Choosing your literary essay topic on
Disgrace
by J. M. Coetzee is the first step to writing your literary analysis paper.
After reading the novel, you should be able to decide in which direction you'd like to take your paper.
Topics/ approaches
(Focus on only one of the following, though some may overlap):
Analyze one of the minor characters, such as Petrus.
Example
: Analyze not only the chosen characters' personality but also what role they played in advancing the overall theme of the novel.
The protagonist's conflict, the hurdles to be overcome, and how he resolves it.
Examples:
It could be hope for change, both in South Africa and in David Lurie. OR: the disgrace David Lurie has suffered over the affair with a student and how that matches the disgrace South Africa has suffered through apartheid.
The function of setting to reinforce theme and characterization.
Example
: post-apartheid South Africa is a setting arguably more important than anything else in the novel. Your outside sources would be a bit of history concerning apartheid.The use of literary devices to communicate theme: imagery, metaphor, symbolism, foreshadowing, irony
Symbolism in the novel--
Examples:
Determine if David Lurie represents the old, white authorities of South Africa, while Lucy represents the new white people of South Africa. OR: Analyze what dogs symbolize in this story. Another example: What is symbolized by the opera David Lurie is writing on Byron?
Careful examination of one or more central scenes and its/their crucial role in plot development, resolution of conflict, and exposition of the theme.
Example:
Analyze one or more scenes in which hope that change for the better is possible through a character's remorse and subsequent action, for example, the scene in which David Lurie apologizes to the parents OR the scene in which Lucy gets raped.
The possible issue to be addressed in introduction or conclusion:
Characteristics that make the work typical (or atypical) of the period, the setting, or the author that produced it. For this information, you must go to a library database (you must read "How to Access Miami Dade Databases" if you don't know how) or a valid search site, such as Google Scholar (there is often a fee for this one).
Do
not
open or close with biographical material on the author. Biographical material is important as it influences the author’s writing only and should not be a focus of your paper.
Guidelines for Literary Essay
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem th.
Write a literary essay onDisgraceby J. M.Coetzeelorindajamieson
Write a literary essay on
Disgrace
by J. M.
Coetzee
Novel:
Disgrace
by J. M. Coetzee
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem that many students have, which is to hold the erroneous assumption that simply retelling what happened in detail is good enough (no, it is not). Plot summary is necessary, but not the intended goal in a literary essay.
Criteria:
In addition to being written at college level, your essay must meet the following criteria.
Include an introduction with a clear thesis statement, body paragraphs, and a conclusion.
Use at least
three quotes
from the book.
When citing your sources, use MLA style for literary essays. It is helpful to keep your handbook open to the MLA tab as you write.
Minimum 850 words (more complex topics might require more)
Language: This is a composition class -- your writing and grammar count.
Use specific supporting details from the book and at least two from outside sources.Go to the Miami Dade Databases (not Google) for your sources.
The following are
not
acceptable sources:
Class Lecture Notes
Textbooks
Study Guides (SparkNotes, Cliff Notes, BookRags etc.)
Wikipedia/ Encyclopedias
Dictionaries
Popular Magazines (
People
,
Glamour
etc.)
Popular information websites such as about.com or Ask.com
Personal Blogs
Why not?
Because for one, they are not original sources. Encyclopedias and textbooks are useful to provide an overview or introduction to a topic for complete beginners. These are meant to get you started on a subject. They are not research documents.
Wikipedia:
Many instructors forbid reference to Wikipedia at all. Some professors do allow its use, and the use of encyclopedias in general, but don't do it. It's generally reliable for checking routine facts and extremely specialized topics, but Wikipedia, actually all encyclopedias suffer from the problem that they are not a primary sources. Wikipedia has the added problem that although it is working on correcting errors, it still has weak quality control. It is susceptible to deliberate sabotage, vandalism, even censorship. So don't use it if you're not familiar enough with the subject matter to spot biases or errors, and don't cite it in any academic paper at all.
Required Procedures:
Read
Disgrace
by J. M. Coetzee in its entirety before beginning your paper. Take notes as you read. Mark some interesting passages and save necessary source information (such as page numbers) for your in-text documentation and your Works Cited list.
Think about the topic and approach you chose located in the Topics ...
Write a literary essay on
Disgrace
by J. M.
Coetzee
Novel:
Disgrace
by J. M. Coetzee
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem that many students have, which is to hold the erroneous assumption that simply retelling what happened in detail is good enough (no, it is not). Plot summary is necessary, but not the intended goal in a literary essay.
Criteria:
In addition to being written at college level, your essay must meet the following criteria.
Include an introduction with a clear thesis statement, body paragraphs, and a conclusion.
Use at least
three quotes
from the book.
When citing your sources, use MLA style for literary essays. It is helpful to keep your handbook open to the MLA tab as you write.
Minimum 850 words (more complex topics might require more)
Language: This is a composition class -- your writing and grammar count.
Use specific supporting details from the book and at least two from outside sources.Go to the Miami Dade Databases (not Google) for your sources.
The following are
not
acceptable sources:
Class Lecture Notes
Textbooks
Study Guides (SparkNotes, Cliff Notes, BookRags etc.)
Wikipedia/ Encyclopedias
Dictionaries
Popular Magazines (
People
,
Glamour
etc.)
Popular information websites such as about.com or Ask.com
Personal Blogs
Why not?
Because for one, they are not original sources. Encyclopedias and textbooks are useful to provide an overview or introduction to a topic for complete beginners. These are meant to get you started on a subject. They are not research documents.
Wikipedia:
Many instructors forbid reference to Wikipedia at all. Some professors do allow its use, and the use of encyclopedias in general, but don't do it. It's generally reliable for checking routine facts and extremely specialized topics, but Wikipedia, actually all encyclopedias suffer from the problem that they are not a primary sources. Wikipedia has the added problem that although it is working on correcting errors, it still has weak quality control. It is susceptible to deliberate sabotage, vandalism, even censorship. So don't use it if you're not familiar enough with the subject matter to spot biases or errors, and don't cite it in any academic paper at all.
Required Procedures:
Read
Disgrace
by J. M. Coetzee in its entirety before beginning your paper. Take notes as you read. Mark some interesting passages and save necessary source information (such as page numbers) for your in-text documentation and your Works Cited list.
Think about the topic and approach you chose located in the Topics .
This assignment is designed to increase your knowledge of one ma.docxdmark846
This assignment is designed to increase your knowledge of one major early American writer; to enhance your research, synthesis, and documentation skills; and to develop information literacy. Focus on one of the authors listed below:
William Bradford
Anne Bradstreet
Jonathan Edwards
Cotton Mather
Annis Boudinot Stockton
Elizabeth Graeme Fergusson
Benjamin Franklin
Thomas Paine
John Adams
Thomas Jefferson
Alexander Hamilton
Phyllis Wheatley
Sarah Margaret Fuller
Emily Dickinson
Herman Melville
Washington Irving
William Lloyd Garrison
Harriet Beecher Stowe
Henry David Thoreau
Lydia Maria Child
Henry Wadsworth Longfellow
William Cullen Bryant
Nathaniel Hawthorne
You will need to read two works by the author you choose to research (not including assigned works), so make sure you choose one whose works you can access and read.
If you would like to do your InfoQuest on an early American writer that is not listed, contact your instructor to obtain permission before proceeding.
You may not use Ralph Waldo Emerson as the topic of your InfoQuest.
RESEARCH
You need to research the following bulleted topics for inclusion in your completed InfoQuest Project.
Please note that Wikipedia, Shmoop, Bloom’s Literature, Amazon, and other non-critical sources are not appropriate for this assignment.
You also need to move beyond encyclopedias as sources; only one encyclopedia article will be allowed. Textbooks (history or literature) are fine to use, and scholarly journal articles or books are acceptable sources
.
The PTC library databases contain a multitude of resources that may be helpful and are critical, academic sources. Instructions for accessing the databases can be found in D2L under your HELP & HOW TO Module as well as below under the Critical Resource Analysis heading.
FORMAT
Your document should be double-spaced with 1” margins on all sides. With the exception of the MLA headings on page 1—the cover page takes the place of this—your InfoQuest should meet all MLA formatting guidelines. Both Calibri 11 pt. or Times New Roman 12 pt. are acceptable, but choose one of these fonts and be consistent. You should also have a header (Last name page number) in the top right corner of your InfoQuest pages. Please begin each section on a new page—simply type the name of the section in boldface at the top of the page (ex.
Reflection
at the beginning of the Reflection section). The sections listed below should all be included.
CONTENTS
COVER PAGE
Try to locate a picture (or pictures) to include on the cover page (and other relevant pages) in your project. Remember to acknowledge your source parenthetically beneath the picture, and also include a
full citation
in the works-cited section of the project. Include the title of your InfoQuest, and your name, the course, and the date.
TABLE OF CONTENTS
Provide a neat, attractive table of contents with the appropriate page numbers to match the page numbers in your InfoQuest header.
.
Write a literary essay onDisgraceby J. M.Coetzeelorindajamieson
Write a literary essay on
Disgrace
by J. M.
Coetzee
Novel:
Disgrace
by J. M. Coetzee
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem that many students have, which is to hold the erroneous assumption that simply retelling what happened in detail is good enough (no, it is not). Plot summary is necessary, but not the intended goal in a literary essay.
Criteria:
In addition to being written at college level, your essay must meet the following criteria.
Include an introduction with a clear thesis statement, body paragraphs, and a conclusion.
Use at least
three quotes
from the book.
When citing your sources, use MLA style for literary essays. It is helpful to keep your handbook open to the MLA tab as you write.
Minimum 850 words (more complex topics might require more)
Language: This is a composition class -- your writing and grammar count.
Use specific supporting details from the book and at least two from outside sources.Go to the Miami Dade Databases (not Google) for your sources.
The following are
not
acceptable sources:
Class Lecture Notes
Textbooks
Study Guides (SparkNotes, Cliff Notes, BookRags etc.)
Wikipedia/ Encyclopedias
Dictionaries
Popular Magazines (
People
,
Glamour
etc.)
Popular information websites such as about.com or Ask.com
Personal Blogs
Why not?
Because for one, they are not original sources. Encyclopedias and textbooks are useful to provide an overview or introduction to a topic for complete beginners. These are meant to get you started on a subject. They are not research documents.
Wikipedia:
Many instructors forbid reference to Wikipedia at all. Some professors do allow its use, and the use of encyclopedias in general, but don't do it. It's generally reliable for checking routine facts and extremely specialized topics, but Wikipedia, actually all encyclopedias suffer from the problem that they are not a primary sources. Wikipedia has the added problem that although it is working on correcting errors, it still has weak quality control. It is susceptible to deliberate sabotage, vandalism, even censorship. So don't use it if you're not familiar enough with the subject matter to spot biases or errors, and don't cite it in any academic paper at all.
Required Procedures:
Read
Disgrace
by J. M. Coetzee in its entirety before beginning your paper. Take notes as you read. Mark some interesting passages and save necessary source information (such as page numbers) for your in-text documentation and your Works Cited list.
Think about the topic and approach you chose located in the Topics ...
Write a literary essay on
Disgrace
by J. M.
Coetzee
Novel:
Disgrace
by J. M. Coetzee
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem that many students have, which is to hold the erroneous assumption that simply retelling what happened in detail is good enough (no, it is not). Plot summary is necessary, but not the intended goal in a literary essay.
Criteria:
In addition to being written at college level, your essay must meet the following criteria.
Include an introduction with a clear thesis statement, body paragraphs, and a conclusion.
Use at least
three quotes
from the book.
When citing your sources, use MLA style for literary essays. It is helpful to keep your handbook open to the MLA tab as you write.
Minimum 850 words (more complex topics might require more)
Language: This is a composition class -- your writing and grammar count.
Use specific supporting details from the book and at least two from outside sources.Go to the Miami Dade Databases (not Google) for your sources.
The following are
not
acceptable sources:
Class Lecture Notes
Textbooks
Study Guides (SparkNotes, Cliff Notes, BookRags etc.)
Wikipedia/ Encyclopedias
Dictionaries
Popular Magazines (
People
,
Glamour
etc.)
Popular information websites such as about.com or Ask.com
Personal Blogs
Why not?
Because for one, they are not original sources. Encyclopedias and textbooks are useful to provide an overview or introduction to a topic for complete beginners. These are meant to get you started on a subject. They are not research documents.
Wikipedia:
Many instructors forbid reference to Wikipedia at all. Some professors do allow its use, and the use of encyclopedias in general, but don't do it. It's generally reliable for checking routine facts and extremely specialized topics, but Wikipedia, actually all encyclopedias suffer from the problem that they are not a primary sources. Wikipedia has the added problem that although it is working on correcting errors, it still has weak quality control. It is susceptible to deliberate sabotage, vandalism, even censorship. So don't use it if you're not familiar enough with the subject matter to spot biases or errors, and don't cite it in any academic paper at all.
Required Procedures:
Read
Disgrace
by J. M. Coetzee in its entirety before beginning your paper. Take notes as you read. Mark some interesting passages and save necessary source information (such as page numbers) for your in-text documentation and your Works Cited list.
Think about the topic and approach you chose located in the Topics .
This assignment is designed to increase your knowledge of one ma.docxdmark846
This assignment is designed to increase your knowledge of one major early American writer; to enhance your research, synthesis, and documentation skills; and to develop information literacy. Focus on one of the authors listed below:
William Bradford
Anne Bradstreet
Jonathan Edwards
Cotton Mather
Annis Boudinot Stockton
Elizabeth Graeme Fergusson
Benjamin Franklin
Thomas Paine
John Adams
Thomas Jefferson
Alexander Hamilton
Phyllis Wheatley
Sarah Margaret Fuller
Emily Dickinson
Herman Melville
Washington Irving
William Lloyd Garrison
Harriet Beecher Stowe
Henry David Thoreau
Lydia Maria Child
Henry Wadsworth Longfellow
William Cullen Bryant
Nathaniel Hawthorne
You will need to read two works by the author you choose to research (not including assigned works), so make sure you choose one whose works you can access and read.
If you would like to do your InfoQuest on an early American writer that is not listed, contact your instructor to obtain permission before proceeding.
You may not use Ralph Waldo Emerson as the topic of your InfoQuest.
RESEARCH
You need to research the following bulleted topics for inclusion in your completed InfoQuest Project.
Please note that Wikipedia, Shmoop, Bloom’s Literature, Amazon, and other non-critical sources are not appropriate for this assignment.
You also need to move beyond encyclopedias as sources; only one encyclopedia article will be allowed. Textbooks (history or literature) are fine to use, and scholarly journal articles or books are acceptable sources
.
The PTC library databases contain a multitude of resources that may be helpful and are critical, academic sources. Instructions for accessing the databases can be found in D2L under your HELP & HOW TO Module as well as below under the Critical Resource Analysis heading.
FORMAT
Your document should be double-spaced with 1” margins on all sides. With the exception of the MLA headings on page 1—the cover page takes the place of this—your InfoQuest should meet all MLA formatting guidelines. Both Calibri 11 pt. or Times New Roman 12 pt. are acceptable, but choose one of these fonts and be consistent. You should also have a header (Last name page number) in the top right corner of your InfoQuest pages. Please begin each section on a new page—simply type the name of the section in boldface at the top of the page (ex.
Reflection
at the beginning of the Reflection section). The sections listed below should all be included.
CONTENTS
COVER PAGE
Try to locate a picture (or pictures) to include on the cover page (and other relevant pages) in your project. Remember to acknowledge your source parenthetically beneath the picture, and also include a
full citation
in the works-cited section of the project. Include the title of your InfoQuest, and your name, the course, and the date.
TABLE OF CONTENTS
Provide a neat, attractive table of contents with the appropriate page numbers to match the page numbers in your InfoQuest header.
.
Required ProceduresRead Disgrace by J. M. Coetzee in its anitramcroberts
Required Procedures:
Read
Disgrace
by J. M. Coetzee in its entirety before beginning your paper. Take notes as you read. Mark some interesting passages and save necessary source information (such as page numbers) for your in-text documentation and your Works Cited list.
Do not simply repeat or summarize the story.
Write your well-constructed thesis, topic sentences, supporting details roughly before beginning.
Do some research. It's important to know a bit about apartheid and post-apartheid South Africa before you begin the paper. Take notes and save necessary source information for your Works Cited list.
Use at least
two
outside sources from scholarly sites or journals.
Write a minimum 850-word (or more if necessary) for a good literary essay.
Use formal language and the third person, avoiding personal anecdotes and eliminating all references to yourself at all (I believe, in my opinion, etc).
Revise, edit, and proofread, proofread, proofread. It's easy to make mistakes. Correct them before you submit your paper.
Topic*Symbolism in the novel*
...
English 102 Literary Research Paper I. DEFINING THE RESE.docxkhanpaulita
English 102: Literary Research Paper
I. DEFINING THE RESEARCH PAPER
A literary research paper--unlike a research paper on abortion or euthanasia--focuses on critically
analyzing/interpreting the meaning of literature. What's more, the term "research" implies that you will be
incorporating research from reputable secondary sources into your paper. In short, you will be
analyzing/interpreting a piece (or several pieces) of literature and supporting your analysis with
"research."
The research paper must be at least eight (8) pages in length, and it must adhere to MLA standards and
guidelines. Further, you must include a minimum of seven (7) sources in your paper, six (6) of which must
be considered "secondary sources" (explained below), and it must include a "Works Cited" page.
II. GETTING STARTED
Your first step in writing the research paper is to decide which author (or authors) you would like to write
about. You are required to make your selection(s) from the authors we have discussed this
semester, although you are more than welcome to find texts from your chosen author(s) that were not
included on the syllabus.
After you have decided which author (or authors) you are interested in writing about, you need to decide
which texts to include in your discussion; this may change as the paper progresses, but you should begin
with a clear idea of which texts you would like to include in your analysis.
The next and most obvious step in the process is to read and then reread--several times--the text or texts
you have chosen. In order to say something meaningful about a text, you need to know it backward and
forward. As one critic relates, you need to "have a sure sense of what the work itself is like, how its parts
function, what ideas it expresses, how it creates particular effects, and what your responses are." In short,
read, reread, and then when you think you are done, read some more.
After you are comfortable with your knowledge of the text (or texts), the next step is to develop an angle
of analysis. In other words, you need to decide how you want to approach and organize your paper.
There are several different ways to organize a literary research paper, but more likely than not you will
want to adopt one of the following organizing principles:
A. Literary Elements: A research paper that is organized around literary elements generally
includes a focused discussion on one or more of the following: setting, speaker, symbolism, irony,
imagery, tone, language, etc.
B. Themes: A research paper that is organized around a theme, such as death, life, love, race,
gender, class, cultural identity, etc., generally includes a focused discussion on the role a
particular theme plays in several pieces of literature.
C. Critical Approaches: Whether you knew it or not, you adopted a specific approach to analyzing
literature in both of the essays you wrote for class, namely a "formalist" approach to
int.
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.
Please if I choose you to do the homework. Revise it before posting .docxlorindajamieson
Please if I choose you to do the homework. Revise it before posting it I do not want to check the answer and haver to do a lot of corrections.
The essay has to be based on David Lurie Character
Write a literary essay on
Disgrace
by J. M. Coetzee
Novel:
Disgrace
by J. M. Coetzee
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem that many students have, which is to hold the erroneous assumption that simply retelling what happened in detail is good enough (no, it is not). Plot summary is necessary, but not the intended goal in a literary essay.
Criteria:
In addition to being written at college level, your essay must meet the following criteria.
Include an introduction with a clear thesis statement, body paragraphs, and a conclusion.
Use specific supporting details from the book and at least two from outside sources.Go to the Miami Dade Databases (not Google) for your sources.
The following are
not
acceptable sources:
Class Lecture Notes
Textbooks
Study Guides (SparkNotes, Cliff Notes, BookRags etc.)
Wikipedia/ Encyclopedias
Dictionaries
Popular Magazines (
People
,
Glamour
etc.)
Popular information websites such as about.com or Ask.com
Personal Blogs
Why not?
Because for one, they are not original sources. Encyclopedias and textbooks are useful to provide an overview or introduction to a topic for complete beginners. These are meant to get you started on a subject. They are not research documents.
Wikipedia:
Many instructors forbid reference to Wikipedia at all. Some professors do allow its use, and the use of encyclopedias in general, but don't do it. It's generally reliable for checking routine facts and extremely specialized topics, but Wikipedia, actually all encyclopedias suffer from the problem that they are not a primary sources. Wikipedia has the added problem that although it is working on correcting errors, it still has weak quality control. It is susceptible to deliberate sabotage, vandalism, even censorship. So don't use it if you're not familiar enough with the subject matter to spot biases or errors, and don't cite it in any academic paper at all.
Use at least
three quotes
from the book.
When citing your sources, use MLA style for literary essays. It is helpful to keep your handbook open to the MLA tab as you write.
Minimum 750 words
Language: This is a composition class -- your writing and grammar count.
.
Christian Schussele Men of ProgressOil on canvas, 1862Coope.docxtroutmanboris
Christian Schussele Men of Progress
Oil on canvas, 1862
Cooper Union, New York, New York
Transfer from the National Gallery of Art; gift of Andrew W. Mellon, 1942
NPG.65.60
Edward Sorel, “People of Progress” 1999, Cooper Union, New York, New York
Syllabus
The clerks of the Department of State of the United States may be called upon to give evidence of transactions in the Department which are not of a confidential character.
The Secretary of State cannot be called upon as a witness to state transactions of a confidential nature which may have occurred in his Department. But he may be called upon to give testimony of circumstances which were not of that character.
Clerks in the Department of State were directed to be sworn, subject to objections to questions upon confidential matters.
Some point of time must be taken when the power of the Executive over an officer, not removable at his will, must cease. That point of time must be when the constitutional power of appointment has been exercised. And the power has been exercised when the last act required from the person possessing the power has been performed. This last act is the signature of the commission.
If the act of livery be necessary to give validity to the commission of an officer, it has been delivered when executed, and given to the Secretary of State for the purpose of being sealed, recorded, and transmitted to the party.
In cases of commissions to public officers, the law orders the Secretary of State to record them. When, therefore, they are signed and sealed, the order for their being recorded is given, and, whether inserted inserted into the book or not, they are recorded.
When the heads of the departments of the Government are the political or confidential officers of the Executive, merely to execute the will of the President, or rather to act in cases in which the Executive possesses a constitutional or legal discretion, nothing can be more perfectly clear than that their acts are only politically examinable. But where a specific duty is assigned by law, and individual rights depend upon the performance of that duty, it seems equally clear that the individual who considers himself injured has a right to resort to the laws of his country for a remedy.
The President of the United States, by signing the commission, appointed Mr. Marbury a justice of the peace for the County of Washington, in the District of Columbia, and the seal of the United States, affixed thereto by the Secretary of State, is conclusive testimony of the verity of the signature, and of the completion of the appointment; and the appointment conferred on him a legal right to the office for the space of five years. Having this legal right to the office, he has a consequent right to the commission, a refusal to deliver which is a plain violation of that right for which the laws of the country afford him a remedy.
To render a mandamus a proper remedy, the officer to whom it is directed must be one to who.
Christian EthicsChristian ethics deeply align with absolutism. E.docxtroutmanboris
Christian Ethics
Christian ethics deeply align with absolutism. Ethical absolutism claims that moral principles do exist. According to Christians, God created moral absolutes. These absolutes can be seen in God’s revelation. God’s special and general revelation reveal his moral truths. This does not mean that only Christians can understand moral truths. Because humans are made in God’s image, they can recognize moral truths even if they do not believe in God
[1]
. These absolutes were instated by God. Therefore, they apply to all of humanity. This worldview is in direct opposition to the idea of relativism. Christian ethics cannot be viewed through a relativistic point of view. According to relativism, there is no moral truths. There is no absolute distinction between right and wrong within this way of thinking. Right and wrong can be decided by individuals or groups of people. Cultures decide what is right for themselves and their way of life. Even individuals have the ability to decide their own personal moral code. This can seem somewhat reasonable at times. Some things that were considered moral or immoral in the past are viewed differently today. Even with this understanding, Christians deny the idea of relativism. Christians hold to the belief that moral truths come from God. Therefore, these truths do not change. God himself never changes; therefore, his moral truths remain the same. According to Christian ethics, mankind is expected to hold to the moral absolutes mandated by God himself. This understanding is not compatible with relativism. Relativism makes no place of a God. From a relativistic point of view, mankind decides their own morality. Right and wrong are not fixed. In Christian ethics, right and wrong are permanently decided by the God of the universe.
The subjective aspects of Christian ethics can look similar to relativism. The areas that are somewhat subjective in Christian aspects are referred to as the liberties of a Christian. There are some matters that are not said to be morally wrong in the Bible. Some see these issues to be wrong; therefore, they are. Others do not find certain issues to be morally wrong. These individuals are claiming their Christian liberty. One of these issues is drinking alcohol. Some Christians believe that ingesting any amount of alcohol is morally wrong. According to the idea of Christian liberty, it would be wrong for the individuals who hold to this belief to drink alcohol. Others do not have this conviction and are not doing wrong by consuming alcohol. On the surface, the idea of Christian liberty can seem to be related to relativism, but upon closer inspection these ideas are not closely related. Christian liberty is a Biblical concept that harmonize well with the overall message of the Bible. Relativism is nowhere found in the Bible. The Bible is clear that there are universal moral laws. These laws are placed upon humanity by God himself. There are some areas where the Bible remain.
Christian Ethics BA 616 Business Ethics Definiti.docxtroutmanboris
Christian Ethics
BA 616 Business Ethics
Definition of Christian Ethics
A system of values based upon the Judeo/Christian Scriptures
Principles of behavior in concordance with the behaviors of Christian teachings
Standards of thought and behavior as taught by Jesus.
Discussion
What are some of the “ethical” attributes presented in the teachings of Jesus?
What are some ethical attributes presented in the teachings of other religious persons?
Quotes about Christian Ethics
Quotes on Christian Ethics
Recognize the value of work
“And when you reap the harvest of your land, you shall not reap your field right up to its edge, nor shall you gather the gleanings after your harvest. You shall leave them for the poor and for the sojourner: I am the Lord your God.” (Leviticus 23:22).
Do not give the poor the food, rather allow the poor to work for themselves
Discussion
What are examples of the value of work?
Today, some U.S. state governors are trying to get those “able bodied” individuals to work for welfare. They are meeting great resistance politically, why do you think this is?
The value of work
Confirmed by Elton Mayo
Fulfills social, psychological and economic needs of the individual
“If a man will not work, he shall not eat” (2 Thessalonians 3:10)
Christian Ethics
The fruit of a people that have inwardly committed their lives to Christ and are outwardly aligning their actions with His teachings.
“May the favor of the Lord our God rest on us; establish the work of our hands for us— yes, establish the work of our hands” (Psalms. 90:17).
Employees with a Christian Code of Ethics
Welcome accountability
Happy to show their efforts
A system of checks and balances
Sees possible training moment
Fosters collaboration with management
“Those who work their land will have abundant food, but those who chase fantasies have no sense” (Proverbs 12:11)
Employees with a Christian Code of Ethics
Not motivated by greed
Work is its own reward
Measure success in a non-monetary way
Seek payment for the work they do
Money is second to obedience
“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters” (Colossians 3:23).
Employees with a Christian Code of Ethics
Are highly productive
Are work focused
Work hard throughout the day
Find value in completing assigned tasks
Understand that they are there to work
“Diligent hands will rule, but laziness ends in forced labor” (Proverbs 12:24).
Employees with a Christian Code of Ethics
Have a strong work ethic
Believe in a Biblical perspective of work
Reliable
Recognize the value of work
Relate their job to their faith
“All hard work brings a profit, but mere talk leads only to poverty” (Proverbs 14:23)
Employees with a Christian Code of Ethics
Bring a cooperative spirit to the workplace
Supportive of management
Strong contribu.
CHPSI think you made a really good point that Howard lacks poli.docxtroutmanboris
CH/PS
I think you made a really good point that Howard lacks political aspects-especially for presidency. I have no heard his speeches quite yet (since I tend to stray away from politics altogether because people are so aggressive), do you think he is a great leader-type and is he charismatic at all? Great leaders, especially for presidency, should be honest, charismatic, and not only cater to the audience's needs but to the entire country's needs without sugar coating things.
Also, I am not sure what you mean by "In order to improve his leadership style, Jeff should change his model of carrying out business activities. This is because it can be copied and imitated by other companies (Mauri, 2016)".- how can it be imitted by other companies? In what way?
Do you think Jeff Bezos is a bad leader? and why?
CH/AR
I found your comparison of Howard Schultz and Jeff Bezos interesting and compelling. When I was looking at the list of leaders to select from, it was staggering to me how many of the corporate leaders have run or are planning to run for political office. I'm not sure, given our current political environment, that running a large corporation is the right background and experience for the leader of the United States. We'll see what happens in the next year and a half!
Amazon is an amazing, transformative company to watch. I work in the financial services industry and one of our leaders recently described our competition not as other financial services firms but as Amazon. Financial services firms pretty much all offer the same products and services and at a very reasonable price point. Amazon, however, has excelled in service delivery. I would imagine that at sometime in the future, Amazon will partner with a financial service firm to deliver products and services. I'll admit that I was and still am skeptical about Amazon's purchase of Whole Foods, but Bezos seems to be up for trying just about anything.
In your analysis of the two leaders, you didn't mention directly the challenges faced by either the leaders or the organization. Last year, Starbucks was all over the news regarding the incident involving two African American gentlemen and how they were treated by a manger at Starbucks. I'm curious how you or others in the class through about how Schultz led the organization through that crisis. Bezos, as well, has not been immune to controversy with his recent affair and divorce becoming public. How do the personal lives and behaviors of leader impact the organizations they lead? Should it matter?
SO
The first leader I chose to research is Sundar Pichai, the CEO of Google. Sundar began to show in interest in technology at an early age, and eventually earned a degree in Metallurgy, and an M.B.A from the Wharton School of the University of Pennsylvania. He then began working at Google in 2004 as the head of product management and development (Shepherd). From there, he assisted in the development of many different departme.
More Related Content
Similar to Choosing your literary essay topic on Disgrace by J. M. Coetzee .docx
Required ProceduresRead Disgrace by J. M. Coetzee in its anitramcroberts
Required Procedures:
Read
Disgrace
by J. M. Coetzee in its entirety before beginning your paper. Take notes as you read. Mark some interesting passages and save necessary source information (such as page numbers) for your in-text documentation and your Works Cited list.
Do not simply repeat or summarize the story.
Write your well-constructed thesis, topic sentences, supporting details roughly before beginning.
Do some research. It's important to know a bit about apartheid and post-apartheid South Africa before you begin the paper. Take notes and save necessary source information for your Works Cited list.
Use at least
two
outside sources from scholarly sites or journals.
Write a minimum 850-word (or more if necessary) for a good literary essay.
Use formal language and the third person, avoiding personal anecdotes and eliminating all references to yourself at all (I believe, in my opinion, etc).
Revise, edit, and proofread, proofread, proofread. It's easy to make mistakes. Correct them before you submit your paper.
Topic*Symbolism in the novel*
...
English 102 Literary Research Paper I. DEFINING THE RESE.docxkhanpaulita
English 102: Literary Research Paper
I. DEFINING THE RESEARCH PAPER
A literary research paper--unlike a research paper on abortion or euthanasia--focuses on critically
analyzing/interpreting the meaning of literature. What's more, the term "research" implies that you will be
incorporating research from reputable secondary sources into your paper. In short, you will be
analyzing/interpreting a piece (or several pieces) of literature and supporting your analysis with
"research."
The research paper must be at least eight (8) pages in length, and it must adhere to MLA standards and
guidelines. Further, you must include a minimum of seven (7) sources in your paper, six (6) of which must
be considered "secondary sources" (explained below), and it must include a "Works Cited" page.
II. GETTING STARTED
Your first step in writing the research paper is to decide which author (or authors) you would like to write
about. You are required to make your selection(s) from the authors we have discussed this
semester, although you are more than welcome to find texts from your chosen author(s) that were not
included on the syllabus.
After you have decided which author (or authors) you are interested in writing about, you need to decide
which texts to include in your discussion; this may change as the paper progresses, but you should begin
with a clear idea of which texts you would like to include in your analysis.
The next and most obvious step in the process is to read and then reread--several times--the text or texts
you have chosen. In order to say something meaningful about a text, you need to know it backward and
forward. As one critic relates, you need to "have a sure sense of what the work itself is like, how its parts
function, what ideas it expresses, how it creates particular effects, and what your responses are." In short,
read, reread, and then when you think you are done, read some more.
After you are comfortable with your knowledge of the text (or texts), the next step is to develop an angle
of analysis. In other words, you need to decide how you want to approach and organize your paper.
There are several different ways to organize a literary research paper, but more likely than not you will
want to adopt one of the following organizing principles:
A. Literary Elements: A research paper that is organized around literary elements generally
includes a focused discussion on one or more of the following: setting, speaker, symbolism, irony,
imagery, tone, language, etc.
B. Themes: A research paper that is organized around a theme, such as death, life, love, race,
gender, class, cultural identity, etc., generally includes a focused discussion on the role a
particular theme plays in several pieces of literature.
C. Critical Approaches: Whether you knew it or not, you adopted a specific approach to analyzing
literature in both of the essays you wrote for class, namely a "formalist" approach to
int.
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.
Please if I choose you to do the homework. Revise it before posting .docxlorindajamieson
Please if I choose you to do the homework. Revise it before posting it I do not want to check the answer and haver to do a lot of corrections.
The essay has to be based on David Lurie Character
Write a literary essay on
Disgrace
by J. M. Coetzee
Novel:
Disgrace
by J. M. Coetzee
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem that many students have, which is to hold the erroneous assumption that simply retelling what happened in detail is good enough (no, it is not). Plot summary is necessary, but not the intended goal in a literary essay.
Criteria:
In addition to being written at college level, your essay must meet the following criteria.
Include an introduction with a clear thesis statement, body paragraphs, and a conclusion.
Use specific supporting details from the book and at least two from outside sources.Go to the Miami Dade Databases (not Google) for your sources.
The following are
not
acceptable sources:
Class Lecture Notes
Textbooks
Study Guides (SparkNotes, Cliff Notes, BookRags etc.)
Wikipedia/ Encyclopedias
Dictionaries
Popular Magazines (
People
,
Glamour
etc.)
Popular information websites such as about.com or Ask.com
Personal Blogs
Why not?
Because for one, they are not original sources. Encyclopedias and textbooks are useful to provide an overview or introduction to a topic for complete beginners. These are meant to get you started on a subject. They are not research documents.
Wikipedia:
Many instructors forbid reference to Wikipedia at all. Some professors do allow its use, and the use of encyclopedias in general, but don't do it. It's generally reliable for checking routine facts and extremely specialized topics, but Wikipedia, actually all encyclopedias suffer from the problem that they are not a primary sources. Wikipedia has the added problem that although it is working on correcting errors, it still has weak quality control. It is susceptible to deliberate sabotage, vandalism, even censorship. So don't use it if you're not familiar enough with the subject matter to spot biases or errors, and don't cite it in any academic paper at all.
Use at least
three quotes
from the book.
When citing your sources, use MLA style for literary essays. It is helpful to keep your handbook open to the MLA tab as you write.
Minimum 750 words
Language: This is a composition class -- your writing and grammar count.
.
Christian Schussele Men of ProgressOil on canvas, 1862Coope.docxtroutmanboris
Christian Schussele Men of Progress
Oil on canvas, 1862
Cooper Union, New York, New York
Transfer from the National Gallery of Art; gift of Andrew W. Mellon, 1942
NPG.65.60
Edward Sorel, “People of Progress” 1999, Cooper Union, New York, New York
Syllabus
The clerks of the Department of State of the United States may be called upon to give evidence of transactions in the Department which are not of a confidential character.
The Secretary of State cannot be called upon as a witness to state transactions of a confidential nature which may have occurred in his Department. But he may be called upon to give testimony of circumstances which were not of that character.
Clerks in the Department of State were directed to be sworn, subject to objections to questions upon confidential matters.
Some point of time must be taken when the power of the Executive over an officer, not removable at his will, must cease. That point of time must be when the constitutional power of appointment has been exercised. And the power has been exercised when the last act required from the person possessing the power has been performed. This last act is the signature of the commission.
If the act of livery be necessary to give validity to the commission of an officer, it has been delivered when executed, and given to the Secretary of State for the purpose of being sealed, recorded, and transmitted to the party.
In cases of commissions to public officers, the law orders the Secretary of State to record them. When, therefore, they are signed and sealed, the order for their being recorded is given, and, whether inserted inserted into the book or not, they are recorded.
When the heads of the departments of the Government are the political or confidential officers of the Executive, merely to execute the will of the President, or rather to act in cases in which the Executive possesses a constitutional or legal discretion, nothing can be more perfectly clear than that their acts are only politically examinable. But where a specific duty is assigned by law, and individual rights depend upon the performance of that duty, it seems equally clear that the individual who considers himself injured has a right to resort to the laws of his country for a remedy.
The President of the United States, by signing the commission, appointed Mr. Marbury a justice of the peace for the County of Washington, in the District of Columbia, and the seal of the United States, affixed thereto by the Secretary of State, is conclusive testimony of the verity of the signature, and of the completion of the appointment; and the appointment conferred on him a legal right to the office for the space of five years. Having this legal right to the office, he has a consequent right to the commission, a refusal to deliver which is a plain violation of that right for which the laws of the country afford him a remedy.
To render a mandamus a proper remedy, the officer to whom it is directed must be one to who.
Christian EthicsChristian ethics deeply align with absolutism. E.docxtroutmanboris
Christian Ethics
Christian ethics deeply align with absolutism. Ethical absolutism claims that moral principles do exist. According to Christians, God created moral absolutes. These absolutes can be seen in God’s revelation. God’s special and general revelation reveal his moral truths. This does not mean that only Christians can understand moral truths. Because humans are made in God’s image, they can recognize moral truths even if they do not believe in God
[1]
. These absolutes were instated by God. Therefore, they apply to all of humanity. This worldview is in direct opposition to the idea of relativism. Christian ethics cannot be viewed through a relativistic point of view. According to relativism, there is no moral truths. There is no absolute distinction between right and wrong within this way of thinking. Right and wrong can be decided by individuals or groups of people. Cultures decide what is right for themselves and their way of life. Even individuals have the ability to decide their own personal moral code. This can seem somewhat reasonable at times. Some things that were considered moral or immoral in the past are viewed differently today. Even with this understanding, Christians deny the idea of relativism. Christians hold to the belief that moral truths come from God. Therefore, these truths do not change. God himself never changes; therefore, his moral truths remain the same. According to Christian ethics, mankind is expected to hold to the moral absolutes mandated by God himself. This understanding is not compatible with relativism. Relativism makes no place of a God. From a relativistic point of view, mankind decides their own morality. Right and wrong are not fixed. In Christian ethics, right and wrong are permanently decided by the God of the universe.
The subjective aspects of Christian ethics can look similar to relativism. The areas that are somewhat subjective in Christian aspects are referred to as the liberties of a Christian. There are some matters that are not said to be morally wrong in the Bible. Some see these issues to be wrong; therefore, they are. Others do not find certain issues to be morally wrong. These individuals are claiming their Christian liberty. One of these issues is drinking alcohol. Some Christians believe that ingesting any amount of alcohol is morally wrong. According to the idea of Christian liberty, it would be wrong for the individuals who hold to this belief to drink alcohol. Others do not have this conviction and are not doing wrong by consuming alcohol. On the surface, the idea of Christian liberty can seem to be related to relativism, but upon closer inspection these ideas are not closely related. Christian liberty is a Biblical concept that harmonize well with the overall message of the Bible. Relativism is nowhere found in the Bible. The Bible is clear that there are universal moral laws. These laws are placed upon humanity by God himself. There are some areas where the Bible remain.
Christian Ethics BA 616 Business Ethics Definiti.docxtroutmanboris
Christian Ethics
BA 616 Business Ethics
Definition of Christian Ethics
A system of values based upon the Judeo/Christian Scriptures
Principles of behavior in concordance with the behaviors of Christian teachings
Standards of thought and behavior as taught by Jesus.
Discussion
What are some of the “ethical” attributes presented in the teachings of Jesus?
What are some ethical attributes presented in the teachings of other religious persons?
Quotes about Christian Ethics
Quotes on Christian Ethics
Recognize the value of work
“And when you reap the harvest of your land, you shall not reap your field right up to its edge, nor shall you gather the gleanings after your harvest. You shall leave them for the poor and for the sojourner: I am the Lord your God.” (Leviticus 23:22).
Do not give the poor the food, rather allow the poor to work for themselves
Discussion
What are examples of the value of work?
Today, some U.S. state governors are trying to get those “able bodied” individuals to work for welfare. They are meeting great resistance politically, why do you think this is?
The value of work
Confirmed by Elton Mayo
Fulfills social, psychological and economic needs of the individual
“If a man will not work, he shall not eat” (2 Thessalonians 3:10)
Christian Ethics
The fruit of a people that have inwardly committed their lives to Christ and are outwardly aligning their actions with His teachings.
“May the favor of the Lord our God rest on us; establish the work of our hands for us— yes, establish the work of our hands” (Psalms. 90:17).
Employees with a Christian Code of Ethics
Welcome accountability
Happy to show their efforts
A system of checks and balances
Sees possible training moment
Fosters collaboration with management
“Those who work their land will have abundant food, but those who chase fantasies have no sense” (Proverbs 12:11)
Employees with a Christian Code of Ethics
Not motivated by greed
Work is its own reward
Measure success in a non-monetary way
Seek payment for the work they do
Money is second to obedience
“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters” (Colossians 3:23).
Employees with a Christian Code of Ethics
Are highly productive
Are work focused
Work hard throughout the day
Find value in completing assigned tasks
Understand that they are there to work
“Diligent hands will rule, but laziness ends in forced labor” (Proverbs 12:24).
Employees with a Christian Code of Ethics
Have a strong work ethic
Believe in a Biblical perspective of work
Reliable
Recognize the value of work
Relate their job to their faith
“All hard work brings a profit, but mere talk leads only to poverty” (Proverbs 14:23)
Employees with a Christian Code of Ethics
Bring a cooperative spirit to the workplace
Supportive of management
Strong contribu.
CHPSI think you made a really good point that Howard lacks poli.docxtroutmanboris
CH/PS
I think you made a really good point that Howard lacks political aspects-especially for presidency. I have no heard his speeches quite yet (since I tend to stray away from politics altogether because people are so aggressive), do you think he is a great leader-type and is he charismatic at all? Great leaders, especially for presidency, should be honest, charismatic, and not only cater to the audience's needs but to the entire country's needs without sugar coating things.
Also, I am not sure what you mean by "In order to improve his leadership style, Jeff should change his model of carrying out business activities. This is because it can be copied and imitated by other companies (Mauri, 2016)".- how can it be imitted by other companies? In what way?
Do you think Jeff Bezos is a bad leader? and why?
CH/AR
I found your comparison of Howard Schultz and Jeff Bezos interesting and compelling. When I was looking at the list of leaders to select from, it was staggering to me how many of the corporate leaders have run or are planning to run for political office. I'm not sure, given our current political environment, that running a large corporation is the right background and experience for the leader of the United States. We'll see what happens in the next year and a half!
Amazon is an amazing, transformative company to watch. I work in the financial services industry and one of our leaders recently described our competition not as other financial services firms but as Amazon. Financial services firms pretty much all offer the same products and services and at a very reasonable price point. Amazon, however, has excelled in service delivery. I would imagine that at sometime in the future, Amazon will partner with a financial service firm to deliver products and services. I'll admit that I was and still am skeptical about Amazon's purchase of Whole Foods, but Bezos seems to be up for trying just about anything.
In your analysis of the two leaders, you didn't mention directly the challenges faced by either the leaders or the organization. Last year, Starbucks was all over the news regarding the incident involving two African American gentlemen and how they were treated by a manger at Starbucks. I'm curious how you or others in the class through about how Schultz led the organization through that crisis. Bezos, as well, has not been immune to controversy with his recent affair and divorce becoming public. How do the personal lives and behaviors of leader impact the organizations they lead? Should it matter?
SO
The first leader I chose to research is Sundar Pichai, the CEO of Google. Sundar began to show in interest in technology at an early age, and eventually earned a degree in Metallurgy, and an M.B.A from the Wharton School of the University of Pennsylvania. He then began working at Google in 2004 as the head of product management and development (Shepherd). From there, he assisted in the development of many different departme.
Chosen brand CHANELStudents are required to research a fash.docxtroutmanboris
Chosen brand:
CHANEL
Students are required to research a fashion brand of their choice and analyze its positioning strategy in the market.
● The report will assess students’ ability to collect data, in an efficient manner and use this data to scrutinise the marketing aspects of a fashion brand.
● The report will be covering the following subjects:
1. Analysis Of The Macro And Micro-environment of the brand.
2. Positioning Strategy Of The Brand: Target Customer(Pen Portrait)
3. Competitor Analysis.
4. Critical evaluation of the marketing communications strategy of the brand
supporting the development of the individual report, using relevant PRIMARY and SECONDARY RESEARCH.
NB: Please kindly devise a survey (Google forms) and make up some responses to it so as to then incorporate PRIMARY results into the report. Thanks
see attached file
word count: 2000 words
.
Chose one person to reply to ALBORES 1. Were Manning’s acti.docxtroutmanboris
Chose one person to reply to:
ALBORES
1. Were Manning’s actions legal under the Foreign Corrupt Practices Act, and what are the possible penalties for violating the act?
The Foreign Corrupt Practices Act states (1977) “It shall be unlawful for any issuer...to offer, payment, promise to pay, or authorization of the payment of any money, or offer, gift, promise to give... “. Manning assumed the duty of an issuer because he attended dinner with the prime minister to discuss the contract. Then, Manning offered to fly the prime minister to New York, which he then promised to pay for all of the prime minister's expenses. However, according to the Foreign Corrupt Practices Act (1977) a promise or offer is acceptable if the expense was ”reasonable and bona fide expenditure, such as travel and lodging expenses, incurred by or on behalf of a foreign official… was directly related to the promotion, demonstration, or explanation of products or services”. Manning promised to fly out the prime minister because he wanted to “discuss business further” (UMUC, 2019). Further, Manning used company funds to take the prime minister to luxurious activities and restaurants because he wanted to retain the contract from the prime minister.
Even though Manning did not directly give money to the prime minister, he authorized payment for the prime minster’s two-week stay, which did not involve discussing the contract. Out of the two weeks, business was only conducted for a day. In addition, Manning can be held responsible for bribing the customs officials at Neristan. According to the Foreign Corrupt Practices Act (1977), it is unlawful to influence “any act or decision of such foreign official in his official capacity... omit to do any act in violation of the lawful duty of such official”. Manning influenced the customs officials because Manning gave each custom official $100 to clear the shipment. Custom officials act on behalf of the Neristan government and sometimes require large shipments to be inspected. Manny will likely be held responsible for offering payment to the customs officials in exchange for expediting the company’s shipment.
If Manning violated the Foreign Corrupt Practices Act, he could face imprisonment. Also, the company may have to pay the penalty. The penalty for violating the act is “a fine of up to $2 million per violation. Likewise, an individual may face up to five years in prison and/or a fine of $250,000 per violation of the anti-bribery provision” (Woody, 2018, p. 275).
2. Were Manning’s actions legal under the UK Bribery Act and what are the possible penalties for violating the act?
Based on the UK Bribery Act (2010), an individual is guilty of bribing an official if “intention is to influence F (government official) in F's capacity as a foreign public official...intend to obtain or retain business, or an advantage in the conduct of business.”. Manning bribed the prime minister because he stated: “If, after we are done conducting busi.
Choosing your Philosophical Question The Final Project is an opp.docxtroutmanboris
Choosing your Philosophical Question
The Final Project is an opportunity for you to investigate one of the discussion questions to a much greater degree than in the forums. For your Final Project you will choose a philosophical question (stage 1), conduct an analysis of the claims and arguments relevant to the question by reading the primary texts of the philosopher (stage 2), and then take a position on the chosen question and offer an argument in support of your position (stage 3).
For this first stage of your Final Project assignment, (a) choose a question that appears as a discussion question (listed below, with some exceptions). You may choose one that you have previously begun to answer in the discussion forums, or one that you have yet to consider, then (b) explain briefly why you are interested in exploring this philosopher, the primary text and the question further. Submit this assignment on a Word .docx.
Week Four: Philosopher: Thomas Aquinas, Primary Text: Summa Theologica, Part 1, Question 2, Article 1-3
Q1. Does God really exist?
Question to write on, and answer the question fully in all its parts. Be mindful of the question. You are making a claim about something and offering support for it. Try to use examples from the Primary Texts you have read and/or your own experiences in that support.
DISCUSSION QUESTION CHOICE #1: Philosophy of Religion. Study Aquinas' five "ways" of demonstrating God's existence in the learning resources then engage in the study of ontology by examining your belief in God:
Answer the question: Does God really exist?
Use Aquinas and your own reasoning in your argument.
Kreeft, Peter. A Shorter Summa: The Essential Philosophical Passages of St. Thomas Aquinas'
Summa Theologica, Ignatius Press (San Francisco, 1993), chapter II.
Summa Theologica, Part 1, Question 2, Articles 1-3
The Existence of God
Because the chief aim of sacred doctrine is to teach the knowledge of God, not only as He is in
Himself, but also as He is the beginning of things and their last end, and especially of rational
creatures, as is clear from what has been already said, therefore, in our endeavor to expound this
science, we shall treat: (1) Of God; (2) Of the rational creature’s advance towards God; (3) Of
Christ, Who as man, is our way to God.
In treating of God there will be a threefold division: For we shall consider (1) Whatever concerns
the Divine Essence; (2) Whatever concerns the distinctions of Persons; (3) Whatever concerns the
procession of creatures from Him
Concerning the Divine Essence, we must consider: (1) Whether God exists? (2) The manner of His
existence, or, rather, what is not the manner of His existence; (3) Whatever concerns His
operations — namely, His knowledge, will, power.
Concerning the first, there are three points of inquiry: (1) Whether the proposition “God exists” is
self-evident? (2) Whether it is demonstrable? (3) Whether God exists?-
FIRST ARTICLE
Whether the Existence .
Choosing Your Research Method in a NutshellBy James Rice and.docxtroutmanboris
Choosing Your Research Method in a Nutshell
By James Rice and Marilyn K. Simon
Research Method Brief Type
Action research Participatory ‐ problem identification, solution,
solution review
III
Appreciative inquiry Helps groups identify solutions III, IV
Case Study research Group observation to determine how and why a
situation exists
III
Causal‐comparative research Identify causal relationship among variable that
can't be controlled
IV
Content analysis Analyze text and make inferences IV
Correlational research Collect data and determine level of correlation
between variables
I
Critical Incident technique Identification of determining incident of a critical
event
III
Delphi research Analysis of expert knowledge to forecast future
events
I, IV
Descriptive research Study of "as is" phenomena I
Design based research/ decision analysis Identify meaningful change in practices II
Ethnographic Cultural observation of a group
Evaluation research Study the effectiveness of an intervention or
program
IV
Experimental research Study the effect of manipulating a variable or
variables
II
Factor analysis Statistically assess the relationship between large
numbers of variables
I
Grounded Theory Produce a theory that explains a process based on
observation
III, IV
Hermeneutic research Study the meaning of subjects/texts (exegetics is
text only) by concentrating on the historical
meaning of the experience and its developmental
and cumulative effects on the individual and society
III
Historical research historical data collection and analysis of person or
organization
IV
Meta‐analysis research Seek patterns in data collected by other studies and
formulate principals
Narrative research Study of a single person's experiences
Needs assessment Systematic process of determine the needs of a
defined demographic population
Phenomenography Answer questions about thinking and learning
Phenomenology Make sense of lived experiences of participants
regarding a specified phenomenon.
III, IV
Quasi‐experimental Manipulation of variables in populations without
benefit of random assignment or control group.
II
Q‐method A mixed‐method approach to study subjectivity ‐
patterns of thought
I
Regression‐discontinuity design (RD) Cut‐off score assignment of participants to group
(non‐random) used to study effectiveness of an
intervention
II
Repertory grid analysis Interview process to determine how a person
interprets the meaning of an experience
I
Retrospective record review Study of historic data collected about a prior
intervention (both effected and control group)
II
Semiology Studies the meaning of symbols II, III
Situational analysis Post‐modernist approach to grounded theory
(holistic view rather than isolated variables) by
studying lived experiences around a phenomenon
Trend Analysis research Formulate a f.
Choose two of the systems (education, work, the military, and im.docxtroutmanboris
Choose
two
of the systems (education, work, the military, and immigration). Explain how they fit into the domain of social work and the social justice issues social workers should be aware of in these systems.
How does the education, military, workplace, or immigration system rely on social workers?
What is one social justice issue found in education, the military, the workplace, or immigration that influences the practice of social work?
.
Choose two disorders from the categories presented this week.C.docxtroutmanboris
Choose
two disorders from the categories presented this week.
Create
a 15- to 20-slide Microsoft® PowerPoint® presentation that includes the following:
Describes the disorders and explains their differences
Discusses how these disorders are influenced by the legal system
Discusses how the legal system is influenced by these disorders
Include
a minimum of two peer-reviewed sources.
Format
your presentation consistent with APA guidelines.
Submit
your assignment.
*3 slides on How is the legal system influenced by schizophrenia with speaker notes*
.
Choose ONE of the following topics Length 750-900 words, .docxtroutmanboris
Choose
ONE
of the following topics
Length:
750-900 words, double spaced, 12 pt. font
Identify the different forms of religious groups that are comprised in the typology outlined by the classic sociologists of religion. Explain the basic characteristics of each and provide examples.
Establish a distinction between the popular misuses of the term "myth" and its meaning in the scholarly context of Religious Studies. Explain the functions of myth according to the scholar Joseph Campbell.
.
Choose one of the following topicsAmerica A Narrative.docxtroutmanboris
Choose
one
of the following topics
America: A Narrative History
notes Thomas Jefferson's election to the presidency set the tone of "republican simplicity". In what ways was this still true in 1850 following the "Market Revolution" and in what ways was it not?
Connect the technological improvements in water transportation of the early 19th century to the territory acquired in the LA Purchase.
.
Choose one of the following topics below. Comparecont.docxtroutmanboris
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
500 words
.
Choose one of the following topics below. Comparecon.docxtroutmanboris
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
requirement of this assignment
Write a 500 word essay
.
Choose one of the states of RacialCultural Identity Development.docxtroutmanboris
Choose one of the states of Racial/Cultural Identity Developmental Model and reflect on how you will intervine with a client in that stage.
Stages:
Conformity
Dissonance and Appreciating
Resistance and immersion
Introspection
Integrative Awareness
.
Choose one of the following topicsNative AmericansWomenEnvi.docxtroutmanboris
Choose
one of the following topics:
Native Americans
Women
Environment
Latin Americans
Sexual liberation
Read
at least three different newspaper articles between 1968 and 1980 that cover important changes affecting your topic. In the University Library, use the ProQuest
®
historical newspaper archive (available under
General Resources > ProQuest >
Advanced Search
>
Search Options
>
Source Type
), which includes the following major newspapers, among others:
New York Times
Washington Post
Wall Street Journal
Los Angeles Times
Christian Science Monitor
Write
a 700- to 1,050-word paper in which you describe the status of the chosen group or idea and how that group or idea was affected by the changes brought about during the 1960s. Include information gleaned from the newspaper articles as well as other material.
.
Choose one of the following films for review (with faculty’s appro.docxtroutmanboris
Choose
one of the following films for review (with faculty’s approval). Put yourself in the movie by choosing one character to follow. What cultural issues would you face? What are cultural challenges? Write a short paper describing the film and your observations. Present your findings in class.
•
Secret Lives of Bees
•
Chocolate
•
Under the Same Moon
•
Maid in Manhattan
•
Walk in the Clouds
•
Get Rich or Die Trying (Gang Culture
) "I like this one"
•
Mu
lan
•
Mississippi Burning
•
A Time to Kill - "
I Also like this one
"
•
Only Fools Rush In
.
Choose and complete one of the two assignment options.docxtroutmanboris
Choose
and
complete
one of the two assignment options:
Option 1: Forecasting Comparison Presentation
Identify
a state, local, or federal policy that impacts your organization or community.
Create
an 8- to 10-slide Microsoft® PowerPoint® presentation in which you complete the following:
Describe how forecasting can be used to implement this policy and highlight any limitations of the usage of forecasting.
Compare and contrast the different forms of forecasting used to aid decision-makers when evaluating policy outcomes.
Discuss the types of information needed to ensure forecasts are accurate.
Analyze the relationship between forecasting, monitoring of observed policy outcomes, and normative futures in goals and agenda setting.
Include
speaker notes with each slide. The presentation should also contain and at least four peer-reviewed references from the University Library.
I live in Lawrence, KS if you can find a policy within this community.
.
Choose a personality disorder.Create an 8- to 10-slide Micro.docxtroutmanboris
Choose
a personality disorder.
Create
an 8- to 10-slide Microsoft® PowerPoint® presentation on your personality disorder. Include the following:
Describe the personality disorder.
Outline the behavioral symptoms of the personality disorder.
Provide examples of the behavioral symptoms.
Describe possible causes of the personality disorder.
Briefly contrast your assigned disorder with another personality disorder, and explain their differences.
Include
a minimum of two sources.
Format
any citations in your presentation consistent with APA guidelines.
Submit
your assignment.
include speaker notes
.
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.
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
For more information, visit-www.vavaclasses.com
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.
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!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Choosing your literary essay topic on Disgrace by J. M. Coetzee .docx
1. Choosing your literary essay topic on
Disgrace
by J. M. Coetzee is the first step to writing your literary
analysis paper.
After reading the novel, you should be able to decide in which
direction you'd like to take your paper.
Topics/ approaches
(Focus on only one of the following, though some may
overlap):
Analyze one of the minor characters, such as Petrus.
Example
: Analyze not only the chosen characters' personality but also
what role they played in advancing the overall theme of the
novel.
The protagonist's conflict, the hurdles to be overcome, and how
he resolves it.
Examples:
It could be hope for change, both in South Africa and in David
Lurie. OR: the disgrace David Lurie has suffered over the
affair with a student and how that matches the disgrace South
Africa has suffered through apartheid.
2. The function of setting to reinforce theme and characterization.
Example
: post-apartheid South Africa is a setting arguably more
important than anything else in the novel. Your outside sources
would be a bit of history concerning apartheid.The use of
literary devices to communicate theme: imagery, metaphor,
symbolism, foreshadowing, irony
Symbolism in the novel--
Examples:
Determine if David Lurie represents the old, white authorities
of South Africa, while Lucy represents the new white people of
South Africa. OR: Analyze what dogs symbolize in this story.
Another example: What is symbolized by the opera David Lurie
is writing on Byron?
Careful examination of one or more central scenes and its/their
crucial role in plot development, resolution of conflict, and
exposition of the theme.
Example:
Analyze one or more scenes in which hope that change for the
better is possible through a character's remorse and subsequent
action, for example, the scene in which David Lurie apologizes
to the parents OR the scene in which Lucy gets raped.
The possible issue to be addressed in introduction or
conclusion:
Characteristics that make the work typical (or atypical) of the
3. period, the setting, or the author that produced it. For this
information, you must go to a library database (you must read
"How to Access Miami Dade Databases" if you don't know
how) or a valid search site, such as Google Scholar (there is
often a fee for this one).
Do
not
open or close with biographical material on the author.
Biographical material is important as it influences the author’s
writing only and should not be a focus of your paper.
Guidelines for Literary Essay
Be aware that you will be writing about a novel, which in its
broadest sense is any extended fictional narrative almost
always in prose, in which the representation of character is
often the focus. Good authors use the elements of fiction, such
as plot, theme, setting etc. purposefully, with a very clear goal
in mind. One of the paths to literary analysis is to discover
what the author's purpose is with each of his choices. Avoid the
problem that many students have, which is to hold the
erroneous assumption that simply retelling what happened in
detail is good enough (no, it is not). Plot summary is necessary,
but not the intended goal in a literary essay.
Criteria:
In addition to being written at college level, your essay must
meet the following criteria.
Include an introduction with a clear thesis statement, body
paragraphs, and a conclusion.
4. Use at least
three quotes
from the book.
When citing your sources, use MLA style for literary essays. It
is helpful to keep your handbook open to the MLA tab as you
write.
Minimum 850 words (more complex topics might require more)
Language: This is a composition class -- your writing and
grammar count.
Use specific supporting details from the book and at least two
from outside sources.Go to the Miami Dade Databases (not
Google) for your sources.
The following are not acceptable sources:
Class Lecture Notes
Textbooks
5. Study Guides (SparkNotes, Cliff Notes, BookRags etc.)
Wikipedia/ Encyclopedias
Dictionaries
Popular Magazines (
People
,
Glamour
etc.)
Popular information websites such as
about.com
or
Ask.com
Personal Blogs
Why not?
Because for one, they are not original sources. Encyclopedias
and textbooks are useful to provide an overview or introduction
to a topic for complete beginners. These are meant to get you
started on a subject. They are not research documents.
Wikipedia:
Many instructors forbid reference to Wikipedia at all. Some
professors do allow its use, and the use of encyclopedias in
general, but don't do it. It's generally reliable for checking
routine facts and extremely specialized topics, but Wikipedia,
actually all encyclopedias suffer from the problem that they are
not a primary sources. Wikipedia has the added problem that
although it is working on correcting errors, it still has weak
quality control. It is susceptible to deliberate sabotage,
vandalism, even censorship. So don't use it if you're not
6. familiar enough with the subject matter to spot biases or errors,
and don't cite it in any academic paper at all.
Required Procedures:
Read
Disgrace
by J. M. Coetzee in its entirety before beginning your paper.
Take notes as you read. Mark some interesting passages and
save necessary source information (such as page numbers) for
your in-text documentation and your Works Cited list.
Think about the topic and approach you chose located in the
Topics and Approaches page. Do not simply repeat or
summarize the story.
Write your well-constructed thesis, topic sentences, supporting
details roughly before beginning.
Do some research. It's important to know a bit about apartheid
and post-apartheid South Africa before you begin the paper.
Take notes and save necessary source information for your
Works Cited list.
Use at least
two
outside sources from scholarly sites or journals.
Look at sample papers to refresh your memory concerning the
7. format in
Rules for Writers
, 8th edition.
Write a minimum 850-word (or more if necessary) for a good
literary essay.
Use formal language and the third person, avoiding personal
anecdotes and eliminating all references to yourself at all (I
believe, in my opinion, etc).
Revise, edit, and proofread, proofread, proofread. It's easy to
make mistakes. Correct them before you submit your paper.You
may also use any of the writing labs and centers in any MDC
campus, where a tutor might help you. There are some sites
that help you catch grammar errors, such as GrammarRater, but
remember, they're not human and don't read for content, so
they miss things (often).
Remember:
While you assemble your sources, keep your handbook open (or
your online source handy).
There are too many details to remember everything.