
using agency and self-consciousness in determining their
political identity. Conflicting thoughts about the ritual
performances prompt members to stray and forget the ancient
teachings of peace and love. By understanding the early Zhou
practices based on Confucianism, leads to the development of
human virtues yielding respect and humility towards
individuals. As such, the ritual performance in Confucianism is
only designed to promote a respectful attitude and develop a
sense of community within the Zhou group.
Hong, J. C., Hwang, M. Y., & Tai, K. H. (2018). The Difference
of Teachers’ Beliefs Related to Students’ Practice of Confucian
Analects: A Comparison among Three Chinese Fujian Ethnic
Regions. In Teacher Education in the 21st Century. IntechOpen.
Chinese societies are commonly characterized by the Confucian
cultures mainly because this is where the culture originated.
Dialogue communication between Confucius and the disciples
are referred to as the Confucian Analects. These form the basic
foundation of Confucianism philosophy. In China's education
social institutions, Confucianism's practice has been integrated
as a common cultural practice. This is because Confucianism
was implemented as a state ideology in China by the emperor
Wu Di. However, the study and application of the Confucianism
dialect are different for different students based on political,
economic, and social positions. In such a way, the cultural
differences impact Chinese educators in viewing the students'
Confucian practices. Therefore, these prevailing conditions of

12. Confucianism learning in the educational settings could be
applied to facilitate student’s life fulfillment based on the
Confucian philosophy. In different ways, the Chinese education
system, through the Confucianism philosophy, promoted
education for those who lived in poverty and underprivileged
individuals in society.
Olberding, A. (2013). Confucius’ complaints and the analects’
account of the good life. Dao, 12(4), 417-440.
According to Olberding (2013) the philosophy Confucianism
has through the Analects appeared to provide distinct evidence
of the experiential qualities on how individuals should lead a
virtuous life. The Analects suggestive purpose to provide a
guide to readers and general public on the means to cultivate the
inner moral human nature and consistently acquire valuable
knowledge. These text records seemingly suggest that virtues
hold more power to joyous life and protect people from sorrow.
However, from Confucian experiences, the text develops some
tension based on his complaints. Our understanding of good life
helps explain how much an individual's life is satisfying to
them. In Confucian's case, he was able to win a good life, given
that he was able to include in his experiences how he felt. A
good life is an everybody’s responsibility and role to fulfill
their roles while they remain to be active community members.
Therefore, Confucian as a philosophy insists on the great role
played by individual relationships with personal conceptions
and esteem. This seeks to promote interconnectivity between
members to define one’s characters other than an individualism
society nature. Members are expected to in a great way cultivate
on increased wisdom, benevolence and righteousness. Such
strong character provides for the Confucian etiquette that aimed
at providing different forms of moral training so that readers
had an equal opportunity to perform moral work, inculcate
appropriate dispositions of their cognitive and emotional
abilities and provide a personal social perception.

13. Tornau, C. (2019). Saint Augustine.
Augustine has been recognized as a significant figure in
Christianity based on his philosophy of Antiquity. He is an
individual who impacted the religious system with the deepest
and most influential thoughts (Tornau, 2019). Augustine was a
follower of the Catholic Church, and his command in matter
theology has been accepted in the East where Christianity did
not exist. The west practices Christianity as a tradition, but this
has been contested by the sin, freedom, grace and sexuality
identification established in the western culture. This
contradicts Augustine's perspective on religion, especially
based on his transformation from a worldly person to an
individual transformed by his reconciliation with his Divide
creator. In most cases, his autobiography has been used as a
source of the philosophical traditions allowing pagan religion,
social and cultural tradition practices to take place within the
Christianity practice. As a result, the west's contemporary
cultural practices have shown little concern of meeting
Augustine's Christianity values for inner divine and reduced
human autonomy and the secular world. Most importantly, the
richness of his philosophical understanding has constantly
fascinated and intrigued readers to appreciate the Divine
creator's presence.
Manning, L., Cassel, D., & Cassel, J. C. (2013). St. Augustine’s
reflections on memory and time and the current concept of
subjective time in mental time travel. Behavioral Sciences, 3(2),
232-243.
Manning, Cassel & Cassel (2013) find the significant need to

14. reconstruct the past while society anticipates a better future. As
such, it is important for people to travel and work in the mental
time to develop a heart consciousness of the things that
surround the human phenomenon. This is a necessary element
that stands at the center of human cognition to reach out and
understand subjective time. The contribution made by St.
Augustine confessions in the past has created memorable
information that is the most reliable and important meditations.
It has completed an impervious move to chronological times so
that the confessions remain to valuable source for many to
reflect. These mediations prompt an individuals' ability for self-
continuity so that the perspectives allude to beneficial time in
realizing that God guided Augustine on the things of the present
using the stuff in the future. The purpose of confession was
used to help defend his Christianity journey from criticism. He
explained how the Christian faith arrived and highlighted the
significant beliefs of a true Christian.
Augustine, S. (2013). The Confessions of Saint Augustine, by
Saint Augustine. Gutenberg.org. Retrieved 19 March 2021, from
https://www.gutenberg.org/files/3296/3296-h/3296-h.htm.
According to Augustine (2013), Augustine was a philosopher
most influential in the west who displayed his passion in the
book confessions. In an autobiography format, the book
described his journey at the beginning of his search for the
truth. A truth he felt was connected with a higher power from
what humanity provided. The book offered the phases of life
through his culminations when he converted into a Christian. It
includes Augustine’s infancy and early life as a child,
especially when he was sent to study Latin literature. In his
adulthood, Augustine is engaged in reading the Platonist books
of philosophy, which deepened his understanding of Christianity
and society's evil nature. Augustine's book of confession is an
important opportunity for him to reflect on his life. In such a
way, Augustine has depicted a profound philosophical spirit and

15. an in-depth willingness to devotion. Thus, it is a book that
allows Augustine to present to his Divine Creator the confession
of his heart about the human nature to sin. Besides, it provides
profound insights into the biblical doctrine, the general
creation, divine nature, human nature, and the intended
association between man and God. As such, Augustine is
characterized as a thinker who delivered the truth about the
spiritual journey in philosophy.
Zhou, X. (2020). An Analysis on the Culture Adaptability of
Confucianism and Christianity. In Yearbook of Chinese
Theology (pp. 172-184). Brill.
According to Zhou (2020), diffusion and detachment between
Confucianism and Christianity are critical characteristics that
define the cultural adaptability in the east and west societies. In
such a way, the two philosophical thoughts have different
formation processes. On one hand, the Confucianism philosophy
requires the society to have its teachings diffused into the
secular aspects of an individuals’ life. Confucian insists on the
importance of education without distinction. On the other hand,
Augustine's Christianity philosophy suggests the significant
way of Heaven concepts in a standardized form of practices.
Therefore, Christianity's philosophy allows for adjustment on
missionary strategies based on time, culture, and religion.

16. Jiantao, R. E. N. (2010). A sense of awe: On the differences
between Confucian thought and Christianity. Frontiers of
Philosophy in China, 5(1), 111-133.
According to Jiantao (2010), both Confucian and Augustine
philosophy includes the essential aspects of reverence,
including ethical outlook and sincerity among community
members. Confucianism's thoughts on ethical practice should be
based on self-consciousness as guided by a sense of reverence.
As such, community members should develop ethical self-
awareness, while Christian reverence sense should be
established on the divine sense of worship. As such, the two
philosophers held different views on self and truth. Confucius
believed that the truth about life was having a heart filled with
goodness, while Augustine believed that truth was the greater
sense of worship to the Divine creator.
Doyle, G. W. (2017). 3 Lit-sen Chang (Zhang Lisheng),
Strategy of Missions in the Orient. In Yearbook of Chinese
Theology 2017 (pp. 31-50). Brill.

17. Doyle (2017) provides a Confucianism examination from the
Christianity perspective. In such a way, it has developed a
Christian understanding as a religious philosophy. For starters,
Confucianism from a Christian perspective is not a religion
mainly because Confucius did not identify his teachings like
those of the ultimate truth like Augustine Confessions.
Primarily, Confucius's teachings were founded on establishing
and shaping the character and life of the Chinese people.
Therefore, Confucianism promotes the personal and social
ethics system so that it was centered around humanity's virtue.