Assignments
1.
Read the following works:
a.
The Bridge of San Luis Rey
by Thornton Wilder
b.
Our Town
by Thornton Wilder
c.
“A Rose for Emily” by William Faulkner
d.
“Hills Like White Elephants” by Ernest Hemmingway
e.
Short Story of your choice by F. Scott Fitzgerald
f.
Five poems of your choice written by Langston Hughes
2.
The last lines of
The Bridge of San Luis Rey
are:
a.
“But soon we shall die and all memory of those five will have left the earth, and we ourselves shall be loved for a while and forgotten. But the love will have been enough; all those impulses of love return to the love that made them. Even memory is not necessary for love. There is a land of the living and a land of the dead and the bridge is love, the only survival, the only meaning.”
b.
In a 1-2 page essay, explain how this theme is developed in the novel.
3.
Pick one of the following essay prompts to write a 1-2-page essay for each prompt about
The Bridge of San Luis Rey.
a.
Thornton Wilder said that he wrote the novel to ask the follow question, "Is there a direction and meaning in lives beyond the individual's own will?" According to the novel, what conclusion if any does Wilder reach? If he does not reach a conclusion, then why not?
b.
Choose a character from the novel and discuss the nuances that contribute to the character’s development.
c.
Was Brother Juniper an objective researcher? Explain your answer.
d.
Consider the following quote:
i.
Now he discovered that secret from which one never quite recovers, that even in the most perfect love one person loves less profoundly than the other. There may be two equally good, equally gifted, equally beautiful, but there may never be two that love one another equally well.
ii.
Use examples from the book to defend, qualify or challenge this assertion.
4.
Write one 4-5-page essay on the following topic: These works deal with the issues of disillusionment with old ideas and ideals. How do we see this disillusionment in these works?
5.
Watch the movie
The Crucible
(I have a copy that you can borrow – please note this movie is PG-13, and it does have some very brief nudity in it). Then write a 2-3 page essay comparing and contrasting the movies with the play. This essay should address some of the following questions:
a.
How are the themes of the book represented in the movies? How does this enhance, change, or diminish the meaning of the book?
b.
How does the director interpret the book? How do these interpretations enhance, change, or diminish the meaning of the book?
c.
What stylistic choices (lighting, cinematography, music and sound effects, and/or other special effects) did the director make? How do these choices enhance, change, or diminish the meaning of the book?
d.
How were the characters similar to/different from how you interpreted them in the book? How does this enhance, change, or diminish the meaning of the book?
e.
What was added to the movie that was not in the book? What w ...
riting About LiteratureGenerally, the essays you write in lite.docxjoellemurphey
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.docxjoellemurphey
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 litera.docxdaniely50
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.
Post 1Anedria Smith posted Sep 26, 2019 730 PMSubscribeMy k.docxstilliegeorgiana
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Anedria Smith posted Sep 26, 2019 7:30 PM
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My knowledge has changed by understanding exactly what supporting details are. When filing supporting details, the sentences that start with words that are addition words. I believe it was beneficial because it made it simple and gave me more knowledge I didn't know. It also is a good way to help throughout my college courses what to look for when reading.
Post 2
Tomi Patterson posted Sep 23, 2019 6:56 PM
My prior knowledge about supporting details have changed after viewing the video. I now know a outline is made up of a main idea followed by a numbered list of the key supporting details. I have a better understanding of supporting details now. I do believe this chapter lesson was beneficial in increasing my knowledge because this video broke it down for better understanding. It gave examples to go by. This video helped me more.
Exploration of one or more characteristic(s) of an author's style and approach
Consider analyzing the author's use of imagery or setting:
Analyzing Setting
“Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature)
In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take:
1) Read the story and mark references to setting. Start with the place and time of the action and then focus upon recurrent details and objects.
2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here?
3) Look through your setting notes and see if they fall into any pattern. What are the interesting shifts and contrasts?
4) Determine how the setting relates to either the main point of the story (step 2) or to some part of it. In other words what does the setting have to do with character or action? What are its effects? Whatever you decide here will be your thesis statement.
5) Make an outline, indicating what aspects of setting you will discuss and what you intend to say about them. Discard notes that are not central to your plan (you don’t have to discuss everything). Focus on the four or five key passages in the story that you wish to examine. ...
13
CRACKING THE CODE
ENGL 101 Course pack
2020 – 2021
By Melinda Dewsbury
Trinity Western University
Module 1Review of Scholarly Writing
Expectations of Academic Writing
· It is formal.
· It has accurate grammar and vocabulary. It uses complete sentences.
· It is not usually a 5 paragraph essay!
· It follows all of the rules of formatting, such as margins, font, indented paragraphs, and page numbers.
· It does not require long, complicated sentences.
· It demonstrates your level as a scholar.
· It includes a lot of citations and references.
· It requires your own voice and your own thinking.
· It presents your argument directly and provides clear evidence.
· Different kinds of essays (genres) have different expectations.
· Different kinds of essays require different cognitive tasks.
· Each discipline has its own style and expectations.
What to avoid:
First person (I/me/my) unless you are writing a personal response.
Second person (you/your)
Contractions (don’t/can’t/won’t, he’s, they’re…)
Slang and informal expressions
Passive voice (“The problem was started by activists.”)
Sample of academic writing
Non-indigenous environmental activists are recognizing the rightful place of First Nations at the forefront of environmental fights. As activist Dave Ages (Unist'ot'en Camp) has said, expressing why non-indigenous activists are rallying behind First Nations leadership, these environmental fights are happening in First Nations territories, but their fights are all of our fights (2014). While perhaps these allegiances were in the past partially instrumental, there is now a deep intertwining of First Nations' indigenous rights struggles and environmental fights in BC. This is partially due the decades of intimate sharing of struggle and growing incorporation of indigenous rights within the environmentalist agendas. It is also at least as much due to learned strategies of First Nations leaders for maintaining their leadership of these collaborations by requiring participating NGOs and individual activists to commit to indigenous leadership as a precondition for participation (Frost, 2018). These strategies are exemplified by Unist'ot'en Camp (Huson & Toghestiy (Wet'suwet'en), 2014), the Lelu Island occupation (Brown, (Tsim-shian), 2016), the Burnaby Mountain WatchHouse in southern BC (George, (Tsleil-waututh), 2018) as well as the stance held by the Skeena Watershed Conservation Coalition in relationship to their collaboration with various Gitxsan houses (McPhail, 2015). Progress has been made in both attitudes of environmentalists toward First Nations and institutional structures for indigenous leadership, but there still exist tensions in many instances between some environmentalists' and First Nations' objectives. These protocols of sovereignty recognition serve to both structurally maintain First Nations leadership and educate environmentalists on environmental justice and indigenous rights.
Excerpt from p. 138: Fr ...
13
CRACKING THE CODE
ENGL 101 Course pack
2020 – 2021
By Melinda Dewsbury
Trinity Western University
Module 1Review of Scholarly Writing
Expectations of Academic Writing
· It is formal.
· It has accurate grammar and vocabulary. It uses complete sentences.
· It is not usually a 5 paragraph essay!
· It follows all of the rules of formatting, such as margins, font, indented paragraphs, and page numbers.
· It does not require long, complicated sentences.
· It demonstrates your level as a scholar.
· It includes a lot of citations and references.
· It requires your own voice and your own thinking.
· It presents your argument directly and provides clear evidence.
· Different kinds of essays (genres) have different expectations.
· Different kinds of essays require different cognitive tasks.
· Each discipline has its own style and expectations.
What to avoid:
First person (I/me/my) unless you are writing a personal response.
Second person (you/your)
Contractions (don’t/can’t/won’t, he’s, they’re…)
Slang and informal expressions
Passive voice (“The problem was started by activists.”)
Sample of academic writing
Non-indigenous environmental activists are recognizing the rightful place of First Nations at the forefront of environmental fights. As activist Dave Ages (Unist'ot'en Camp) has said, expressing why non-indigenous activists are rallying behind First Nations leadership, these environmental fights are happening in First Nations territories, but their fights are all of our fights (2014). While perhaps these allegiances were in the past partially instrumental, there is now a deep intertwining of First Nations' indigenous rights struggles and environmental fights in BC. This is partially due the decades of intimate sharing of struggle and growing incorporation of indigenous rights within the environmentalist agendas. It is also at least as much due to learned strategies of First Nations leaders for maintaining their leadership of these collaborations by requiring participating NGOs and individual activists to commit to indigenous leadership as a precondition for participation (Frost, 2018). These strategies are exemplified by Unist'ot'en Camp (Huson & Toghestiy (Wet'suwet'en), 2014), the Lelu Island occupation (Brown, (Tsim-shian), 2016), the Burnaby Mountain WatchHouse in southern BC (George, (Tsleil-waututh), 2018) as well as the stance held by the Skeena Watershed Conservation Coalition in relationship to their collaboration with various Gitxsan houses (McPhail, 2015). Progress has been made in both attitudes of environmentalists toward First Nations and institutional structures for indigenous leadership, but there still exist tensions in many instances between some environmentalists' and First Nations' objectives. These protocols of sovereignty recognition serve to both structurally maintain First Nations leadership and educate environmentalists on environmental justice and indigenous rights.
Excerpt from p. 138: Fr ...
Overall Instruction· For any of these topic choices, you must q.docxalfred4lewis58146
Overall Instruction:
· For any of these topic choices, you must quote directly from your chosen works and include page numbers in a parenthetical citation after quotes. Instructions for in-text, parenthetical citations are attached (see pages 3-5 of this handout).
· Choose quoted passages that function as strong evidence and help you communicate your main message about the works of literature you are analyzing. Once you quote a passage, be sure to USE it: that is, interpret what it’s saying and tie it back to your main point about the text. Through your interpretation (analysis) of each and every quote, you should advance your paper’s main argument (thesis).
· Avoid summary! In none of these assignment choices do I ask you to summarize or retell the storyline. Assume your audience has read the pieces that you’re writing about. Instead of summary, I want your creative-analytical response to the literature.
Topics:
1. Put any character in conversation with a character from another work by a different author. Createthe dialogue they might have. Note that your dialogue should capture an important aspect of each character and should be focused on one main theme. You might, for example, have two characters discuss their views about their adversaries or lovers, their plans for dealing with a similar problem they have (e.g. unfaithful spouses or low social status), their different encounters with the underworld, and so on. Write a dialogue (of any length) between the two characters and attach it to an essay of 4-5 pages explaining the reasons you chose to write this particular dialogue and the message you wanted to get across about the role these characters play in their respective works and the burdens or successes they represent. Keep in mind that you don’t have to choose a work’s main characters; it would be very interesting to choose minor characters who play a smaller but critical role in the text. The best essays will illuminate a surprising intersection between the character and texts, as well as an important message about both your characters and the works they represent. Be sure to quote from the original texts in your dialogue and accompanying essay. An alternate approach to this essay choice would be to put two different authors from our syllabus into dialogue with each other.
2. Imagine that you’re planning a film based on a pairing or group of works from the syllabus. Write a description of your film, making sure to answer the questions: why make a film on your chosen works? What message, drawn from the original texts, are you trying to get across, and why do you think it’s important for a contemporary audience to hear this message? Also, think about the stylistic decisions that a film director makes and explain how you would like to see your film made, and why. (Is it a big- budget action film, a romance with recognizable stars, a musical, a comedy, or a “quieter” family drama?) Write an essay of 6-8 pages in which you discuss the .
Essay Character ComparisonYou are to choose one character fro.docxYASHU40
Essay: Character Comparison
You are to choose one character from the prologue of The Canterbury Tales and identify its significant characteristics. Then select any other character from Othello and frame an argument with specific thesis pertaining to both.
Example: Choose Wyf of Bath and Emilia. The narrator tells us the Wyf of Bath knew “muchel of wandring by the waye,” as well as “Of remedies of love” and “of that art [love] the olde daunce” (469, 477, 478). By these remarks, as well as her obvious wealth and wide travels, she comes across to many readers as one who possesses a great deal of knowledge. Indeed, in the opening line of the prologue to her tale, she advocates her knowledge from “Experience” as the governing authority in her life. But by comparing her to the character Emilia from Othello, one sees that Emilia is similarly knowledgeable and intuitive, and turns that experience to serving her lady Desdemona. But her experience is not enough to warn her of Iago’s intentions, and she unwittingly helps him destroy her lady. Perhaps it reveals how limited in usefulness her knowledge of the world can be.
Make sure you can answer these question in your paper:
1. Are the text and author introduced early in the paper? If they do not appear in the title, they should certainly appear in the first sentence. Acquaint the reader with the concept and suggest briefly how it is applied to the texts. Assume the reader has thorough knowledge of both texts and is reading your paper to engage a point of critical debate. The issue and your position must be established early. Finally, is the thesis clearly stated? Is it an arguable point? Does it adequately project what kind of argument will follow?
2. Remember foremost that this paper is an argument of literary analysis, and you must use the text as evidence to make your argument. Secondary sources are not allowed in the paper, so the job of convincing the reader is entirely your responsibility: a matter of quoting the text and then explaining what it means. Does this paper use the text adequately as evidence? Are all quotations explained fully? Is each related to a specific point? Does each quotation presented help support the thesis of the paper?
3. Are all quotations incorporated into the author's own prose, using either a simple introductory tag, such as, Everyman states, " . . . . " or some more sophisticated means of integrating sources? (Quotations must never stand alone; they must be incorporated into the argument logically through such means.) Does each quotation agree with the grammatical construction of the sentence it appears in? Are all such quotations presented in a consistent verb tense (normally past or present, as in the italicized example, throughout)?
4. Proper formatting and application of MLA requirements are a given for this paper. (Margins set at 1” on all sides, double-spaced, reasonable 12-pt. font; there are helpful videos on MLA form on YouTube.) ...
Movie Review Assignment SheetChoose a movie that deals with the t.docxclairbycraft
Movie Review Assignment Sheet:
Choose a movie that deals with the topics we have covered in class. In other words American History
up to
1865.
Example movies include; Glory, Lincoln, 12 Years a Slave, Dances with Wolves, Gone with the Wind, 1492, The Crucible, The Crossing, Amistad, Gettysburg, and so many more
Overview:
History is a craft and writing is the craft of the historian. It is the medium that any historian must use to disseminate interpretations of the past to the public and fellow historians. In many ways the historian is much like a detective; gathering and evaluating evidence, forming hypothesis and drawing conclusions in order to find out who done it. History is not memorizing facts, dates and people; it is how the historian analyzes and interprets information. Film is history, it is a primary source that can be analyzed and interpreted.
Description:
A film analysis is not a review or summary of the plot, it should go deeper into analysis and reaction. It should discuss the issues raised by the film, address the film’s importance and purpose, state reactions to the content and quality of the film, and connect it to ideas and material presented in class. It should be a minimum of 4 pages and include the following (in any order you choose).
THE ASSINGMENT
Describe the film in general terms. What subjects does it cover? Describe the plot and setting. What issues does it raise? What do you see as the main purpose of the film?
What are the major theme(s) of the film?
Evaluate the film for quality and interest. Comment on the screenplay, acting, direction, production values and music. Are any literary techniques such as symbolism, character development and foreshadowing used? Would a young person be interested in this film?
Relate the film to class discussions, readings, notes or knowledge. Is the film historically (or factually) accurate and realistic? Does it contradict or support anything you have learned?
Summarize briefly emphasizing the strengths and weaknesses of the film.
FORMAT
:
All papers must have a title page, be typed, double spaced with a 12 pt. font.
All pages must have appropriately sized 1" margins.
All papers must contain information detailed in the ASSINGMENT section of these guidelines.
*Remember that sections
shoul
d be several paragraphs or more and that you should fully answer and analyze the five points in the body of your paper.
Movie Review Assignment Sheet: Analysis Grading Sheet
Introduction:
5 – Demonstrates an excellent understanding of the assignment. It has an engaging introductory sentence, context, raises excellent questions and has a strong thesis.
4 – Demonstrates a thorough understanding of the assignment. It has a good introductory sentence, some context, raises some excellent questions and has a good thesis.
3 - Demonstrates an good understanding of the assignment. It has an good introductory sentence, limited context, raises some questions and has a competent thesis.
2 - Demonstrates ...
The student guide to writing better sentences in the english classroom samplejpinnuck
'The Student Guide To Writing Better Sentences In The English Classroom' is a comprehensive and practical manual for students on how to write effective sentences for a variety of text types. The guide introduces students to grammar - different parts of speech - in the context of text response, poetry analysis, persuasive, creative, comparative and non-fiction writing.
Respond to one of the following prompts in a 3-5 page fiction .docxaudeleypearl
Respond to one of the following prompts in a 3-5 page fiction response essay. Your essay
should be in MLA format, make use of support from the story or stories chosen (using
quotation, summary and/or paraphrase) and should include citations in-text and on a
Works Cited page. You must choose a story or stories that we have read within this class.
Remember to avoid summarizing a story – instead, focus on answering the question(s) and
explaining why the quotes and passages you’ve chosen are significant. You do not need to
consult research or outside sources for this paper.
1. Consider the stories we have read that feature young narrators or protagonists.
Compare how two young adults respond to the challenges and opportunities
presented to them in the story. In what ways are their lessons intended for the
audience as well?
2. Choose a story with a first person narrator. How does the narrator’s bias, personality,
and reliability affect the story? Are readers given false or biased impressions of other
characters? How does this impact the meaning of the overall story?
3. Compare two stories that focus on the same idea or central topic. How do they use
literary devices to create their themes? In what ways do they differ significantly?
How do they each arrive at the same point in the end?
4. Write an essay examining the variances between two authors who have distinctly
different styles (for instance, Faulkner and Hemingway). How do each use literary
devices? To what effect? How do each craft a clear narrative in such different ways?
What are the primary stylistic differences? How do those differences impact the tone
and theme?
5. Write an essay examining how a story of your choosing makes a statement about a
social issue (class, race, gender, ageism, cultural identity). What claim does the story
seem to be making? How does it use literary devices to illustrate its point? What
characters seem to be speaking on behalf of the theme?
6. Select two stories and show how, although their plots differ, they explore a similar
theme. How do they arrive at the same point? How do they employ literary devices?
Use specific lines and passages from both stories to support your claims.
7. Compare and contrast the themes regarding familial relationships in two stories.
What statement does each story make about family bonds? How does each story use
literary devices to illustrate its theme?
8. Choose a story that makes use of significant symbolism. How do symbols support
and establish the theme in the story? What symbols are significant and how does
each create or reinforce the story’s central theme?
9. Explore the relationships between setting and symbol in a story of your choosing.
How does the author establish a sense of place and why is this setting significant?
Use examples and explain how symbols enhance the setting and relate to the theme.
I. Introduction
a. Quick summary of short story
b. Include name of ...
Respond to one of the following prompts in a 3-5 page fiction .docxpeggyd2
Respond to one of the following prompts in a 3-5 page fiction response essay. Your essay
should be in MLA format, make use of support from the story or stories chosen (using
quotation, summary and/or paraphrase) and should include citations in-text and on a
Works Cited page. You must choose a story or stories that we have read within this class.
Remember to avoid summarizing a story – instead, focus on answering the question(s) and
explaining why the quotes and passages you’ve chosen are significant. You do not need to
consult research or outside sources for this paper.
1. Consider the stories we have read that feature young narrators or protagonists.
Compare how two young adults respond to the challenges and opportunities
presented to them in the story. In what ways are their lessons intended for the
audience as well?
2. Choose a story with a first person narrator. How does the narrator’s bias, personality,
and reliability affect the story? Are readers given false or biased impressions of other
characters? How does this impact the meaning of the overall story?
3. Compare two stories that focus on the same idea or central topic. How do they use
literary devices to create their themes? In what ways do they differ significantly?
How do they each arrive at the same point in the end?
4. Write an essay examining the variances between two authors who have distinctly
different styles (for instance, Faulkner and Hemingway). How do each use literary
devices? To what effect? How do each craft a clear narrative in such different ways?
What are the primary stylistic differences? How do those differences impact the tone
and theme?
5. Write an essay examining how a story of your choosing makes a statement about a
social issue (class, race, gender, ageism, cultural identity). What claim does the story
seem to be making? How does it use literary devices to illustrate its point? What
characters seem to be speaking on behalf of the theme?
6. Select two stories and show how, although their plots differ, they explore a similar
theme. How do they arrive at the same point? How do they employ literary devices?
Use specific lines and passages from both stories to support your claims.
7. Compare and contrast the themes regarding familial relationships in two stories.
What statement does each story make about family bonds? How does each story use
literary devices to illustrate its theme?
8. Choose a story that makes use of significant symbolism. How do symbols support
and establish the theme in the story? What symbols are significant and how does
each create or reinforce the story’s central theme?
9. Explore the relationships between setting and symbol in a story of your choosing.
How does the author establish a sense of place and why is this setting significant?
Use examples and explain how symbols enhance the setting and relate to the theme.
I. Introduction
a. Quick summary of short story
b. Include name of .
After reviewing the Coleman (2016) article on executive compensation.docxAMMY30
After reviewing the Coleman (2016) article on executive compensation and reading this week's assigned readings, choose one of two statements below and construct an argument supporting your position:
The market trend towards escalating executive compensation reflects the critical importance of an executive to an organization’s long-term viability.
The growing compensation inequity between executive management and the average employee threatens to destabilize organizational morale and societal justice.
.
After reviewing the chapter on Recognizing Contributions, perform .docxAMMY30
**After reviewing the chapter on Recognizing Contributions, perform a self reflection and evaluate how well you recognize the contributions of your staff. For the assignment, develop an action plan for the next 12 months to improve your recognition efforts.
***Please write about and share what you gained.***
**Reflection paper and action plan (12 months) is the assignment requirement.
Textbook Reference
Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass.
.
More Related Content
Similar to Assignments1.Read the following worksa.The Br.docx
riting About LiteratureGenerally, the essays you write in litera.docxdaniely50
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.
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My knowledge has changed by understanding exactly what supporting details are. When filing supporting details, the sentences that start with words that are addition words. I believe it was beneficial because it made it simple and gave me more knowledge I didn't know. It also is a good way to help throughout my college courses what to look for when reading.
Post 2
Tomi Patterson posted Sep 23, 2019 6:56 PM
My prior knowledge about supporting details have changed after viewing the video. I now know a outline is made up of a main idea followed by a numbered list of the key supporting details. I have a better understanding of supporting details now. I do believe this chapter lesson was beneficial in increasing my knowledge because this video broke it down for better understanding. It gave examples to go by. This video helped me more.
Exploration of one or more characteristic(s) of an author's style and approach
Consider analyzing the author's use of imagery or setting:
Analyzing Setting
“Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature)
In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take:
1) Read the story and mark references to setting. Start with the place and time of the action and then focus upon recurrent details and objects.
2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here?
3) Look through your setting notes and see if they fall into any pattern. What are the interesting shifts and contrasts?
4) Determine how the setting relates to either the main point of the story (step 2) or to some part of it. In other words what does the setting have to do with character or action? What are its effects? Whatever you decide here will be your thesis statement.
5) Make an outline, indicating what aspects of setting you will discuss and what you intend to say about them. Discard notes that are not central to your plan (you don’t have to discuss everything). Focus on the four or five key passages in the story that you wish to examine. ...
13
CRACKING THE CODE
ENGL 101 Course pack
2020 – 2021
By Melinda Dewsbury
Trinity Western University
Module 1Review of Scholarly Writing
Expectations of Academic Writing
· It is formal.
· It has accurate grammar and vocabulary. It uses complete sentences.
· It is not usually a 5 paragraph essay!
· It follows all of the rules of formatting, such as margins, font, indented paragraphs, and page numbers.
· It does not require long, complicated sentences.
· It demonstrates your level as a scholar.
· It includes a lot of citations and references.
· It requires your own voice and your own thinking.
· It presents your argument directly and provides clear evidence.
· Different kinds of essays (genres) have different expectations.
· Different kinds of essays require different cognitive tasks.
· Each discipline has its own style and expectations.
What to avoid:
First person (I/me/my) unless you are writing a personal response.
Second person (you/your)
Contractions (don’t/can’t/won’t, he’s, they’re…)
Slang and informal expressions
Passive voice (“The problem was started by activists.”)
Sample of academic writing
Non-indigenous environmental activists are recognizing the rightful place of First Nations at the forefront of environmental fights. As activist Dave Ages (Unist'ot'en Camp) has said, expressing why non-indigenous activists are rallying behind First Nations leadership, these environmental fights are happening in First Nations territories, but their fights are all of our fights (2014). While perhaps these allegiances were in the past partially instrumental, there is now a deep intertwining of First Nations' indigenous rights struggles and environmental fights in BC. This is partially due the decades of intimate sharing of struggle and growing incorporation of indigenous rights within the environmentalist agendas. It is also at least as much due to learned strategies of First Nations leaders for maintaining their leadership of these collaborations by requiring participating NGOs and individual activists to commit to indigenous leadership as a precondition for participation (Frost, 2018). These strategies are exemplified by Unist'ot'en Camp (Huson & Toghestiy (Wet'suwet'en), 2014), the Lelu Island occupation (Brown, (Tsim-shian), 2016), the Burnaby Mountain WatchHouse in southern BC (George, (Tsleil-waututh), 2018) as well as the stance held by the Skeena Watershed Conservation Coalition in relationship to their collaboration with various Gitxsan houses (McPhail, 2015). Progress has been made in both attitudes of environmentalists toward First Nations and institutional structures for indigenous leadership, but there still exist tensions in many instances between some environmentalists' and First Nations' objectives. These protocols of sovereignty recognition serve to both structurally maintain First Nations leadership and educate environmentalists on environmental justice and indigenous rights.
Excerpt from p. 138: Fr ...
13
CRACKING THE CODE
ENGL 101 Course pack
2020 – 2021
By Melinda Dewsbury
Trinity Western University
Module 1Review of Scholarly Writing
Expectations of Academic Writing
· It is formal.
· It has accurate grammar and vocabulary. It uses complete sentences.
· It is not usually a 5 paragraph essay!
· It follows all of the rules of formatting, such as margins, font, indented paragraphs, and page numbers.
· It does not require long, complicated sentences.
· It demonstrates your level as a scholar.
· It includes a lot of citations and references.
· It requires your own voice and your own thinking.
· It presents your argument directly and provides clear evidence.
· Different kinds of essays (genres) have different expectations.
· Different kinds of essays require different cognitive tasks.
· Each discipline has its own style and expectations.
What to avoid:
First person (I/me/my) unless you are writing a personal response.
Second person (you/your)
Contractions (don’t/can’t/won’t, he’s, they’re…)
Slang and informal expressions
Passive voice (“The problem was started by activists.”)
Sample of academic writing
Non-indigenous environmental activists are recognizing the rightful place of First Nations at the forefront of environmental fights. As activist Dave Ages (Unist'ot'en Camp) has said, expressing why non-indigenous activists are rallying behind First Nations leadership, these environmental fights are happening in First Nations territories, but their fights are all of our fights (2014). While perhaps these allegiances were in the past partially instrumental, there is now a deep intertwining of First Nations' indigenous rights struggles and environmental fights in BC. This is partially due the decades of intimate sharing of struggle and growing incorporation of indigenous rights within the environmentalist agendas. It is also at least as much due to learned strategies of First Nations leaders for maintaining their leadership of these collaborations by requiring participating NGOs and individual activists to commit to indigenous leadership as a precondition for participation (Frost, 2018). These strategies are exemplified by Unist'ot'en Camp (Huson & Toghestiy (Wet'suwet'en), 2014), the Lelu Island occupation (Brown, (Tsim-shian), 2016), the Burnaby Mountain WatchHouse in southern BC (George, (Tsleil-waututh), 2018) as well as the stance held by the Skeena Watershed Conservation Coalition in relationship to their collaboration with various Gitxsan houses (McPhail, 2015). Progress has been made in both attitudes of environmentalists toward First Nations and institutional structures for indigenous leadership, but there still exist tensions in many instances between some environmentalists' and First Nations' objectives. These protocols of sovereignty recognition serve to both structurally maintain First Nations leadership and educate environmentalists on environmental justice and indigenous rights.
Excerpt from p. 138: Fr ...
Overall Instruction· For any of these topic choices, you must q.docxalfred4lewis58146
Overall Instruction:
· For any of these topic choices, you must quote directly from your chosen works and include page numbers in a parenthetical citation after quotes. Instructions for in-text, parenthetical citations are attached (see pages 3-5 of this handout).
· Choose quoted passages that function as strong evidence and help you communicate your main message about the works of literature you are analyzing. Once you quote a passage, be sure to USE it: that is, interpret what it’s saying and tie it back to your main point about the text. Through your interpretation (analysis) of each and every quote, you should advance your paper’s main argument (thesis).
· Avoid summary! In none of these assignment choices do I ask you to summarize or retell the storyline. Assume your audience has read the pieces that you’re writing about. Instead of summary, I want your creative-analytical response to the literature.
Topics:
1. Put any character in conversation with a character from another work by a different author. Createthe dialogue they might have. Note that your dialogue should capture an important aspect of each character and should be focused on one main theme. You might, for example, have two characters discuss their views about their adversaries or lovers, their plans for dealing with a similar problem they have (e.g. unfaithful spouses or low social status), their different encounters with the underworld, and so on. Write a dialogue (of any length) between the two characters and attach it to an essay of 4-5 pages explaining the reasons you chose to write this particular dialogue and the message you wanted to get across about the role these characters play in their respective works and the burdens or successes they represent. Keep in mind that you don’t have to choose a work’s main characters; it would be very interesting to choose minor characters who play a smaller but critical role in the text. The best essays will illuminate a surprising intersection between the character and texts, as well as an important message about both your characters and the works they represent. Be sure to quote from the original texts in your dialogue and accompanying essay. An alternate approach to this essay choice would be to put two different authors from our syllabus into dialogue with each other.
2. Imagine that you’re planning a film based on a pairing or group of works from the syllabus. Write a description of your film, making sure to answer the questions: why make a film on your chosen works? What message, drawn from the original texts, are you trying to get across, and why do you think it’s important for a contemporary audience to hear this message? Also, think about the stylistic decisions that a film director makes and explain how you would like to see your film made, and why. (Is it a big- budget action film, a romance with recognizable stars, a musical, a comedy, or a “quieter” family drama?) Write an essay of 6-8 pages in which you discuss the .
Essay Character ComparisonYou are to choose one character fro.docxYASHU40
Essay: Character Comparison
You are to choose one character from the prologue of The Canterbury Tales and identify its significant characteristics. Then select any other character from Othello and frame an argument with specific thesis pertaining to both.
Example: Choose Wyf of Bath and Emilia. The narrator tells us the Wyf of Bath knew “muchel of wandring by the waye,” as well as “Of remedies of love” and “of that art [love] the olde daunce” (469, 477, 478). By these remarks, as well as her obvious wealth and wide travels, she comes across to many readers as one who possesses a great deal of knowledge. Indeed, in the opening line of the prologue to her tale, she advocates her knowledge from “Experience” as the governing authority in her life. But by comparing her to the character Emilia from Othello, one sees that Emilia is similarly knowledgeable and intuitive, and turns that experience to serving her lady Desdemona. But her experience is not enough to warn her of Iago’s intentions, and she unwittingly helps him destroy her lady. Perhaps it reveals how limited in usefulness her knowledge of the world can be.
Make sure you can answer these question in your paper:
1. Are the text and author introduced early in the paper? If they do not appear in the title, they should certainly appear in the first sentence. Acquaint the reader with the concept and suggest briefly how it is applied to the texts. Assume the reader has thorough knowledge of both texts and is reading your paper to engage a point of critical debate. The issue and your position must be established early. Finally, is the thesis clearly stated? Is it an arguable point? Does it adequately project what kind of argument will follow?
2. Remember foremost that this paper is an argument of literary analysis, and you must use the text as evidence to make your argument. Secondary sources are not allowed in the paper, so the job of convincing the reader is entirely your responsibility: a matter of quoting the text and then explaining what it means. Does this paper use the text adequately as evidence? Are all quotations explained fully? Is each related to a specific point? Does each quotation presented help support the thesis of the paper?
3. Are all quotations incorporated into the author's own prose, using either a simple introductory tag, such as, Everyman states, " . . . . " or some more sophisticated means of integrating sources? (Quotations must never stand alone; they must be incorporated into the argument logically through such means.) Does each quotation agree with the grammatical construction of the sentence it appears in? Are all such quotations presented in a consistent verb tense (normally past or present, as in the italicized example, throughout)?
4. Proper formatting and application of MLA requirements are a given for this paper. (Margins set at 1” on all sides, double-spaced, reasonable 12-pt. font; there are helpful videos on MLA form on YouTube.) ...
Movie Review Assignment SheetChoose a movie that deals with the t.docxclairbycraft
Movie Review Assignment Sheet:
Choose a movie that deals with the topics we have covered in class. In other words American History
up to
1865.
Example movies include; Glory, Lincoln, 12 Years a Slave, Dances with Wolves, Gone with the Wind, 1492, The Crucible, The Crossing, Amistad, Gettysburg, and so many more
Overview:
History is a craft and writing is the craft of the historian. It is the medium that any historian must use to disseminate interpretations of the past to the public and fellow historians. In many ways the historian is much like a detective; gathering and evaluating evidence, forming hypothesis and drawing conclusions in order to find out who done it. History is not memorizing facts, dates and people; it is how the historian analyzes and interprets information. Film is history, it is a primary source that can be analyzed and interpreted.
Description:
A film analysis is not a review or summary of the plot, it should go deeper into analysis and reaction. It should discuss the issues raised by the film, address the film’s importance and purpose, state reactions to the content and quality of the film, and connect it to ideas and material presented in class. It should be a minimum of 4 pages and include the following (in any order you choose).
THE ASSINGMENT
Describe the film in general terms. What subjects does it cover? Describe the plot and setting. What issues does it raise? What do you see as the main purpose of the film?
What are the major theme(s) of the film?
Evaluate the film for quality and interest. Comment on the screenplay, acting, direction, production values and music. Are any literary techniques such as symbolism, character development and foreshadowing used? Would a young person be interested in this film?
Relate the film to class discussions, readings, notes or knowledge. Is the film historically (or factually) accurate and realistic? Does it contradict or support anything you have learned?
Summarize briefly emphasizing the strengths and weaknesses of the film.
FORMAT
:
All papers must have a title page, be typed, double spaced with a 12 pt. font.
All pages must have appropriately sized 1" margins.
All papers must contain information detailed in the ASSINGMENT section of these guidelines.
*Remember that sections
shoul
d be several paragraphs or more and that you should fully answer and analyze the five points in the body of your paper.
Movie Review Assignment Sheet: Analysis Grading Sheet
Introduction:
5 – Demonstrates an excellent understanding of the assignment. It has an engaging introductory sentence, context, raises excellent questions and has a strong thesis.
4 – Demonstrates a thorough understanding of the assignment. It has a good introductory sentence, some context, raises some excellent questions and has a good thesis.
3 - Demonstrates an good understanding of the assignment. It has an good introductory sentence, limited context, raises some questions and has a competent thesis.
2 - Demonstrates ...
The student guide to writing better sentences in the english classroom samplejpinnuck
'The Student Guide To Writing Better Sentences In The English Classroom' is a comprehensive and practical manual for students on how to write effective sentences for a variety of text types. The guide introduces students to grammar - different parts of speech - in the context of text response, poetry analysis, persuasive, creative, comparative and non-fiction writing.
Respond to one of the following prompts in a 3-5 page fiction .docxaudeleypearl
Respond to one of the following prompts in a 3-5 page fiction response essay. Your essay
should be in MLA format, make use of support from the story or stories chosen (using
quotation, summary and/or paraphrase) and should include citations in-text and on a
Works Cited page. You must choose a story or stories that we have read within this class.
Remember to avoid summarizing a story – instead, focus on answering the question(s) and
explaining why the quotes and passages you’ve chosen are significant. You do not need to
consult research or outside sources for this paper.
1. Consider the stories we have read that feature young narrators or protagonists.
Compare how two young adults respond to the challenges and opportunities
presented to them in the story. In what ways are their lessons intended for the
audience as well?
2. Choose a story with a first person narrator. How does the narrator’s bias, personality,
and reliability affect the story? Are readers given false or biased impressions of other
characters? How does this impact the meaning of the overall story?
3. Compare two stories that focus on the same idea or central topic. How do they use
literary devices to create their themes? In what ways do they differ significantly?
How do they each arrive at the same point in the end?
4. Write an essay examining the variances between two authors who have distinctly
different styles (for instance, Faulkner and Hemingway). How do each use literary
devices? To what effect? How do each craft a clear narrative in such different ways?
What are the primary stylistic differences? How do those differences impact the tone
and theme?
5. Write an essay examining how a story of your choosing makes a statement about a
social issue (class, race, gender, ageism, cultural identity). What claim does the story
seem to be making? How does it use literary devices to illustrate its point? What
characters seem to be speaking on behalf of the theme?
6. Select two stories and show how, although their plots differ, they explore a similar
theme. How do they arrive at the same point? How do they employ literary devices?
Use specific lines and passages from both stories to support your claims.
7. Compare and contrast the themes regarding familial relationships in two stories.
What statement does each story make about family bonds? How does each story use
literary devices to illustrate its theme?
8. Choose a story that makes use of significant symbolism. How do symbols support
and establish the theme in the story? What symbols are significant and how does
each create or reinforce the story’s central theme?
9. Explore the relationships between setting and symbol in a story of your choosing.
How does the author establish a sense of place and why is this setting significant?
Use examples and explain how symbols enhance the setting and relate to the theme.
I. Introduction
a. Quick summary of short story
b. Include name of ...
Respond to one of the following prompts in a 3-5 page fiction .docxpeggyd2
Respond to one of the following prompts in a 3-5 page fiction response essay. Your essay
should be in MLA format, make use of support from the story or stories chosen (using
quotation, summary and/or paraphrase) and should include citations in-text and on a
Works Cited page. You must choose a story or stories that we have read within this class.
Remember to avoid summarizing a story – instead, focus on answering the question(s) and
explaining why the quotes and passages you’ve chosen are significant. You do not need to
consult research or outside sources for this paper.
1. Consider the stories we have read that feature young narrators or protagonists.
Compare how two young adults respond to the challenges and opportunities
presented to them in the story. In what ways are their lessons intended for the
audience as well?
2. Choose a story with a first person narrator. How does the narrator’s bias, personality,
and reliability affect the story? Are readers given false or biased impressions of other
characters? How does this impact the meaning of the overall story?
3. Compare two stories that focus on the same idea or central topic. How do they use
literary devices to create their themes? In what ways do they differ significantly?
How do they each arrive at the same point in the end?
4. Write an essay examining the variances between two authors who have distinctly
different styles (for instance, Faulkner and Hemingway). How do each use literary
devices? To what effect? How do each craft a clear narrative in such different ways?
What are the primary stylistic differences? How do those differences impact the tone
and theme?
5. Write an essay examining how a story of your choosing makes a statement about a
social issue (class, race, gender, ageism, cultural identity). What claim does the story
seem to be making? How does it use literary devices to illustrate its point? What
characters seem to be speaking on behalf of the theme?
6. Select two stories and show how, although their plots differ, they explore a similar
theme. How do they arrive at the same point? How do they employ literary devices?
Use specific lines and passages from both stories to support your claims.
7. Compare and contrast the themes regarding familial relationships in two stories.
What statement does each story make about family bonds? How does each story use
literary devices to illustrate its theme?
8. Choose a story that makes use of significant symbolism. How do symbols support
and establish the theme in the story? What symbols are significant and how does
each create or reinforce the story’s central theme?
9. Explore the relationships between setting and symbol in a story of your choosing.
How does the author establish a sense of place and why is this setting significant?
Use examples and explain how symbols enhance the setting and relate to the theme.
I. Introduction
a. Quick summary of short story
b. Include name of .
Similar to Assignments1.Read the following worksa.The Br.docx (20)
After reviewing the Coleman (2016) article on executive compensation.docxAMMY30
After reviewing the Coleman (2016) article on executive compensation and reading this week's assigned readings, choose one of two statements below and construct an argument supporting your position:
The market trend towards escalating executive compensation reflects the critical importance of an executive to an organization’s long-term viability.
The growing compensation inequity between executive management and the average employee threatens to destabilize organizational morale and societal justice.
.
After reviewing the chapter on Recognizing Contributions, perform .docxAMMY30
**After reviewing the chapter on Recognizing Contributions, perform a self reflection and evaluate how well you recognize the contributions of your staff. For the assignment, develop an action plan for the next 12 months to improve your recognition efforts.
***Please write about and share what you gained.***
**Reflection paper and action plan (12 months) is the assignment requirement.
Textbook Reference
Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass.
.
After reviewing the chapter on Recognizing Contributions, perform a .docxAMMY30
After reviewing the chapter on Recognizing Contributions, perform a self reflection and evaluate how well you recognize the contributions of your staff. For the assignment, develop an action plan for the next 12 months to improve your recognition efforts.
***Please reply when you are finished with this self-reflection and share what you gained.*** 2 page
Textbook Reference
Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass.
.
After reviewing the background materials and doing your own research.docxAMMY30
After reviewing the background materials and doing your own research, discuss the value in looking at other countries’ policy successes and failures. How can it be beneficial to health policy development in our own country?
Be sure to support your answer with citations from reliable sources.
.
After reviewing the articles and videos, please address the followin.docxAMMY30
After reviewing the articles and videos, please address the following questions:
https://hbr.org/2016/05/different-cultures-see-deadlines-differently
https://hbr.org/video/2363497345001/reaching-across-cultures-without-losing-yourself
https://www.youtube.com/watch?v=4DSV1NUGS3o
1. How do you define cultural communication?
2. Do you agree with the concepts presented by Molinsky as he reviews the importance of global dexterity? Why or why not?
3. In your organization, what ideas regarding cultural communication do you think are important? How will you apply them as a leader?
Please reference a minimum of three external sources to support our points.
.
After reviewing Georgia v. Randolph and Fernandez v. Californi.docxAMMY30
After reviewing
Georgia v. Randolph
and
Fernandez v. California
, answer the following questions:
What defenses, if any, were asserted in these cases?
How did these cases impact law enforcement and prosecutors?
Do you agree with the U.S. Supreme Court’s decisions?
Were these decisions consistent with each other? How does consistency in legal decisions positively and negatively impact law-enforcement officers and attorneys?
.
After reviewing chapter 11 of the E-Text and the Required Resources .docxAMMY30
After reviewing chapter 11 of the E-Text and the Required Resources please discuss the following:
Discuss the challenges that law enforcement faces when seizing digital evidence and propose at least two solutions.
Discuss the five-paragraph SMEAC that should ideally find a place in any investigation plan. Which one of these do you feel is the most important? Why?
.
After reading Library ArticlesDevine, K., Kloppenborg, .docxAMMY30
After reading
Library Articles:
Devine, K., Kloppenborg, T. J., & O’Clock, P. (2010). Project measurement and success.
Journal of Health Care Finance,
38–50.
Sandrik, K. M. (2008). Navigating today's opportunities for capital.
Healthcare Financial Management, 62
(12), 78–83.
Schuhmann, T. M. (2009). Hospital capital spending: Shifting and slowing even before the financial meltdown.
Healthcare Financial Management, 63
(11), 92–102.
Answer the following:
Investment Decisions
What types of decisions would need to be made before the investment is made? Indicate the main kinds of information/data needed to evaluate this capital investment project.
.
After reading Trifles by Susan Glaspell complete the following works.docxAMMY30
After reading Trifles by Susan Glaspell complete the following worksheet:
“Trifles” Worksheet
Name: ___________________ Period ____
1. Title Implications: Explain what the word “trifles” literally means. ____________________________________________________________________ 2. Symbolic Setting.
A. Outside: What is the weather? ________________
Specifically, where is the murder site/ farmhouse located? ________________
B. Inside the house:
List two things that let the audience “feel” how literally cold it is: ____________________________________________________________________
3. List three significant details that are evidence of a poorly kept kitchen: ___________ ____________________________________________________________________
4. Thumbnail Sketch: Make a comment about each of the characters
A. Attorney Henderson_________________________________________________ B. Sheriff Peters ______________________________________________________ C. Mr. Hale __________________________________________________________ D. Mrs. Peters ________________________________________________________ E. Mrs. Hale _________________________________________________________
5. List two “put down” comments the men make against women: __________________ ____________________________________________________________________ ____________________________________________________________________
6. What evidence is there to suggest that John Wright was a hard man to live with ? ________________________________________________________________
7. Why hadn’t Mrs. Hale gone to see Minnie Wright in over a year? _______________ _____________________________________________________________________
8. Why does Mrs. Peters not like the phrase “married to the law”? _________________ ____________________________________________________________________
9. Why do the women hide the dead bird? ____________________________________
_____________________________________________________________________
10. What other action might they have taken?___________________________________
_____________________________________________________________________
How is each of these important?
A. John Wright’s decision not to pay for a party [shared] telephone line
B. Bird cage with broken door
C. Dead bird with its neck rung
D. Millie sang in the choir thirty years before
E. The quilt pieces
(The Log Cabin quilt pattern has been a favorite because it was a wonderful & frugal pattern for using up fabric scraps. In many of the old quilts the center square was red to symbolize the hearth of the home, its symbolic heart. The overall effect of the log cabin quilt is achieved by the use of light and dark fabrics and how they are arranged.)
.
After reading through Chapter 1, the focus was on targeting the five.docxAMMY30
After reading through Chapter 1, the focus was on targeting the five communities that make up the core field for ICT-enabled policy-making. Please answer the following question.
What are those five communities involved,
Provide a brief narrative for each community above to support your response
.
After reading There Is No Unmarked Woman, by Deborah Tannen, a.docxAMMY30
After reading "There Is No Unmarked Woman," by Deborah Tannen, answer the following question in a response 200 words long:
What is Tannen's strongest argument, or her strongest point, to support her thesis that women are unfairly scrutinized in society? Do you agree with her overall? Have things changed since she wrote this article in 1993?
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After reading the U.S. Constitution and the Amendments respond t.docxAMMY30
After reading the U.S. Constitution and the Amendments respond to the following questions:
(i) What is the institutional power and the personal right you believe to be the most important, and explain why;
(ii) What is the institutional power and the personal right you would remove, and explain why;
(iii) What institutional power and personal right would you add to the U.S.
An institutional power is one that authorizes or limits action and/or organization of one of the three branches of government. Examples include the power of the legislative branch "to lay and collect taxes" (Art. I) or to not "make no law respecting an establishment of religion." (First Amendment)
A personal right is one that protects or empowers the people, such as "the right of the people to keep and bear arms." (Second Amendment)
Suggested length is 3-5 pages
Your points will be allocated on the following criteria:
Offering creative and/or critical opinions;
Expressing yourself clearly and concisely;
Forming logical arguments and conclusions;
Identifying and discussing counter-arguments;
Grammar and compliance with APA (6th edition).
.
After reading the two short primary source documents listed below, c.docxAMMY30
After reading the two short primary source documents listed below, construct an essay based on the following question:
How and why did black people use the language of the American Revolution—of natural rights—in freedom petitions to argue for their freedom and the abolition of slavery?
Your essay should be based on your reading and analysis of the primary source documents. Your paper should be 2 to 3 pages in length and use double-spacing and 12 point font. Please use MLA style.
.
After reading the section titled Dominant Microprocessor Company In.docxAMMY30
After reading the section titled “Dominant Microprocessor Company Intel Adapts to Next Trend” (Chapter 11 pg. 384-385) and the article titled “2018-2019 Intel Corporate Responsibility Report: Creating Value through Transparency,” complete a list of reasons how a single firm like Intel comes to dominate some markets.
Submission Details:
Response should be no less than 250 words
Follow the APA style of writing with in-text citations and a reference list.
.
After reading the section titled Dominant Microprocessor Compan.docxAMMY30
After reading the section titled “Dominant Microprocessor Company Intel Adapts to Next Trend” (Chapter 11 pg. 384-385) and the article titled “2018-2019 Intel Corporate Responsibility Report: Creating Value through Transparency,” complete a list of reasons how a single firm like Intel comes to dominate some markets.
Submission Details:
Response should be no less than 250 words
Follow the APA style of writing with in-text citations and a reference list.
.
After reading the paper for this week, Steinfield C, LaRose R, C.docxAMMY30
After reading the paper for this week, Steinfield C, LaRose R, Chew H, Tong S. Small and Medium-Sized Enterprises in Rural Business Clusters: The Relation Between ICT Adoption and Benefits Derived From Cluster Membership. Information Society. 2012;28(2):110-120. doi:10.1080/01972243.2012.651004, please answer the following questions in a 2-page main body APA formatted document. Please make sure that there is a title and references page. All references listed need to be cited in the document.
What kind of study is this? (Hint: the videos you watched)
Please make sure that you address the type of study and why you think this was used in this paper.
How is this paper related to the topics in this course?
Do you agree with the author’s conclusions?
.
After reading the Martin Luther King, Jr. speech in the attached lin.docxAMMY30
After reading the Martin Luther King, Jr. speech in the attached link, please write a 1-2 page response which addresses the following task: Summarize the excerpts from Martin Luther King, Jr.’s 1961 address defending the student sit-ins. Then, in your opinion, discuss the three main points made in Martin Luther King, Jr.’s address. Please explain your opinion in detail.
.
After reading the material from Shafer-Landau concerning the appeal .docxAMMY30
After reading the material from Shafer-Landau concerning the appeal of hedonism and the potential objections to the theory, what is your considered view on hedonism? Is it true or false as a moral theory? Do the advantages of hedonism outweigh the difficulties raised against it, or are the objections to hedonism fatal to the theory?
.
After reading the IMAA article this week on Effective Manageme.docxAMMY30
After reading the IMAA article this week on
Effective Management of Change during Mergers and Acquisition
, review the case study noted within the article on item 7. It is about a merger between AOL and Time Warner in 2001. There is a chart listed with the summary that shows the cultural differences between the two companies. Review that chart.
Using this as an example, conduct some research and find two companies that similarly merged or that was acquired by another company. Write a two-page summary of the merger or acquisition to include:
1 – the reasons why it occurred and when it occurred
2 - the approximate size of each company before the merger
3 - the organizational challenges faced
4 - was the merger successful or not and
why
5 - the state of the company now
Then include a simple four column chart similar to the example and show at least five cultural elements of the companies, the cultural differences in the two companies before the merger took place and then in the fourth column include the culture now in the acquiring company. List at least five cultural elements in the chart.
Cultural Element / AOL culture / Time Warner culture / Culture adopted
Your written assignment should be no less than 700 words. Avoid using direct quotes. Use your own words. If you do use any direct quotes, increase the length of your paper accordingly. Use APA citations and ensure you document where you found your data in a separate reference listing.
.
After reading the essay, Why Rational People Buy into Conspiracy Th.docxAMMY30
After reading the essay, "Why Rational People Buy into Conspiracy Theories," answer the following questions. Provide specific details to justify your reasoning:
What is a conspiracy theory? Identify and discuss at least two recent conspiracy theories mentioned on the news, social media, and/or internet.
How does the Internet and other media help "perpetuate paranoia" (12)?
Why do you think "rational people buy into conspiracy theories"?
.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Assignments1.Read the following worksa.The Br.docx
1. Assignments
1.
Read the following works:
a.
The Bridge of San Luis Rey
by Thornton Wilder
b.
Our Town
by Thornton Wilder
c.
“A Rose for Emily” by William Faulkner
d.
“Hills Like White Elephants” by Ernest Hemmingway
e.
Short Story of your choice by F. Scott Fitzgerald
f.
Five poems of your choice written by Langston Hughes
2.
The last lines of
The Bridge of San Luis Rey
are:
2. a.
“But soon we shall die and all memory of those five will have
left the earth, and we ourselves shall be loved for a while and
forgotten. But the love will have been enough; all those
impulses of love return to the love that made them. Even
memory is not necessary for love. There is a land of the living
and a land of the dead and the bridge is love, the only survival,
the only meaning.”
b.
In a 1-2 page essay, explain how this theme is developed in the
novel.
3.
Pick one of the following essay prompts to write a 1-2-page
essay for each prompt about
The Bridge of San Luis Rey.
a.
Thornton Wilder said that he wrote the novel to ask the follow
question, "Is there a direction and meaning in lives beyond the
individual's own will?" According to the novel, what conclusion
if any does Wilder reach? If he does not reach a conclusion,
then why not?
b.
Choose a character from the novel and discuss the nuances that
contribute to the character’s development.
c.
Was Brother Juniper an objective researcher? Explain your
answer.
d.
Consider the following quote:
3. i.
Now he discovered that secret from which one never quite
recovers, that even in the most perfect love one person loves
less profoundly than the other. There may be two equally good,
equally gifted, equally beautiful, but there may never be two
that love one another equally well.
ii.
Use examples from the book to defend, qualify or challenge this
assertion.
4.
Write one 4-5-page essay on the following topic: These works
deal with the issues of disillusionment with old ideas and
ideals. How do we see this disillusionment in these works?
5.
Watch the movie
The Crucible
(I have a copy that you can borrow – please note this movie is
PG-13, and it does have some very brief nudity in it). Then
write a 2-3 page essay comparing and contrasting the movies
with the play. This essay should address some of the following
questions:
a.
How are the themes of the book represented in the movies? How
does this enhance, change, or diminish the meaning of the book?
b.
How does the director interpret the book? How do these
interpretations enhance, change, or diminish the meaning of the
book?
4. c.
What stylistic choices (lighting, cinematography, music and
sound effects, and/or other special effects) did the director
make? How do these choices enhance, change, or diminish the
meaning of the book?
d.
How were the characters similar to/different from how you
interpreted them in the book? How does this enhance, change,
or diminish the meaning of the book?
e.
What was added to the movie that was not in the book? What
was in the book but not in the movie? How does this enhance,
change, or diminish the meaning of the book?
6.
Pick one of the following essay prompts to write a 1-2-page
essay for each prompt based on the play
The Crucible.
a.
Critics disagree about whether John Proctor or Abigail is the
protagonist of this play. Adhering to the definition of the term,
argue and support your choice of John Proctor or Abigail as the
true protagonist.
b.
A foil is a character in literature who highlights certain traits of
the main character by contrasting them. For example, a coward
helps show the hero’s bravery in a stronger light. Choose two
characters who are foils and explain what character traits they
reveal about each other and why that is important to plot/themes
of the play.
c.
5. Pick one of the characters and analyze his/her motivation
throughout the story. Why does he/she do the things he/she
does? How does this motivation change throughout the story?
7.
Pick one of the following essay prompts to write a 1-2-page
essay for each prompt based on the play
The Crucible.
a.
At the end of the play, Proctor begs, “I have given you my soul;
leave me my name.” When Judge Danforth refuses, Proctor rips
his confession, knowing that he will be hanged. Was this the
right decision? Defend, qualify, or challenge the morality of
Proctor’s actions using examples from the play to support your
thesis.
b.
At the end of the play, when Hale begs Elizabeth to convince
Proctor to confess, Elizabeth says, “He have his goodness now.
God forbid I take it from him!” Was this the right decision?
Defend, qualify, or challenge the morality of her actions using
examples from the play to support your thesis.
8.
Pick a theme from one of the works that you have read, and then
create a video in which you explore the theme, synthesizing
multiple sources including but not limited to the novels and
short stories you have already read.
Dues Dates
Numbers 1-3 due January 18
Number 4-5 is due January 25
Number 6 is due January 29
Number 7 is due January 31
6. Essay Rubric
9–8
These essays offer a well-focused and persuasive analysis of the
topic. Using apt and specific textual support, these essays fully
explore the topic and demonstrate what it contributes to the
meaning of the work as a whole. Although not without flaws,
these essays make a strong case for their interpretation and
discuss the literary work with significant insight and
understanding. Generally, essays scored a 9 reveal more
sophisticated analysis and more effective control of language
than do those scored an 8.
7–6
These essays offer a reasonable analysis of the topic. They
explore the topic and demonstrate what it contributes to the
meaning of the work as a whole. These essays show insight and
understanding, but the analysis is less thorough, less perceptive,
and/or less specific in supporting detail than that of those in the
9–8 range. Generally, essays scored a 7 present better-
developed analysis and more consistent command of the
elements of effective composition than do those scored a 6.
5
These essays respond to the assigned task with a plausible
reading, but they tend to be superficial or underdeveloped in
analysis. They often rely on plot summary that contains some
analysis, implicit or explicit. Although the essays attempt to
discuss the topic and how it contributes to the work as a whole,
they may demonstrate a rather simplistic understanding of the
work. Typically, these responses reveal unsophisticated
thinking and/or immature writing. They demonstrate adequate
control of language, but they may lack effective organization
and may be marred by surface errors.
4–3
7. These lower-half essays offer a less than thorough
understanding of the task or a less than adequate treatment of it.
They reflect an incomplete or oversimplified understanding of
the work. They may not address or develop a response to how
that relationship contributes to the work as a whole, or they may
rely on plot summary alone. Their assertions may be
unsupported or even irrelevant. Often wordy, elliptical, or
repetitious, these essays may lack control over the elements of
college-level composition. Essays scored a 3 may contain
significant misreading and demonstrate inept writing.
2–1
Although these essays make some attempt to respond to the
prompt, they compound the weaknesses of those in the 4–3
range. Often, they are unacceptably brief or are incoherent in
presenting their ideas. They may be poorly written on several
counts and contain distracting errors in grammar and mechanics.
The ideas are presented with little clarity, organization, or
supporting evidence. Particularly inept, vacuous, and/or
incoherent essays must be scored a 1.
0
These essays do no more than make a reference to the task.
Content
Organization
Style
Creativity and Presentation
Overall
Effectiveness
Creative Project Rubric
(Literary Response
)
4
8. ü
+
Exceeds the standard
Shows a high level of understanding and critical thinking.
Skillfully uses multiple specific details (examples, images,
anecdotes, etc.) to show insight into the text’s plot and/or main
themes.
Shows a high degree of personal engagement with the text.
Provides a clear and precise interpretation of elements of the
text.
Is engaging and easy to follow.
Demonstrates a superior ability to communicate with clarity and
flair.
Is fluent, varied, precise, and vivid in expression.
Follows the conventions of standard written English.
Interprets the text with a high degree of creativity (including
humor), without sacrificing accuracy or clarity.
Meets or exceeds all expectations and require-ments creatively.
3
ü
Meets the standard
Shows sound understanding and critical thinking.
Contains minimal inaccuracies.
Uses multiple specific details in responding to the text’s plot
and/or main themes.
Shows some personal engagement with the text.
Provides a clear interpretation of elements of the text.
Is easy to follow.
Demonstrates a sound ability to communicate clearly.
Follows the conventions of standard written English, with minor
errors in grammar and usage.
Interprets the text with some creativity, without sacrificing
accuracy or clarity.
9. Meets all or nearly all expectations and require-ments.
2
ü
-
Approaches the standard
Shows basic understanding but little critical thinking.
Responds to the text in a generic or superficial way.
Contains several inaccuracies.
Uses a few specific details relevant to the text’s plot and/or
main themes.
Shows minimal personal engagement with the text.
Provides a rendering of elements of the text that is mostly clear.
Is fairly easy to follow.
Demonstrates an inconsistent ability to communicate clearly.
Includes multiple errors in use of standard written English.
Interprets the text with some creativity, but may lack accuracy
or clarity.
Adequately meets some but not all expecta-tions and
require-ments.
1
-
Below the standard
Demonstrates serious misconceptions about the text.
Uses very few specific details relevant to the text’s plot and/or
main themes.
Demonstrates minimal personal engagement with the text.
Rendering of elements of the text is unclear or confused.
Demonstrates a weak ability to communicate clearly.
Includes multiple major errors in use of standard written
English.
Demonstrates little or no genuine effort to be creative.
Fails to meet many or most expec-tations and require-ments.
