Please help me on my Use the literary piece HAS.pdf

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Please help me on my task. Use the literary piece "WATER HAS MANY...
Please help me on my task. Use the literary piece "WATER HAS MANY FACES" by REY A.
ISIDTO. Make theme of the text for my literary analysis.
III. ANALYSIS AND INTERPRETATION (cite sources thru in-text citations)
C. Theme of the text.
3rd Paragraph. Discuss the following in 4 0 0 - 4 5 0 w o r d s)
- Identify and explain the tone of the author and the mood that provoked you as
readers during or after reading the text.
- Explain the theme thru the title and by identifying the major idea, opinion, or belief
the author expressed in the text.
- Expound this theme by relating it to real-life situations.
- Discuss how the characters/relationship of characters reveals the theme
Provide the reference you've used for the citation in the last.
This is the literary piece for the activity:
https://drive.google.com/file/d/1KwUMzYkwXZtQGY4-
pqRrOlMro8Z506uP/view?usp=sharing

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Ashford eng 125 introduction to literature (documents and forms)

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Ashford eng 125 introduction to literature (documents and forms)

Essay: 750 words count, double-spaced and MLA format. The short story “Bloodchild” will be attached. Instruction for Paper 1: What is the significance of the literary element (plot, setting, characterization/character, diction, theme) you have chosen as the focus for your paper? You will develop a paper that answers this question and demonstrates the following outcomes for writing and literature: Analyze literature for a purpose Distinguish digital or print materials through annotation to demonstrate reading and summary skills Identify a literary element--such as plot, setting, character, diction, or theme--in a short story Identify one to three examples in the story that support the thesis Write a thesis that clearly states your interpretation of the "meaning" (significance) the story based upon evidence related to the literary element you have selected to examine in the story Write clear topic sentences for paragraphs that let the reader know what each paragraph of the body of the paper will discuss Write paragraphs that explain how the examples from the story support the thesis Arrange a paper by presenting paragraphs in a coherent, purposeful manner Write sentences in standard American English that clearly express ideas Demonstrate the MLA style of formatting in the layout of a paper Demonstrate the MLA style of formatting by documenting material from the story within the paper and on a Works Cited page Explain in a clear and logical fashion what you have learned about your writing *Hints: Remember that your reader has read the story and is familiar with it; extensive summary is not useful. Rather, explain and analyze how "meaning" is derived from the story by the author's implementation of a literary element. Note that the paper is to be about the story, not the author, so repeated references to the author are unnecessary and ill advised. *Special Hint about Plot: Be aware that a paper analyzing a piece of literature is NOT a plot summary. Summary, if you must have it, should provide only details necessary to identify parts of the story required to develop the paper, no longer than three to four sentences. Select one from the literary elements listed below: Plot - the arrangement of ideas and/or incidents that make up a story Foreshadowing - When the writer clues the reader in to something that will eventually occur in the story; it may be explicit (obvious) or implied (disguised). Suspense - The tension that the author uses to create a feeling of discomfort about the unknown Conflict - Struggle between opposing forces. Exposition - Background information regarding the setting, characters, plot. Rising Action - The process the story follows as it builds to its main conflict Crisis - A significant turning point in the story that determines how it must end Resolution/Denouement - The way the story turns out. Character - representation of a person, place, or ...

Essay 750 words count, double-spaced and MLA format. The short

Essay 750 words count, double-spaced and MLA format. The short

Essay 750 words count, double-spaced and MLA format. The short

riting About Literature Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work. Readers have asked many different types of questions of works of literature, for example: What did the author want to communicate in this work? What does the work reveal about the author’s feelings, opinions, or psychology? What does the work reveal about the society in which it was written? What can we learn from this work about the issues or topics it deals with? What motivates the characters in the work to behave as they do? How are literary devices used in the work? How does the work create emotional or intellectual experiences for its readers? Is this work good or bad? Is this work good or bad for its readers? Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself. Analyses which try to make statements about the work itself is often called formalist criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic. In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. Almost all fict.

riting About LiteratureGenerally, the essays you write in litera.docx

riting About LiteratureGenerally, the essays you write in litera.docx

riting About LiteratureGenerally, the essays you write in litera.docx

1 Outline Structure for Literary Analysis Essay I. Catchy Title II. Paragraph 1: Introduction (Use HATMAT) A. Hook B. Author C. Title D. Main characters E. A short summary F. Thesis III. Paragraph 2: First Body Paragraph A. Topic sentence (what this paragraph will discuss, how it will prove your thesis) B. Context for the quote 1. Who says it? 2. What’s happening in the text when they say it? C. Quote from the text (cited appropriately) D. Analysis of the quote: How does it prove your thesis? E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph) IV. Paragraph 3: Second Body Paragraph A. Topic sentence (what this paragraph will discuss, how it will prove your thesis) B. Context for the quote 1. Who says it? 2. What’s happening in the text when they say it? C. Quote from the text (cited appropriately) D. Analysis of the quote: How does it prove your thesis? E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph V. Paragraph 4: Third Body Paragraph A. Topic sentence (what this paragraph will discuss, how it will prove your thesis) B. Context for the quote 1. Who says it? 2. What’s happening in the text when they say it? C. Quote from the text (cited appropriately) D. Analysis of the quote: How does it prove your thesis? E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph VI. Conclusion (You do not necessarily have to follow this order, but include the following): A. Summarize your argument. B. Extend the argument. C. Show why the text is important. 2 Parts to a Great Essay same as above, just worded differently 1. A Catchy Title 2. Introduction: the opening paragraph. The introduction should include the following: a. Hook, Author, Title, Main Characters, A Short Summary, Thesis b. Hook: The beginning sentences of the introduction that catch the reader’s interest. Ways of beginning creatively include the following:  A startling fact or bit of information  A meaningful quotation (from the work or another source)  A rich, vivid description  An analogy or metaphor c. Introductions should identify the work of literature being discussed, name the author, and briefly present the issue that the body of your essay will more fully develop (your thesis). Basically, introductions suggest that something interesting is occurring in a particular work of literature. 3. Body: The body of your paper should logically and fully develop and support your thesis. a. Each body paragraph should focus on one main idea that supports your thesis statement. b. These paragraphs include: i. A topic sentence – a topic sentence states the main point of a paragraph: it serves as a mini-thesis for the paragraph. You might think of it as a signpost for your readers—or a headline—something that alerts them to the most important, interpretive points i ...

1 Outline Structure for Literary Analysis Essay I. .docx

1 Outline Structure for Literary Analysis Essay I. .docx

1 Outline Structure for Literary Analysis Essay I. .docx

The Proposal In a paper proposal, your job is to answer the what, how, and why of your essay topic so that your audience understands the basic parameters of your argument. For this proposal, you will write me (your professor) a letter that contains the following: 1) Capture the reader’s interest with your introduction, which should be a brief explanation of your topic as a whole. This is where you explain the exigency (show why this is a problem/idea worth considering and why?) 2) Write your working thesis statement. Formulate the question that will govern your research, and then answer it with a strong statement/claim that your paper intends to prove. 3) Supply background/context on your topic along with the purpose and relevance of your thesis. Explain what you hope to prove or uncover. Provide concrete examples of the issues you will be exploring, and explain why the research you will conduct is important. This is where you will branch away from the primary source (the novel) to explain why the theme or idea you are exploring is relevant beyond the page. 4) Discuss preliminary research on your topic while developing your proposal; explain how this research fits into your argument and plans for the paper. How are you going to use your sources? (make sure to include primary and secondary sources). Project Text: The Road In this project we will explore the post-apocalyptic genre and how texts of this genre reflect issues and anxieties coursing through everyday life. You will begin this Project by reading and analyzing Cormac McCarthy’s The Road. During this time, we will pay close attention to themes being built within the text that provide insight on “real-world” issues. You will then conduct research of your own (using the CSUN databases) in order to find evidence that supports your theme in that “real-world” context. The essay itself will be an argument made by you with an explicit thesis that is proven with evidence from our primary text: The Road, and at least three resources you have found on the CSUN databases. Basic Requirements: - 6 page minimum with Works Cited (not included in page count) - Standard MLA Format - A completed essay packet. - Essay needs to be posted to your Class Website AND turned in at the beginning of class. - Minimum of 3 secondary sources. You may use the articles I have provided for you, but these will not count towards the minimum requirement. - Proof of visit to the LRC. - Completion of all lead-up exercises. Exercise 1: The Review For this assignment, you will be required to write a scholarly review of Cormac McCarthy’s The Road. In this review, you will be required to interpret The Road within a larger conversation (based on the themes you have been developing throughout the past few weeks). Your review will need to include supplemental information from two of our previous texts. 750 Word Minimum. Posted to your Class Websit ...

The Proposal In a paper proposal, your job is to answer t.docx

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Literary Analysis “What distinguishes literature from other forms of knowledge is that it cannot be understood unless we understand what it means to be human.” (J. Bronowski) There are many ways to interpret, analyze, and evaluate literature. Perhaps you’ve already been asked to make an observation or take a position about a work of literature (whether a poem, short story, novel, play, or film) and examine such elements as plot, characters, theme, setting, conflict, structure, point of view, imagery, or symbolism. When you are asked by a teacher to write an interpretation, a critique, or a literary analysis, you are being asked to figure out what is going on in a work of literature. Much more complicated than merely summarizing a piece or writing a personal reaction to it, literary analysis requires that you read between the lines of a text and discover something meaningful there. Why does a specific image recur throughout a poem? How does a novel relate to a social issue facing the author at the time it was written? Do you recognize a pattern or perceive a problem with a character’s behavior in a play? How is the role of women significant in a movie? Answers to all of these questions can be determined only through critical thinking and the synthesis of your ideas. · An interpretation—explains a text’s overall meaning or significance, explaining your reasoning for this interpretation with supporting evidence from the text. · A critique—also called a critical response or a review, it provides your personal judgment about a text, supported by reasons and references to the work of art and often secondary sources.· A formal analysis—different from a critique in that examines a work of art by breaking it down into various elements to discover how the parts interrelate to create meaning of effect. · A cultural analysis—examines a work of art by relating it to the historical, social, cultural, or political situations in which it was written to show how the author was influenced by personal experiences, events, prevailing attitudes, or contemporary values. How can I persuade readers that my view or interpretation is reasonable? First, be sure that your view or interpretation asserts a debatable claim. For instance, if you were to say that “Antigone is a play about a young woman who questions authority,” you wouldn’t be saying much beyond a summary. But if you said that, “Antigone’s punishment is well-deserved because she violates the laws of the king,” that is debatable. Another student could just as easily argue that Antigone’s punishment is not well-deserved and that she should be commended for respecting the higher laws of the gods over the laws of the king. Because you are essentially arguing that your perspective is a valid one, you have to support it effectively with reasons, evidence from the piece (direct references to specific quotations, lines, passages, scenes, etc.), and—if required—secondary sources (articles and bo ...

Literary AnalysisWhat distinguishes literature from other forms o.docx

Literary AnalysisWhat distinguishes literature from other forms o.docx

Literary AnalysisWhat distinguishes literature from other forms o.docx

Dr. C. Carney Essay # 2: Literary Analysis of a Short Story with Light Research This assignment requires you to analyze a work of fiction from my list of options (see link on Canvas assignment page). This essay requires you to develop a focused and opinioned thesis about the story, as this assignment is not asking you to write a mere “book report” which is only a re-telling of the story. It also requires you to find and use three sources to support your ideas: one source that needs to be from a peer-reviewed, scholarly journal in literature that pertains to the story and/or the author (this source must be obtained through the HCC library databases) AND another source (website preferably) that DOES NOT pertain directly to the story nor to the author, but rather to the theme presented in your thesis statement and discussed throughout your essay (you cannot pursue this second source until you’ve established your thesis and know what “angle” you are pursuing) AND a third source that is entirely your choice. I. The Purpose of a Literary Analysis: A literary analysis is not merely a summary of a literary work. This kind of analysis analysis, like any analysis, is just that: ANALYTICAL! It is intended to reveal and/or explain meaning. Thus, the assumption is that meaning exists, and it is the job of a (close/active) reader to ferret it out and offer a response to it! Far from being a mere summary, it is an argument, essentially, about the work that expresses the essay writer’s personal perspective, interpretation, judgment, or critical evaluation. This is accomplished by examining the literary devices, word choices, or writing structures the author uses within the work first, followed by a critical analysis of content. Another purpose of a literary analysis is to demonstrate why the author used specific ideas, word choices, or writing structures to convey his or her message. II. How to Create a Literary Analysis: 1. Select (and ideally print) one of the stories listed on my Learning Web page (linked on the Canvas assignment page for this essay assignment). The stories listed here are the only acceptable stories for this assignment, and they are all in full text so there’s no need to find them elsewhere. 2. Read the text closely at least a couple of times. Focus on the ideas that are being presented. Think about the characters’ development and the author’s writing technique. What might be considered interesting, unusual, or important? 3. Brainstorm a list of potential topics. Highlight important passages in the text and take notes on these passages. Think of the ideas/concepts that strike you as you read. Later, when writing the paper, these notes should help a writer to .

Dr. C. Carney .docx

Dr. C. Carney .docx

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Click here to view the full Final Project description. Final Project, Part 2. Development of the Topic. This part of the final project is a summary of your ongoing work on the final paper; it should include three paragraphs, one covering each selected work. You should also make sure to re-state what your subject is. Identify how the subject you chose in Part 1 appears in three different examples, each from a different Humanities discipline (visual art, music, dance, poetry, prose, theater, film, religion). For instance, you could choose a poem, a painting and a scene from a film, all of which express and represent the theme of anger. Or, to be even more specific, if you choose the emotion of "love," the final paper could analyze and discuss love as it is expressed in Shakespeare's Sonnet 147 (literature), Boticelli's Birth of Venus (visual art), and in the ballet Swan Lake (dance). Write one short paragraph (3-5 sentences) about each of your selections in which you: Identify a reliable and appropriate example (a good-quality image, recording, video, etc.). Identify and cite the source, including the artist, creator etc. as well as where you found the example. Explain why you find the example relevant for this assignment. Identify one tool, concept or method from the Learning Resources you might be able to use to talk about it. STOP: Before you hand in your assignment, make sure to ask yourself the following questions: Have I chosen three examples from three different fields of the Humanities? Are each of the examples I chose specific, reliable, appropriate, relevant to my topic? Have I offered an explanation for each example that offers a reason for including it? Have I provided a specific and appropriate interpretative tool, concept or method that I will likely use to interpret each example? Have I provided a list of resources and do all of my citations conform to MLA 8th edition guidelines? Have I proofread this assignment for grammatical, structural, and spelling errors? For your final project, you will choose a subject, find three expressions of that subject in three different Humanities disciplines, describe the three different presentations, and offer an analysis of each of your choices. Due Dates Part 1: Selection of Topic due at the end of Week 3 Part 2: Development of your topic due at the end of Week 6 Part 3: Paper due at the end of Week 8 Purpose The purpose of this assignment is to apply the concepts and skills you have learned during the semester for how to analyze works within the Humanities. Skills This assignment will help you practice the following skills that will be useful to you in your professional and personal life beyond school. Research, select, and describe appropriate examples Organize materials around a specific theme Use concepts and skills learned in class to develop analytical skills Use appropriate and proper grammar, organization, and academic-style formatting in.

Click here to view the full Final Project description.Final .docx

Click here to view the full Final Project description.Final .docx

Click here to view the full Final Project description.Final .docx

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The Literary Analysis Paper on Cocktail Hour Under the Tree of Forgetfulness

The Literary Analysis Paper on Cocktail Hour Under the Tree of Forgetfulness

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Part 1 Globalization is the motivating force behind the business environment in the 21st century. Debate the following the veracity of the following statement: Globalization only significantly affects the CEOs of multinational corporations and high-net-worth individuals. If your last name begins with A-M you are to argue that the statement is true. If your last name begins with N-Z you are to argue that the statement is false. Reference your reading material. Remember that any debate requires that you try to persuade the reader to your point of view. Here are a few hints for your success: · Make sure to end your discussion with your best argument. · Use stronger definitive word choice for your best arguments. · Open your argument with you second best supporting point. · Put your weakest point in the middle and choose words which are descriptive to make it more interesting. · NEVER USE “I think”, “I believe,” “I feel” or personal pronouns of any kind. Unfortunately unless you are an expert your opinions are not very convincing. · Be creative with your ideas to keep the reader interested in your point of view. · Do not make this a presentation, report or quotes. · USE YOUR OWN WORDS AND SELECT THEM PURPOSEFULLY. The category for the argument is to be true in nature for the last name begins with A-M References http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=36&ved=0CDYQFjAFOB4&url=http%3a%2f%2fwww.saylor.org%2fsite%2ftextbooks%2fFundamentals%2520of%2520Global%2520Strategy.docx&ei=8bxsVKfJNoKyogTfpICwAQ&usg=AFQjCNHlvHlxI7dvdIWPmXi2YVjeGmRiLg http://www.manufacturing.net/articles/2010/06/the-pros-and-cons-of-globalization http://www.slideshare.net/efendievaz/globalization-29110435 http://www.npr.org/blogs/thesalt/2014/03/03/285335070/in-the-new-globalized-diet-wheat-soy-and-palm-oil-rule http://www.n2growth.com/blog/the-impact-of-globalization-on-business/ Part 2 Remember our up and coming leader in the multinational organization from last week? What advice would “you” give “you” about how globalization affects your job? What skills and characteristics do you need to know to continue your success? FYI:Organization Situation A North America division (approximately 400 employees) of an international company is experiencing rapid growth through it success strategies and through a series of acquisitions. The leadership team has doubled and the next level of management has tripled with further increases expected to support overall growth of the company. You have been told that you will be promoted to the next level of management. You want to “stand out” and keep moving up the ladder in your career. References http://hbswk.hbs.edu/item/7324.html http://hbswk.hbs.edu/item/6839.html http://hbswk.hbs.edu/item/6761.html http://www.mckinsey.com/insights/leading_in_the_21st_century/developing_global_leaders http://www.ddiworld.com/DDI/media/trend-research/global-leadership-forecast-2014-2015_tr_ddi.pdf?ext=.pdf Research Essay Plan .

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Part 1Globalization is the motivating force behind the busines.docx

Part 1Globalization is the motivating force behind the busines.docx

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Short story, poetry, and modernist topics

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ENGL 102 College Composition II Length: 4 – 6 pages + work cited list Essay 3 – Researched Argument Description: This essay expands your analytical and writing skills. You will write an essay that expands on an idea suggested by the prompts for reading selection “THE ROAD NOT TAKEN”. Although this analysis is your analysis you will inform is by researching academic secondary sources for deeper connections to lead new insight into the author, setting (both historical and situational), and theme. As your understanding deepens, you will present a thesis that argues your idea and you will support it with details from your own analysis research, and connections. Robert Frost- Author of the Road Not Taken Robert Frost (1874–1963) was born in California. After his father’s death in 1885, Frost’s mother took the family to New England, where she taught in high schools in Massachusetts and New Hampshire. Frost studied for part of one term at Dartmouth College in New Hampshire, then did various jobs (including teaching), and from 1897 to 1899 was enrolled as a special student at Harvard. He later farmed in New Hampshire, published a few poems in local newspapers, left the farm and taught again, and in 1912 left for England, where he hoped to achieve more popular success as a writer. By 1915, he had won a considerable reputation, and he returned to the United States, settling on a farm in New Hampshire and cultivating the image of the country-wise farmer-poet. In fact, he was well read in the classics, in the Bible, and in English and American literature. Among Frost’s many comments about literature, here are three: “Writing is unboring to the extent that it is dramatic”; “Every poem is... a figure of the will braving alien entanglements”; and, finally, a poem “begins in delight and ends in wisdom.... It runs a course of lucky events, and ends in a clarification of life—not necessarily a great clarification, such as sects and cults are founded on, but in a momentary stay against confusion.” The Road Not Taken Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay in leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh somewhere ages and ages hence: Requirements: · Four - six pages double-spaced, 12 pt font, excluding work cited list · Topic is THE ROAD NOT TAKEN · You will begin your essay with an introductory paragraph that includes the name of the selection and author, your topic, and a thesis statement. · You should employ principles of argum.

ENGL 102 College Composition IILength 4 – 6 pages +.docx

ENGL 102 College Composition IILength 4 – 6 pages +.docx

ENGL 102 College Composition IILength 4 – 6 pages +.docx

This assignment is designed to increase your knowledge of one major early American writer; to enhance your research, synthesis, and documentation skills; and to develop information literacy. Focus on one of the authors listed below: William Bradford Anne Bradstreet Jonathan Edwards Cotton Mather Annis Boudinot Stockton Elizabeth Graeme Fergusson Benjamin Franklin Thomas Paine John Adams Thomas Jefferson Alexander Hamilton Phyllis Wheatley Sarah Margaret Fuller Emily Dickinson Herman Melville Washington Irving William Lloyd Garrison Harriet Beecher Stowe Henry David Thoreau Lydia Maria Child Henry Wadsworth Longfellow William Cullen Bryant Nathaniel Hawthorne You will need to read two works by the author you choose to research (not including assigned works), so make sure you choose one whose works you can access and read. If you would like to do your InfoQuest on an early American writer that is not listed, contact your instructor to obtain permission before proceeding. You may not use Ralph Waldo Emerson as the topic of your InfoQuest. RESEARCH You need to research the following bulleted topics for inclusion in your completed InfoQuest Project. Please note that Wikipedia, Shmoop, Bloom’s Literature, Amazon, and other non-critical sources are not appropriate for this assignment. You also need to move beyond encyclopedias as sources; only one encyclopedia article will be allowed. Textbooks (history or literature) are fine to use, and scholarly journal articles or books are acceptable sources . The PTC library databases contain a multitude of resources that may be helpful and are critical, academic sources. Instructions for accessing the databases can be found in D2L under your HELP & HOW TO Module as well as below under the Critical Resource Analysis heading. FORMAT Your document should be double-spaced with 1” margins on all sides. With the exception of the MLA headings on page 1—the cover page takes the place of this—your InfoQuest should meet all MLA formatting guidelines. Both Calibri 11 pt. or Times New Roman 12 pt. are acceptable, but choose one of these fonts and be consistent. You should also have a header (Last name page number) in the top right corner of your InfoQuest pages. Please begin each section on a new page—simply type the name of the section in boldface at the top of the page (ex. Reflection at the beginning of the Reflection section). The sections listed below should all be included. CONTENTS COVER PAGE Try to locate a picture (or pictures) to include on the cover page (and other relevant pages) in your project. Remember to acknowledge your source parenthetically beneath the picture, and also include a full citation in the works-cited section of the project. Include the title of your InfoQuest, and your name, the course, and the date. TABLE OF CONTENTS Provide a neat, attractive table of contents with the appropriate page numbers to match the page numbers in your InfoQuest header. .

This assignment is designed to increase your knowledge of one ma.docx

This assignment is designed to increase your knowledge of one ma.docx

This assignment is designed to increase your knowledge of one ma.docx

riting About Literature Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work. Readers have asked many different types of questions of works of literature, for example: · What did the author want to communicate in this work? · What does the work reveal about the author’s feelings, opinions, or psychology? · What does the work reveal about the society in which it was written? · What can we learn from this work about the issues or topics it deals with? · What motivates the characters in the work to behave as they do? · How are literary devices used in the work? · How does the work create emotional or intellectual experiences for its readers? · Is this work good or bad? · Is this work good or bad for its readers? Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself. Analyses which try to make statements about the work itself is often calledformalist criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic. In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. A ...

riting About LiteratureGenerally, the essays you write in lite.docx

riting About LiteratureGenerally, the essays you write in lite.docx

riting About LiteratureGenerally, the essays you write in lite.docx

A Guide To How To Analyze Literature With Special Thanks To Professor Erick...

A Guide To How To Analyze Literature With Special Thanks To Professor Erick...

A Guide To How To Analyze Literature With Special Thanks To Professor Erick...

Textual-Evidence-Text-Compositions-across-Disciplines.pptx

Textual-Evidence-Text-Compositions-across-Disciplines.pptx

Textual-Evidence-Text-Compositions-across-Disciplines.pptx

ANDALLOERICAGALLA

Hum2310 sp2018 research project assignment

Hum2310 sp2018 research project assignment

Hum2310 sp2018 research project assignment

1. Essay-writing  Essay The word Essay is defined in "The Concise Oxford Dictionary" as "a literary composition (usually prose and short) on any subject.“  It is a written composition giving expression to one's own personal ideas or opinions on some topic; but the term usually covers also any written composition, whether it expresses personal opinions, or gives information on any given subject, or details of a narrative or description. 2. Characteristics of Essay-writing  A good essay must contain the following characteristics:  Unity  Order  Brevity  Style  Personal Touch  An essay must be a unity, treating in an orderly manner of one subject; it should be concisely written and not too long, and the style should by simple, direct and clear; and it should have an individuality, or show the personal touch of the writer. 3. Classification of Essay-Writing Essays may be classified as:  Narrative  Descriptive  Expository  Reflective  Imaginative 4. Classification of Essay- Writing(cont’d)  Narrative: In a narrative essay, the writer tells a story about a real-life experience. While telling a story may sound easy to do, the narrative essay challenges students to think and write about themselves. When writing a narrative essay, writers should try to involve the reader by making the story as vivid as possible.  Descriptive: A descriptive essay paints a picture with words. A writer might describe a person, place, object, or even memory of special significance. The descriptive essay strives to communicate a deeper meaning through the description. In a descriptive essay, the writer should show through the use of colorful words and sensory details. 5. Classification of Essay- Writing(cont’d)  Expository: In an expository essay, the writer explains or defines a topic, using facts, statistics, and examples. Expository writing encompasses a wide range of essay variations, such as the comparison and contrast essay, the cause and effect essay, and the “how to” or process essay.  Reflective: A reflective essay consists of reflections or thoughts on some topic, which is generally of an abstract nature; for example; (a) habits, qualities, (b) social, political and domestic topics (c) philosophical subjects, (d) religious and theological topics. 6. Classification of Essay- Writing(cont’d)  Imaginative :Essays on subjects such as the feelings and experiences of the sailor wrecked on a desert island may be called imaginative Essays. In such the writer is called to place himself in imagination in a position of which he has had no actual experience. Such subjects as "If I were a king," or "The autobiography of a horse," would call for imaginative essays. 7. Overview of Essay-Writing 8. How to write an effective essay?  Every essay has a beginning, a middle and an end. In a 5 paragraph essay, the first paragraph is called the introduction. The next three paragraphs consist of the body of the essay. The fifth and final paragraph is the concl.

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TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...

Salient features of Environment protection Act 1986.pptx

Salient features of Environment protection Act 1986.pptx

Salient features of Environment protection Act 1986.pptx

Championnat de France de Tennis de table/

Championnat de France de Tennis de table/

Championnat de France de Tennis de table/

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會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文

會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文

Please help me on my Use the literary piece HAS.pdf

1. Please help me on my task. Use the literary piece "WATER HAS MANY... Please help me on my task. Use the literary piece "WATER HAS MANY FACES" by REY A. ISIDTO. Make theme of the text for my literary analysis. III. ANALYSIS AND INTERPRETATION (cite sources thru in-text citations) C. Theme of the text. 3rd Paragraph. Discuss the following in 4 0 0 - 4 5 0 w o r d s) - Identify and explain the tone of the author and the mood that provoked you as readers during or after reading the text. - Explain the theme thru the title and by identifying the major idea, opinion, or belief the author expressed in the text. - Expound this theme by relating it to real-life situations. - Discuss how the characters/relationship of characters reveals the theme Provide the reference you've used for the citation in the last. This is the literary piece for the activity: https://drive.google.com/file/d/1KwUMzYkwXZtQGY4- pqRrOlMro8Z506uP/view?usp=sharing