Unit 9AB224 MicroeconomicsUnit 9 Assignment Monopoly.docx

Unit 9
AB224 | Microeconomics
Unit 9 Assignment: Monopoly Pricing
Name:
Course Number and Section: AB224–0X
Date:
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Assignment
In this Assignment, you will demonstrate your understanding of
monopoly pricing, based on different management criteria, the
impact of price regulation of monopolies, and provide detailed
explanations of how price effect and quantity effect cause
marginal revenue to be different from the price.
Questions
1. The Gulf Sea Turtle Conservation Group (GSTCG), a 501(c)
(3) non–profit group of volunteers working to collect data on
nesting sea turtles and to promote sea turtle conservation, is
considering creating a video to educate people about sea turtle
conservation. The cost of duplicating the video on a DVD and
mailing the DVD is $6.58. In a GSTCG member meeting, the
video plan was discussed. Table 1. shows the expected demand
for the DVD at different suggested donation levels, and they can
act as a single-price monopolist if they choose to. The receipts
will be used to fund GSTCG supplies for their data collection
and conservation work. At the end of each sea turtle nesting
season, any excess funds are donated by the GSTCG to a local
non-profit sea turtle research and rehabilitation facility.
Table 1.
Suggested Donation per DVD Request
Anticipated Number of DVD Requests
$19.00
0
$15.00
2
$9.50
4
$7.75
10

$3.00
15
$0.00
20
a. Complete Table 2. by computing the Total Revenue,
Marginal Revenue, and Profit columns.
Table 2.
Suggested Donation per DVD Request
Anticipated Number of DVD Requests
Total Revenue
Marginal Revenue
PROFIT
$19.00
0
$15.00
2
$9.50
4
$7.75
10
$3.00
15

$0.00
20
b. The President wants the GSTCG to provide videos to
generate the most possible donations (Total Revenue). What
price is the President of the GSTCG favoring and how many
people will receive the DVD if this becomes the price of the
suggested donation? Explain your answers.
c. The Education Outreach Committee wants the GSTCG to
provide videos to the most possible number of people. What
price is the Educational Outreach Committee favoring and how
many people will receive the DVD if this becomes the price of
the suggested donation? Explain your answers.
d. The Treasurer of the GSTCG wants the DVD program to be
as efficient as possible so that the marginal revenue equals
marginal cost. What price is the Treasurer favoring and how
many people will receive the DVD if this becomes the price of
the suggested donation? Explain your answers.
e. The Fund Raising Committee wants the DVD program to
generate as much profit in donations as possible. What price is
the Fund Raising Committee favoring and how many people will
receive the DVD if this becomes the price of the suggested
donation? Explain your answers.

2. A business has been created to provide needed services to its
market. As the only provider of this service, it functions as a
monopoly, with the ability to set prices and having the entire
market demand schedule as its demand curve. Because the
monopoly is newly formed, there is no government intervention
into the monopoly’s pricing actions. Examine Diagram 2. and
answer each of the following questions with complete
explanations:
a. What is quantity (a) and why is it important?
b. What is the value at point (b) and why is it important?
c. What is the value at point (c) and why is it important?
d. What is the value at point (d) and why is it important?
e. What is the meaning of the green rectangle labeled (e)?
f. If there were no monopoly and this was a perfectly
competitive market, what would quantity at point (f) be and why
is it important?

g. If there were no monopoly and this was a perfectly
competitive market, what would point (g) be and why is it
important?
h. For the market in which the monopoly now operates, what
does the red triangle labeled (h) mean, and why is it important?
3. A governmental regulating agency was created to oversee the
monopoly in Question 2’s operations and pricing. Diagram 3.
depicts a new price ceiling set by the regulators. Answer each
of the following questions with complete explanations:
c. At what level was the price ceiling set?
d. What is the value at point (c) and why is it important?
e. At this price ceiling level, will the monopoly make any
monopoly profits?
f. At this price ceiling level, will the monopoly cover its
costs?
g. At this price ceiling level, will the monopoly continue
in business in the long run?

4. Diagram 4. depicts a different price ceiling set by the
regulators for the monopoly in Question 2. Answer each of the
following questions with complete explanations:
c. At what level was the price ceiling set?
d. At this price ceiling level, will the monopoly make any
monopoly profits?
e. At this price ceiling level, will the monopoly cover its
costs?
f. At this price ceiling level, will the monopoly continue in
business in the long run?
5. Explain your understanding of how price effect contributes to
the fact that, for a monopoly, marginal revenue is always less
than the price.
6. Explain your understanding of how quantity effect
contributes to the fact that, for a monopoly, marginal revenue is
always less than the price.

-------------------------------
References:
Unit 9 Assignment: Monopoly Pricing Grading Rubric:
Content
Percent Possible
Points Possible
Full Assignment
100%
40
Overall Writing:
20%
8
Correct coversheet information at the top of 1st page
5%
2.00
APA format for answers
3%
1.20
Correct citations
3%
1.20
Standard English no errors

4%
1.60
At least one, or more, references
5%
2.00
Answers: provides complete information demonstrating analysis
and critical thinking:
80%
32
Individual Questions:
1. a. Computer TR, MR and Profit
5%
2.00
1. b. Most donations
3%
1.20
1. c. Most people get DVD's
3%
1.20
1. d. Most efficient price
4%
1.60
1. e. Most profit
3%
1.20
2. a.–h. Evaluate monopoly – no price ceiling
16%
6.40
3. a.–g. Evaluate monopoly – 1st price ceiling
14%
5.60

4. a.–f. Evaluate monopoly – 2nd price ceiling
12%
4.80
5. Explain price effect and MR not equal price
10%
4.00
6. Explain quantity effect and MR not equal price
10%
4.00
Sub-total for Individual Questions:
80%
32
8 of 8
ENG125:
Introduction to Literature
List of Writing Prompts
1. Characters do what they do because of their various
motivations and
desires. Often, their desires conflict with their ethical or moral
responsibilities. For example, a personal belief, a love, a thirst
for vengeance, a
resolve to rectify a wrong, or some other ambition may cause a

character to
conflict with a moral obligation. Write about a literary work in
which a
character’s motivations/desire conflict with his/her ethical
responsibilities.
Remember that you are analyzing the literary text--not
commenting on whether
or not the behaviors are ethical or “right” in your opinion.
Instead, you should
focus on the moral dilemma the character experiences and
analyze how he/she
wrestles with this dilemma beyond what is obvious in the plot.
What literary
elements draw out this conflict?
Literary Works (choose one from either of the lists below):
Stories:
“A Good Man is Hard to Find” (O’Connor, 1953)
“The Blue Hotel” (Crane, 1898)
“The Things They Carried” (O’Brien, 1990) - 5.4 in Journey
into Literature
“Greasy Lake” (Boyle, 1985)
Drama:
Macbeth (Shakespeare, 1606) - Appendix B in Journey into
Literature
2. Write an analysis of a key character in a literary work.
Describe two to
three key actions of the character, or how the character responds
to
events. What do the actions reveal about the character? Do the
character’s
actions fit together, or do they contradict each other? If they

contradict,
what does that contradiction say about the character’s emotional
and mental
capacity? Analyze the character’s psychological background.
Why does
the character act in the way he/she does? How does the
author’s
characterization in the text reflect this psychological
background?
Stories:
“Where Are You Going, Where Have You Been” (Oates, 1966)
“Interpreter of Maladies” (Lahiri, 1999)
“Sonny’s Blues” (Baldwin, 1957)
“Sweat” (Hurston, 1926)
Drama:
http://xroads.virginia.edu/%7Edrbr/goodman.html
http://public.wsu.edu/%7Ecampbelld/crane/blue.htm
https://content.ashford.edu/ssologin/validate?sessionkey=7FBA
FD7CD1153A32AEBB7AAB14330EFE0788139590C1B3C5F60
57CAFE4FBB8C7&bookcode=AUENG125.14.1
http://teacherweb.com/WA/CloverParkHighSchool/MsSelby/Gre
asy-Lake.pdf
https://content.ashford.edu/ssologin/validate?sessionkey=C0433
C43B49BBE18412B1368C5A3420F0C9A6EF433F710602912B2
20F0903CD8&bookcode=AUENG125.14.1
https://www.d.umn.edu/%7Ecsigler/PDF%20files/oates_going.p
df
http://jhou.weebly.com/uploads/3/0/8/0/30800919/interpreter_of
_maladies.pdf
http://www.bayshoreschools.org/webpages/dmacdougal/files/son
ny's%20blues-text.pdf

http://biblioklept.org/2013/01/21/sweat-zora-neale-hurston/
ENG125:
Literature
Mistaken Identity (Cooper, 2008) 14.3 in Journey into
Literature
3. Most often, literary works have both internal conflict
(individual v. self) and
external conflict (individual v. individual, society, nature, or
technology).
Additionally, one can often find that a character’s internal
conflict is linked to an
external one. Choose a text in which both an internal and
external conflict are
evident to you. How does the external conflict illuminate the
internal one? What
meaningful parallels or incongruencies do you observe when
comparing the two,
and what is the significance within the context of the story?
Stories:
“No Name Woman” (Kingston, 1975)
into Literature
“The Cheater's Guide to Love” (Diaz, 2012)

Drama:
Literature
Literature
4. In some stories, characters come into conflict with the culture
in which they
live. Often, a character feels alienated in his/her community or
society due
to race, gender, class or ethnic background. Choose a text that
shows this
kind of conflict. How is the character alienated from
community and how
does she/he respond to it? What does that character’s alienation
say about
the surrounding society’s assumptions, morality and values? In
what way(s)
do literary elements reflect how that society defines race,
gender, class
and/or ethnicity? How does this create conflict for the
character?
Literary Works (choose one from any of the lists below. If you
choose to write
about poetry, you may choose up to two poems from the Poems
list):
Stories:
“What You Pawn, I Will Redeem” (Alexie, 2003)
“A Very Old Man with Enormous Wings” (Marquez, 1955)
“A Hunger Artist” (Kafka, 1924) – 7.5 in Journey into

Literature
Poems:
“Theme for English B” (Hughes, 1951)
http://isites.harvard.edu/fs/docs/icb.topic1049594.files/No%20N
ame%20Woman%20Kingston.pdf
http://www.newyorker.com/magazine/2012/07/23/the-cheaters-
guide-to-love
http://www.newyorker.com/magazine/2003/04/21/what-you-
pawn-i-will-redeem?currentPage=all
https://www.ndsu.edu/pubweb/%7Ecinichol/CreativeWriting/32
3/MarquezManwithWings.htm
https://www.poets.org/poetsorg/poem/theme-english-b

ENG125:
“What It’s Like to Be a Black Girl” (Smith, 1991) - 11. 1 in
Journey into
Literature
“Immigrants in Our Own Land” (Santiago Baca, 1977)
“To Live in the Borderlands Means You” (Anzaldúa, 1987)
“Child of the Americas” (Morales, 1986) - 11.1 in Journey into
Literature
Drama:
Literature
Literature
5. Setting is an important component of any story. Consider the
role that setting
has in one of the works. How is this particular setting integral
to the story? Does
the protagonist conflict with the setting or have particular
interactions with
it? How does the protagonist’s relationship with the setting
connect with his/her
development as a character?
Literary Works (choose one from any of the lists below. If you
choose to write
about poetry, you may choose up to two poems from the Poems

list):
Stories:
“Greasy Lake” (Boyle, 1985)
“The Blue Hotel” (Crane, 1898)
into Literature
“The Ones Who Walk Away from Omelas” (LeGuin, 1973)
Poems:
“The Raven” (Poe, 1845) - 9.7 in Journey into Literature
“A Point West of Mount San Bernardino” (Delgado, 2013)
“To Live in the Borderlands Means You” (Anzaldúa, 1987)
“Smokey the Bear Sutra” (Snyder, 1969)
Drama:
A Midsummer’s Night Dream (Shakespeare, 1590)
6. Tone is a literary element that poets and authors use to affect
a certain mood,
emotion, setting, and/or message. Choose a story, drama, or
poem in which you
observe a unique tone. Analyze the tone in detail, illustrating
specific qualities of
it by offering several textual examples of each quality. Why is
this tone important
in understanding the conflict and theme of the text? How does
it contribute to
both?
Literary Works (choose one from Stories OR one from Drama
OR one of the

selected pairs from the Poems list):
Stories:
http://www.poetryfoundation.org/poem/179708
http://www.revistascisan.unam.mx/Voices/pdfs/7422.pdf
http://teacherweb.com/WA/CloverParkHighSchool/MsSelby/Gre
asy-Lake.pdf
http://public.wsu.edu/%7Ecampbelld/crane/blue.htm
http://engl210-
deykute.wikispaces.umb.edu/file/view/omelas.pdf
http://www.revistascisan.unam.mx/Voices/pdfs/7422.pdf
http://www.sacred-texts.com/bud/bear.htm
http://shakespeare.mit.edu/midsummer/full.html

ENG125:
“Good Country People” (O’Connor, 1953) - 6.6 in Journey into
Literature
“Guests of the Nation” (O’Connor, 1931)
“A Rock Trying to Be a Stone” (Troncoso, 1997)
“Sweat” (Hurston, 1926)
Poems:
“Do Not Go Gentle Into That Good Night” (Thomas, 1952) -
11.2 in Journey into
Literature
“Grief Calls Us to the Things of This World” (Alexie, 2009) -
11.2 in Journey
into Literature
“Bright Copper Kettles” (Seshadri, 2010)
“Theme for English B” (Hughes, 1951)
“Ways of Talking” (Jin, 1996)
“What It’s Like to Be a Black Girl” (Smith, 1991) - 11. 1 in
Journey into
Literature
“Burial” (Che, 2014)
“Blood” (Nye, 1986)
Drama:
The Importance of Being Earnest (Wilde, 1895) - 14.3 and
Appendix C in

Journey into Literature
http://www.csus.edu/indiv/m/maddendw/The-Oxford-Book-of-
Short-Stories_29GuestsoftheNation.pdf
http://sergiotroncoso.com/stories/rock/index.htm
http://biblioklept.org/2013/01/21/sweat-zora-neale-hurston/
http://www.poetryfoundation.org/poetrymagazine/poem/240830
https://www.poets.org/poetsorg/poem/theme-english-b
http://www.poetryfoundation.org/poetrymagazine/poem/28203
http://www.poets.org/poetsorg/poem/burial-1

ENG125: Introduction to Literature
List of Literary Techniques
Technique Description
Allusion
A reference to a recognized literary work, person, historic
event, artistic achievement, etc. that enhances the
meaning of a detail in a literary work.
Climax
The crisis or high point of tension that becomes the story’s
turning point—the point at which the outcome of the
conflict is determined.
Conflict The struggle that shapes the plot in a story.
Dramatic irony
When the reader or audience knows more about the
action than the character involved.

Epiphany
A profound and sudden personal discovery.
Exposition
Setting and essential background information presented at
the beginning of a story or play.
Falling action
A reduction in intensity following the climax in a story or
play, allowing the various complications to be worked out.
Fate
An outside source that determines human events.
Figurative language
Language used in a non-literal way to convey images and
ideas.
Figures of speech
The main tools of figurative language; include similes and
metaphors..
First-person point of view
Occurs when the narrator is a character in the story and

tells the story from his or her perspective.
Flashback
The description of an event that occurred prior to the
action in the story.
Foreshadowing
A technique a writer uses to hint or suggest what the
outcome of an important conflict or situation in a narrative
will be.
Imagery
A distinct representation of something that can be
experienced and understood through the senses (sight,
hearing, touch, smell, and taste), or the representation of
an idea.
Irony

A contradiction in words or actions. There are three types
of irony: verbal, situational, and dramatic.
Limited omniscient point of
view
Occurs when a narrator has access to the thoughts and
feelings of only one character in a story.
Metaphor
A figure of speech in which an implied comparison is made
between one object and another that is different from it.
Objective point of view
A detached point of view, evident when an external
narrator does not enter into the mind of any character in a
story but takes an objective stance, often to create a
dramatic effect.
Omniscient point of view
An all-knowing point of view, evident when an external

narrator has access to the thoughts and feelings of all the
characters in a story.
Persona
Literally, in Latin, “a mask.”
Plot
A connecting element in fiction; a sequence of interrelated,
conflicting actions and events that typically build to a
climax and bring about a resolution
Point of view
The perspective of the narrator who will present the action
to the reader.
Resolution The outcome of the action in a story or play.
Rising action
Conflicts and circumstances that build to a high point of
tension in a story or play.

Situational irony
When the outcome in a situation is the opposite of what is
expected.
Simile
A figure of speech that compares two objects or ideas that
are not ordinarily considered to be similar, linked by using
like or as.
Song
A lyrical musical expression, a source of emotional outlet
common in ancient communities and still influential in
contemporary culture.
Symbol
An object, person, or action that conveys two meanings: its
literal meaning and something it stands for.
Third-person point of view
Occurs when the narrator tells the story using third-person
pronouns (he, she, they) to refer to the characters.
Tone
In a literary work, the speaker’s attitude toward the reader

or the subject.
Verbal irony
When words are used to convey a meaning that is opposite
of their literal meaning.
ENG125:
Eight Steps to Writing a Literary Analysis Essay
1. Carefully read and annotate the literary texts:
To begin an essay, you first should become familiar with the
literature you will write about. Read the story/poem several
times. Write notes in the margin of the text or use sticky notes
to jot down your thoughts and impressions of what you read.
Some potential things to notice include:
· What role does setting have in this story?
· How does the author create this setting?
· If figurative language is used, what is significant about the
author’s techniques?
· What interests you about the story?
· What do you find disturbing about it?
· What did it teach you?
· Are elements of the story similar to others you’ve read? Do

any of these elements serve as symbols and/or allegories? If so,
how do these symbols and/or allegories connect to the theme of
the story?
· What is the pace of the story like?
· How does the author create this pace?
· How does this pace connect with the storyline and theme?
· What is the main character like?
· How do you know this? What about his/her clothing, speech,
etc. affects your perception of this character?
Annotations help you to read the text closely and prompt you to
think about it in various ways.
0. Brainstorm potential topics and select one that interests you
(be sure to include the three
literary techniques required in the assignment in your
brainstorm activity)
In the class, you have been supplied with a general topic based
on conflict. However, it’s up to you as the writer to devise how
you will narrow a topic and find a specific subject to write
about. It’s best to write on a conflict that interests you. What
conflict in what story/poem/play do you find most compelling?
Once you decide on a conflict, you can then begin
brainstorming about it. Many brainstorming techniques and
templates exist; several can be found on this page:
http://www.eslflow.com/brainstorming.html.
In selecting a topic, make sure you devise one that you can
easily defend using examples and evidence from the literature.
0. Write a working thesis
On a blank piece of paper, jot down a “working thesis” that will
help you focus on the main idea of your essay. A working
thesis does not mean that this is the final thesis for your paper;
rather, it will help you direct your thoughts and assist you in
sketching out an outline (and eventually your draft).

Tips on Writing a Thesis:
· It should be specific, concrete and detailed.
· It should focus on a specific conflict and explain why that
conflict is important to readers.
· It should convey the essay’s central point.
· It should include the title of the text that you are writing
about.
· It should be arguable.
· It should NOT have any use of the first person (“I”
statements).
· It should be one sentence long. (For very long papers, a thesis
can be longer; however, for the paper you are writing for this
class, one sentence is sufficient).
One place to get started is the “Thesis Generator” found in the
Ashford Writing Center: https://awc.ashford.edu/writing-tools-
thesis-generator.html.
Some examples of a “working thesis” include:
· Mary Shelley’s Frankenstein expresses a conflict between
humans and science; the novel shows how humans do not
understand nor take responsibilities of the scientific creations
they unleash on the world.
· The novel Gone With the Wind tells of the Civil War and how
that conflict not only destroyed people, but allowed some
people to prosper, creating a “nouveau riche” class that no
longer depend on land to define their status or create their
wealth.
· The spy thriller, James Bond, shows that the Cold War conflict
centers on how to prevent the villain, who wants to dominate

the globe, from using a deadly technological weapon that can
annihilate millions of people.
· Okonkwo’s inner conflict and ultimate demise in Chinua
Achebe’s Things Fall Apart is analogous to the conflict and
downfall in the tribe, thus revealing the tribe would have “fallen
apart” regardless of the missionaries’ arrival.
· Sir Gawain’s struggle with the Green Knight in Sir Gawain
and the Green Knight is symbolic of the struggle all humans
have when confronting their own mortality.
Note: Notice how each working thesis example contains the
word “conflict.” This word helps to focus your writing on a
specific kind of conflict. This is a suggestion, but is not
required.
0. Research and collect evidence (this includes collecting
evidence on the three literary
theories that you need to discuss in the essay)
Now that you have a working thesis, do a bit of research and
create a list of evidence to support it. Your research may lead
you to change your thesis, which is fine since a working thesis
is meant to be revised and changed. Evidence should come
from both the primary texts (which is the literary works
themselves) and secondary resources.
0. Select the best evidence and Interpret It.
With a list of evidence on hand, select the evidence that can
best represent your thesis. When you select the evidence, take
time to interpret it and write down that interpretation.
Whenever you use a quote, it’s best to follow it with an
interpretation in your own words. What do the quotes you’ve
taken from the text mean? Write that meaning as you
understand it.
0. Write an outline
You can find many outline templates online, including a Word
template embedded in your Word program. There is also

an outline guide at the Ashford Writing Center:
https://awc.ashford.edu/writing-tools-outline.html
0. Write from the outline
Think of your outline as a “to-do” list for your essay; you will
need to flesh out all the ideas on it. You don’t need to start at
the introduction. Start with a body paragraph - write a topic
sentence that connect with your thesis, find supporting evidence
for it, and comment on that supporting evidence. Do this for
each body paragraph
You can write your introduction and conclusion last. Remember
the thesis should be in your introduction, and the introduction
“points to” what you will argue. The conclusion should
recapitulate the thesis and “point back” at the argument you just
made.
0. Revise and Develop
This is the step where you make sure that ideas are fully
developed, that the order of ideas makes sense, and that
paragraphs are connected with transitional language. You might
look for sentences that are awkward and/or redundant wording.
READING YOUR PAPER OUT LOUD is a fantastic tool to use
at this stage. For additional help at this stage, visit the Writing
Reviser in the Ashford Writing Center at
https://awc.ashford.edu/writing-tools-writing-reviser.html. You
can also visit
http://writing.colostate.edu/guides/teaching/rst/pop5e.cfm.
9. Proofread and Edit.
This is the stage where you look for small errors, run spell
check, change wording,
etc. Make sure all your evidence, quotes and sources are cited
properly in APA!
Checklist:

A. ___________ Have you carefully read and re-read your text
and annotated it?
B. ___________ Have you fully brainstormed your topic and
arrived at a single, specific, focused topic?
C. ___________ Have you written a working thesis that will
help you explore and develop your topic?
D. ____________ Have you done your research and collected
evidence?
E. ____________ Have you selected your best evidence to use
in the paper and write your interpretations of quotes?
F. ____________ Have you written an outline?
G. ____________ Did you write your draft from your outline?
H. ____________ Have you revised your rough draft? Have you
re-organized your draft and added transitional phrases between
paragraphs? Have you revised your working thesis into a final
thesis?
I. ____________ Have you thoroughly proofread and edited
your paper? Are all your in-text citations in place and correct?
Is your reference page formatted in APA?
Best wishes for a successful literary analysis!

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