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For this paper choose two mythological narratives that we have examined so far in this course, or that you are otherwise personally familiar with. The two myths that you choose should have one or more elements in common, possibly including (but not limited to): Overarching story (e.g., creation, flood) or story elements (e.g., descent into the underworld, establishment of divine rulership, rapture of mortals by gods, divine disguise) Narrative structure (e.g., repetitive patterns, discursion) Themes (e.g., love, jealousy, mortality, revenge, mutability/transformation, limits of human power/knowledge) Characters (e.g., tricksters) Cultural functions (e.g., reinforcement of societal norms, explanation of origins of society, explanation of natural phenomena, incorporation in ritual practices, entertainment) Compare and contrast the two myths you choose, taking into consideration the various elements noted above and any others you deem relevant. (In making comparisons, you do not necessarily need to apply the specifically "comparativist" approach discussed in the course as one historical strand of mythological analysis.) While you are welcome to reference external sources, this is not a research paper and the use of secondary sources is not required or expected. If you choose to examine a myth not discussed in the course, however, please indicate the source from which you have taken this. .
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Ms. c. badeaux engl 102 i1spring 2021essay ii a significant
Ms. c. badeaux engl 102 i1spring 2021essay ii a significant
you will describe the context of your historical event using evidenc
you will describe the context of your historical event using evidence from the sources you have explored. You should focus on a particular historical perspective (social, political, economic) to describe what was occurring at the time.
My topic is Climate change and environmental issues, The Chernobyl nuclear accident.
Specifically, you must address the following rubric criteria:
Describe the
historical context
surrounding your historical event.
Use one of the perspectives mentioned in this module’s overview (social, political, economic) to focus your description and highlight particular influences on the event.
Describe a key
historical figure or group’s participation
in your historical event.
In your description, identify that figure or group’s position/role in society and their role in the event.
Explain the key
historical figure or group’s motivation
to participate in your historical event.
In your explanation, include how you think the figure’s or group’s beliefs, assumptions, and values influenced how they perceived the event and the person’s ability to directly or indirectly affect it.
Articulate how the historical
context caused or influenced
your chosen historical event.
How do you think what was going on in broader society at the time impacted your historical event?
Explain how
connecting your historical event and current event
improves the understanding of your topic.
How do you think using your historical event to explore the roots of your current event might help you better understand your topic (climate change, political protest, human rights/inequality, or global trade)?
...
PURPOSE To continue practicing literary analysis via a specific l.docx
PURPOSE:
To continue practicing literary analysis via a specific lens (or combination). You’ll again analyze a piece of fiction using the fundamental premises and rules of interpretation outlined by a school of criticism, but this time you’re going to do extrinsic as well as intrinsic analysis. While you’ll use outside sources to analyze your chosen literary text, you’ll still need to analyze elements of the text. Sometimes textual analysis is lost in service of contextual articles and essays, so you’ll want to ensure you balance both here.
While you need to use several sources aside from the literary text, this isn’t a research paper. Rather, it’s a literary analysis supplemented with several outside sources that will prepare you for the research paper. You will likely have to do very little research as I provide a good deal of source material for you – I want you to focus on why we use certain kind of sources and incorporate them fluidly, not finding them.
***If you choose to write about
The Handmaid’s Tale,
you will have quick access to multiple critical essays that respond to/analyze the novel. If you choose to write about a film, you’ll have access to multiple theoretical essays that will help you build your approach (and I’ll post a few essays about several of the films as I find them, but you will likely need to find at least one source on the film).
_______________________________________________________________________
ASSIGNMENT:
In a 6-8 page, MLA-formatted paper, analyze a)
The Handmaid’s Tale
or b) a dystopic film (see choices below).
****Your paper must include direct quotes from your chosen text that support your examples and thesis, a clear and thoughtful thesis (see sample
Handmaid
paper), direct quotes from your outside sources
and a Works Cited page.
You must use two
but no more than four outside sources.
1.)
You need to use at least one written analysis of your text
, whether it’s the novel or the film (“practical criticism”). This is the same thing you’re doing.
Ideally, this literary analysis will be your scholarly source.
If you cannot find a scholarly source for a film, you can use a popular source – just look for something credible, written through a theoretical lens (ideally Marxism or Feminism, but anything that analyzes race, ethnicity, social class/stratification, identity/identity politics, discourse/politicized language, ideology, sexuality, gender, characterization of women, portrayals femininity and masculinity, etc. can work. You can find a scholarly source on something else.
2. An essay that explores/critiques the genre/subgenre, an author or your chosen theoretical lens – or both.
So, a source exploring dystopias (in general or topically), the use of/developments in/responses to the theory. If you don’t use a scholarly source for the above, try to find an appropriate one in this pool.
Examples:
From the scholarly anthology
The Dystopian Impulse in Modern Literature:
“Introduction: U.
Recommended
Ms. c. badeaux engl 102 i1spring 2021essay ii a significant
Ms. c. badeaux engl 102 i1spring 2021essay ii a significant
you will describe the context of your historical event using evidenc
you will describe the context of your historical event using evidence from the sources you have explored. You should focus on a particular historical perspective (social, political, economic) to describe what was occurring at the time.
My topic is Climate change and environmental issues, The Chernobyl nuclear accident.
Specifically, you must address the following rubric criteria:
Describe the
historical context
surrounding your historical event.
Use one of the perspectives mentioned in this module’s overview (social, political, economic) to focus your description and highlight particular influences on the event.
Describe a key
historical figure or group’s participation
in your historical event.
In your description, identify that figure or group’s position/role in society and their role in the event.
Explain the key
historical figure or group’s motivation
to participate in your historical event.
In your explanation, include how you think the figure’s or group’s beliefs, assumptions, and values influenced how they perceived the event and the person’s ability to directly or indirectly affect it.
Articulate how the historical
context caused or influenced
your chosen historical event.
How do you think what was going on in broader society at the time impacted your historical event?
Explain how
connecting your historical event and current event
improves the understanding of your topic.
How do you think using your historical event to explore the roots of your current event might help you better understand your topic (climate change, political protest, human rights/inequality, or global trade)?
...
PURPOSE To continue practicing literary analysis via a specific l.docx
PURPOSE:
To continue practicing literary analysis via a specific lens (or combination). You’ll again analyze a piece of fiction using the fundamental premises and rules of interpretation outlined by a school of criticism, but this time you’re going to do extrinsic as well as intrinsic analysis. While you’ll use outside sources to analyze your chosen literary text, you’ll still need to analyze elements of the text. Sometimes textual analysis is lost in service of contextual articles and essays, so you’ll want to ensure you balance both here.
While you need to use several sources aside from the literary text, this isn’t a research paper. Rather, it’s a literary analysis supplemented with several outside sources that will prepare you for the research paper. You will likely have to do very little research as I provide a good deal of source material for you – I want you to focus on why we use certain kind of sources and incorporate them fluidly, not finding them.
***If you choose to write about
The Handmaid’s Tale,
you will have quick access to multiple critical essays that respond to/analyze the novel. If you choose to write about a film, you’ll have access to multiple theoretical essays that will help you build your approach (and I’ll post a few essays about several of the films as I find them, but you will likely need to find at least one source on the film).
_______________________________________________________________________
ASSIGNMENT:
In a 6-8 page, MLA-formatted paper, analyze a)
The Handmaid’s Tale
or b) a dystopic film (see choices below).
****Your paper must include direct quotes from your chosen text that support your examples and thesis, a clear and thoughtful thesis (see sample
Handmaid
paper), direct quotes from your outside sources
and a Works Cited page.
You must use two
but no more than four outside sources.
1.)
You need to use at least one written analysis of your text
, whether it’s the novel or the film (“practical criticism”). This is the same thing you’re doing.
Ideally, this literary analysis will be your scholarly source.
If you cannot find a scholarly source for a film, you can use a popular source – just look for something credible, written through a theoretical lens (ideally Marxism or Feminism, but anything that analyzes race, ethnicity, social class/stratification, identity/identity politics, discourse/politicized language, ideology, sexuality, gender, characterization of women, portrayals femininity and masculinity, etc. can work. You can find a scholarly source on something else.
2. An essay that explores/critiques the genre/subgenre, an author or your chosen theoretical lens – or both.
So, a source exploring dystopias (in general or topically), the use of/developments in/responses to the theory. If you don’t use a scholarly source for the above, try to find an appropriate one in this pool.
Examples:
From the scholarly anthology
The Dystopian Impulse in Modern Literature:
“Introduction: U.
LITERATURE IN ENGLISH 03- 2024-1.pptxxxxx
En este documento podemos encontrar una serie de herramientas y ayudas para poder entender de mejor forma la literatura en inglés y como se puede llegar a relacionar con la enseñanza de la misma
Prepare three 7 to 10 minute mini-lessonslectures on myth in .docx
Prepare
three
7 to 10 minute mini-lessons/lectures on myth in our world. Each of your lessons/lectures should be about 900 words long (double-spaced, Times 12-point font, with 1-inch margins). This is not much time, so you will want to be concise but conversational, as this is a presentation rather than an essay.
a) Mini-Lesson/Lecture I: Myth in Culture and the Arts
Examine how a particular myth influenced/inspired something specific in culture or the arts, including but not limited to a work of art, a poem, a religious ritual, a film, a statue, a carving, a religious symbol, a novel, a video game, or a specific TV episode. Compare the original myth with its presentation in the chosen medium.
b) Mini-Lesson/Lecture II: Myths and Values
Choose a specific myth and identify the specific values expressed through it. Explain how the myth functions to uphold, enforce, or reinforce a set of values within its culture/society/religion, to the detriment or benefit of that culture/society/religion.
c) Mini-Lesson/Lecture III: The Impact of Myth
Briefly describe a historical event, a controversy, a world event, a current event, a military group or action, a political event or group, a religious group or action, or a similar phenomenon. Then, show how a specific myth relates to that event, group, or action, as well as examining the impact that the values, attitudes, and ideas imparted by that myth have on the people, ideologies, and points of view in play.
In choosing your phenomenon, considerhistorical or political events that might be said to have myths as their ideological basis, such as the creation of the state of Israel, the Spanish Inquisition, the Salem witch trials, the Holocaust, the reign of Hirohito, Jonestown, the
Ram Janmabhoomi Mandir movement
, the Branch Davidians, jihadist suicide bombers, kamikaze pilots, Manifest Destiny, Heaven's Gate, the Tea Party movement, and so on.
You could also consider founders of religions and heroic culture bearers who have mythic biographies or quest stories in their histories. Think of scriptural material, such as the New Testament gospels, which tell about the life of Jesus of Nazareth; and hero myths that have inspired courageous action, such as the story of Percival and his quest for the Holy Grail.
.
In this section you will probably see how considerations about cha.docx
In this section you will probably see how considerations about character overlap with last weeks explanation of plot. At the center of a story's plot is the story's conflict. And that conflict is always between people, or at least it's always between characters (sometimes they are actually not people, in the literal sense).
As you begin to think about character, be careful to distinguish between two possible definitions of character:
· the personality of the individual.
· the particular individual in a literary work.
When talking about the individuals who populate stories, round (or well rounded) characters are usually considered essential to quality fiction. We might also describe these characters as complex and three dimensional (in this sense, they seem realistic).
Flat characters are those who are not shown in true complexity.
· In lesser story telling, these might be stock characters who are sometimes too clearly used as plot devices.
· Or in finer stories they are used as types for allegorical purposes, as features of the story's landscape, as necessary but brief participants in action, or to enhance readers' understanding of a central character (See Chekhov’s Misery for an example of the latter).
Another way of looking at character in a story is to ask how the writer develops his or her characters:
· Through dialogue?
· Exposition and description?
· Actions?
· Other characters or the setting?
Key Distinctions
Protagonist: this is a label for the main character whose actions move the story forward… often associated with the hero or anti-hero.
Antagonist: the primary character or force in the story that acts in opposition to the protagonist.
Another note: protagonists and antagonists are not always human or even individuals. The setting in Jack London’s story, To Build a Fire, is actually the antagonist. Because of the need for an empathetic main character (see distinctions between empathetic and sympathetic here) , the protagonist is almost always human or, if nothing else, a symbolic representation of human desires.
An interesting variance in formula to consider: Satan, as portrayed in Paradise Lost. The fallen angel initially takes on the role of an apparent anti-hero. However, Milton reveals him to be a fool by the end of his epic poem and ultimately a false-protagonist. The real character making all of the key choices that advance the story forward? God. Why did Milton have a story where the main character seems to shift? It does fit his story's purpose: to show the appeal of evil (the initial empathy that the poem creates for Satan). As the poem progresses, however, Satan's argument becomes more pathetic, obviously manipulative, and less empathetic.
Another good question to answer: is the character dynamic or static? Usually, main characters change in some way, making them dynamic characters. If the main character doesn't change, he or she usually keeps us interested by his or her desire to change or keep from changing. Th.
Essay (2-3 Pages, Double-Spaced) Due via Turnitin on the course .docx
Essay (2-3 Pages, Double-Spaced)
Due via Turnitin on the course blackboard, 11:00 PM, January 24.
Late papers are marked down 5% for each day it is late.
Previous paper asked for a close reading of one sequence through one particular text, the this paper asks you to apply all of the formal, historical, and theoretical knowledge you’ve acquired over the course to a comparative film analysis. For your essay do the following:
Select
at least two
(and no more than four) of the assigned texts for the course that you would like to incorporate in support of your argument. This means the essay PDFs, as these make particular theoretical claims. You are welcome to cite
The Film Experience
if this helps support your argument, but, as an introductory text book, this does not count as one of the two sources. While many of the essays address a particular film, genre, or movement, you should be able to apply some of the concepts to other examples—in fact, strong arguments often emerge when drawing connections between distinct texts and movies.
Select two films you would like to compare in terms of character portrayal. These can be any two films assigned for the class (with the exception of
Visions of Light
and
The Cutting Edge
), or one film assigned for the class along with any other film (not assigned) that best illustrates your argument. Any movie you find appropriate is fine, but you must address at least one film from the class. You don’t need to address both films equally, and rather than list all similarities and/or differences, focus on the one or two aspects (key character traits, his/her relationship to the narrative, ways in which the character is visually/acoustically presented) that are most unique to the film and relevant to your thesis.
Present your topic and method in your thesis paragraph. This should indicate the specific points of difference or similarity between the two films you would like to explore, along with how your supporting texts provide certain concepts, theoretical frameworks, or conceptual tools to help you with your comparison. For instance, you may want to compare two films of the same genre but of distinct time periods and address these in terms of genres of order and the ways in which masculinity and the law are connected in each case, or look a particular kind narrative structure seen in European art cinema and in a contemporary indie film, and what this might say about the situation of a female protagonist struggling for independence.
Your argument must demonstrate an informed understanding of the course material, and should thus showcase your ability to apply relevant vocabulary about the film’s style, narrative structure, historical context, etc. Avoid listing every possible difference or similarity. Rather, focus on a key aspect that reveals an interesting pattern or distinction. In other words, it is essential that the paper develop a precise argument that can be explored and supported in a fe.
Essay (2-3 Pages, Double-Spaced) Due via Turnitin on the co.docx
Essay (2-3 Pages, Double-Spaced)
Due via Turnitin on the course blackboard, 11:00 PM, January 24.
Late papers are marked down 5% for each day it is late.
Previous paper asked for a close reading of one sequence through one particular text, the this paper asks you to apply all of the formal, historical, and theoretical knowledge you’ve acquired over the course to a comparative film analysis. For your essay do the following:
Select
at least two
(and no more than four) of the assigned texts for the course that you would like to incorporate in support of your argument. This means the essay PDFs, as these make particular theoretical claims. You are welcome to cite
The Film Experience
if this helps support your argument, but, as an introductory text book, this does not count as one of the two sources. While many of the essays address a particular film, genre, or movement, you should be able to apply some of the concepts to other examples—in fact, strong arguments often emerge when drawing connections between distinct texts and movies.
Select two films you would like to compare in terms of character portrayal. These can be any two films assigned for the class (with the exception of
Visions of Light
and
The Cutting Edge
), or one film assigned for the class along with any other film (not assigned) that best illustrates your argument. Any movie you find appropriate is fine, but you must address at least one film from the class. You don’t need to address both films equally, and rather than list all similarities and/or differences, focus on the one or two aspects (key character traits, his/her relationship to the narrative, ways in which the character is visually/acoustically presented) that are most unique to the film and relevant to your thesis.
Present your topic and method in your thesis paragraph. This should indicate the specific points of difference or similarity between the two films you would like to explore, along with how your supporting texts provide certain concepts, theoretical frameworks, or conceptual tools to help you with your comparison. For instance, you may want to compare two films of the same genre but of distinct time periods and address these in terms of genres of order and the ways in which masculinity and the law are connected in each case, or look a particular kind narrative structure seen in European art cinema and in a contemporary indie film, and what this might say about the situation of a female protagonist struggling for independence.
Your argument must demonstrate an informed understanding of the course material, and should thus showcase your ability to apply relevant vocabulary about the film’s style, narrative structure, historical context, etc. Avoid listing every possible difference or similarity. Rather, focus on a key aspect that reveals an interesting pattern or distinction. In other words, it is essential that the paper develop a precise argument that can be explored and supported in a fe.
The Birthmark Essay.pdf
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SOME BROAD TOPICS FOR CRITICAL ESSAYS ON FICTION I .docx
SOME BROAD TOPICS FOR CRITICAL ESSAYS ON FICTION
I: Some General Structural and Formal Topics:
1. Discuss the author's (or authors') persona or literary identity and situate it in relation to
the total imaginative structure of the work or works. By persona or literary identity, I mean the
author’s implied personality, temperament, point of view, values, and tastes. You will want to
analyze the interaction between this persona and the chosen subject of the narrative. You can
elaborate on this topic by discussing aesthetic qualities (style), tone or larger generic structures,
or thematic structures. Or, you can link this topic up with any of the other topics that follow in
this list.
2. Discuss the relation of the author's view of things to that of one or more characters and
situate this relation within the total imaginative structure of the work or works. Consider the
author's total persona and how the author locates the character within the author's own range of
judgment.
3. Compare two or more characters not just in relation to their personal qualities but in respect
to their function within the total imaginative structure of the work(s). There needs to be some
significant interpretive rationale for your selection. You might choose characters who have some
similarity or contrast in personal characteristics and/or situation; or you might choose characters
who seem representative of larger categories such as sexual identity, family function, social
identity, cultural significance, or metaphysical perspective.
4. Discuss the significance of setting and situate this element within the total imaginative
structure of the work or works. How does the setting help to define or influence the author's
conception of possible values in the story? What limits do settings place on human possibilities?
What opportunities do they open up? How do they enter into normative concepts of moral value
or cultural order?
5. Discuss the narrative structure--the sequential structure of narrated events--and situate this
element within the total imaginative structure of the works. Are there distinct structural
divisions--for instance, divisions of chronological order or pacing, point of view, represented
subjects, or point of view--in the sequence? What is the larger thematic or imaginative
significance of these divisions?
6. Discuss tone in relation to the total imaginative structures of the works; that is, is the tone
comic, satiric, ironic, tragic, depressed, heroic, or what? Tone emerges as an interaction between
the emotional character of experience in the characters being represented and the emotional
response of the author to the characters. What is the nature of this interaction? To what extent
does the emotional quality of the characters' experience set the tone? Is there any tension
between the author and the characters (as in irony and satire)? What does tone--this emotional
quality or moo.
Essays On Slavery.pdf
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Elements of Dystopian Science Fiction in David Mitchell's Cloud Atlas: Gener...
Elements of Dystopian Science Fiction in David Mitchell's Cloud Atlas: Gener...English Literature and Language Review ELLR
The present research aims to study Mitchell (2004) Cloud Atlas from a narratological point of view for its generic hybridity which makes it a significant work of postmodern literature. David Stephen Mitchell (1969) is one of Britain’s foremost contemporary writers who won prominent literary prizes including 2004 and 2002 Man Booker Prize for Fiction. This research analyzes the novel’s narrative style and particular conventions which lead to a certain genre to investigate the implications and their relation to reality. It tries to unsettle the following questions: Are there any significant elements of dystopian science fiction in the novel? If yes, what are the political, philosophical, and moral implications of such categorization? To answer the questions narratological approach particularly genre criticism is applied to the novel. After the "Introduction", in the "Discussion" section, key words are introduced and defined; the elements of dystopian science fiction are searched for in the novel; and the implications of those elements will be discussed. In the "Conclusions" the genre and its ontological significance will be touched upon. This article shows that Cloud Atlas is a science fiction as it depicts a future advanced in technology, economy, health, transportation, and communication. Also the dystopian attitude is dominant because the pictured world has failed to consider societal and ethical issues and for its capitalism, genetic manipulation, and ignorance of and towards human and humanity. The ontology of the story has its own kind of reality whose characteristics can be generalized to the real world out of the novel. The issues fictionalized in the novel have roots in the present time problems of the world. It is concluded that the novel tries to warn people and the ontological solutions given to these problems are considered to be useful in the reality. Mitchell’s dystopian world in "An Orison of Sonmi-451" is not the hopeless end of everything. He thinks that there is a chance to save the world by reading about other societies and creating a balance between nature and science. Journal entry 1 The systems and structures that shape cultura.docx
Journal entry 1 :
The systems and structures that shape cultural norms and our perceptions—and, therefore, that create/shape single stories—do not operate in a vacuum. As our course texts and discussions have shown, structures interact with each other. They are intertwined, so they shape our bodies and experiences simultaneously. Kimberlé Crenshaw explains this deftly and eloquently in her TED Talk through the concept of
intersectionality.
Therefore, you must use at least one specific idea from Kimberlé Crenshaw’s TED Talk, bell hooks’s essay, or Audre Lorde’s essay in
Women in Culture
. The second text you cite must be from the week you’re submitting your journal entry.
Part of analyzing and complicating single stories involves understanding how our world is
more complex
than the “truth” a single story creates. For example, in our class we discuss
how different identity categories, “isms,” and/or systems of power and privilege are operating
at the same time
to affect how people perceive us and we perceive ourselves, and
how social identity categories are heterogeneous: there is “difference within” this category (e.g., not all “women” are the same or experience gender in the same way).
journal entry 2
Chimamanda Ngozi Adichie tells us, “Power is the ability not just to tell the story of another person, but to make it the definitive story of that person” (10:04). Moreover, these “definitive stories” often misrepresent and oversimplify someone’s identity and/or life experiences. This occurs partly because a single story is larger than any individual: single stories are shaped by
structures of thought
— such as a stereotype, a belief system, or an “ism”(sexism, racism homophobia) and
material structures
— such as economic, educational, government, and legal systems.
Entry Instructions
In at least 200 words
, for this entry, you’ll explore a structure of thought and/or a material structure in relation to single stories. How do broader social structures (
material structures
or
structures of thought
) oversimplify our understandings of identity. This relates to the concept of “single stories” because single-story ideas
create
and
are an effect of
the simplified ideas about identity?
You can focus on a specific identity category (such as race, gender, sexuality, religion) or focus on the way that “identity” is structured in US society more broadly. Some questions that you could address are
What “isms” and structures shape a specific single story about an identity category?
How do the “isms” and structures create social/cultural norms and perceptions that shape single stories?
How do “isms” and structures make single stories difficult to change?
Remember to integrate specific parts of at least
two required texts
to help explain your ideas about the relationship between these structures and single stories, and
one of those texts must be from week 8
(Lorde’s essay or Alsultany’s essay).
...
choose an essay(Stephen Cruz or Veiled Intentions or Notes .docx
choose an essay
("Stephen Cruz" or " Veiled Intentions" or Notes of a Native Speaker")
that is conversant with
more than one of the cultural myths described in
Rereading America
( limit yourself to: Melting Pot, Individual Opportunity, or Ideal Gender Roles)
and write a focused argument indicating how these two or more cultural myths are represented in the text. First begin by comparing the myths. In what ways do the myths coincide in this essay? Do the myths represented reinforce, contradict, and/or challenge one another and how is that expressed in the text?
Your argument should pre-suppose that these myths involve overlapping and often conflicting principles. Your thesis statement will assess how the myths mingle in these particular narratives.
Create a concise and focused answer based on relevant evidence from the text. Do not merely summarize the essay, but describe how these cultural myths shape the writer's essay
Technicals: 5 Pages, double-spaced, 12pt font, Times New Roman, page numbers, standard margins. Thesis, supporting evidence, and creative thinking absolutely required.
1) Compare/ contrast: Individual opportunirt and Melting Pot myths
2) How do you see these two myths connecting in the essay?
Cite specific example & explain
.
What to doRead chapter 9 inCritical Theory Today.Belo.docx
What to do:
Read chapter 9 in
Critical Theory Today
.
Below are a series of questions taken from your textbook that a Post Colonial critic might ask about a text. In response to one of these questions, post a statement about a novel. Choose one question, and answer in 300 words. Use these books:
1- “critical theory today” chapter 9
2- ” what lies between us”
The following questions are intended to summarize approaches to literary
analysis employed by new historicists and cultural critics. In the terminology
of cultural criticism, these questions offer us ways to examine the cultural work
performed by literary texts. As you read these questions and imagine the ways
in which a new historical or cultural critic might address them, keep in mind
that, for such critics, no historical event, artifact, or ideology can be completely
understood in isolation from the innumerable historical events, artifacts, and
ideologies among which it circulates, and our own cultural experience inevitably
influences our perceptions, making true objectivity impossible. For we can use
new historical and cultural criticism properly only if we keep clearly in mind
that our analysis is always incomplete, partial, and our perspective is always sub‑
jective. We can’t stand outside our own culture and analyze texts from an objec‑
tive vantage point. We can write only from within our own historical moment.
1. How does the literary text function as part of a continuum with other his‑
torical and cultural texts from the same period, for example, penal codes,
birthing practices, educational priorities, the treatment of children under
the law, other art forms (including popular art forms), attitudes toward
sexuality, and the like? That is, taken as part of a “thick description” of a
given culture at a given point in history, what does this literary work add to
our tentative understanding of human experience in that particular time
and place, including the ways in which individual identity shapes and is
shaped by cultural institutions?
2. How can we use a literary work to “map” the interplay of both traditional
and subversive discourses circulating in the culture in which that work
emerged and/or the cultures in which the work has been interpreted? Put
another way, how does the text promote ideologies that support and/or
undermine the prevailing power structures of the time and place in which
it was written and/or interpreted?
3. Using rhetorical analysis (analysis of a text’s purpose and the stylistic
means by which it tries to achieve that purpose), what does the literary text add to our understanding of the ways in which literary and nonliterary
discourses (such as political, scientific, economic, and educational theo‑
ries) have influenced, overlapped with, and competed with one another at
specific historical moments?
4. What does the literary work suggest about the experience of groups of
people who have been ignored, underrepresente.
For this Portfolio Project, you will write a paper about John A.docx
For this Portfolio Project, you will write a paper about "John Adams" as well as any event in U.S. history that is relevant to your major area of study or of interest to you. You will write about John Adams from the perspective of another historical personality who lived at the same time as the person or event you are going to describe.
For your historical personality, try to select someone from an under-represented population (examples of possible perspectives include that of Anne Hutchinson, Pocahontas, or Sojourner Truth). This analysis is to make you think about how events/people’s actions were interpreted at the time.
Key Points::
Remember that you will be writing from the perspective of a historical person about another person or an event from a period of U.S. history up to Reconstruction. From your historical person’s perspective, provide a thorough summary of the person or event you’ve chosen to write about, including the incidents that took place and any key individuals involved or affected.
Address the general importance of the person or event in the context of U.S. history.
Now, explain specifically how the person or event changed “your” daily life—“you” being the historical persona you have adopted.
Think long-term: How will the person or the event you are describing make a long-term impact in the lives of people who are in the under-represented group to which your historical person/perspective belongs?
Paper Requirements:
Your paper must be four to six pages, not including the required references and title pages.
Use at least five sources, not including the textbook. Include a scholarly journal article. Include at least one
primary
source from those identified in the syllabus.
Definition of a Primary Source
: A primary source is any source, document or artifact that was created at the time of the event. It was usually created by someone who witnessed the event, lived during or even shortly afterwards, or somehow would have first-hand knowledge of that event. A secondary source, by contrast, is written by a historian or someone writing about the event after it happened.
Have an introduction and strong thesis statement. Make use of support and examples supporting your thesis
Finish with a forceful conclusion reiterating your main idea.
Format your paper according to the
CSU-Global Guide to Writing and APA Requirements
(Links to an external site.)
.
.
For this portfolio assignment, you are required to research and anal.docx
For this portfolio assignment, you are required to research and analyze a TV program that ran between 1955 and 1965.
To successfully complete this essay, you will need to answer the following questions:
What is the background of this show? Explain what years it was on TV, describe the channel it aired on, the main characters, setting, etc..
What social issues and historical events were taking place at the time the show was being broadcast?
Did these issues affect the television show in any way?
Did the television show make an impact on popular culture?
Your thesis for the essay should attempt to answer this question:
Explain the cultural relevance of the show, given the information gathered from the show's background, and cultural history. How can television act as a reflection of the social, political, and cultural current events?
.
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Similar to For this paper choose two mythological narratives that we have exami.docx
LITERATURE IN ENGLISH 03- 2024-1.pptxxxxx
En este documento podemos encontrar una serie de herramientas y ayudas para poder entender de mejor forma la literatura en inglés y como se puede llegar a relacionar con la enseñanza de la misma
Prepare three 7 to 10 minute mini-lessonslectures on myth in .docx
Prepare
three
7 to 10 minute mini-lessons/lectures on myth in our world. Each of your lessons/lectures should be about 900 words long (double-spaced, Times 12-point font, with 1-inch margins). This is not much time, so you will want to be concise but conversational, as this is a presentation rather than an essay.
a) Mini-Lesson/Lecture I: Myth in Culture and the Arts
Examine how a particular myth influenced/inspired something specific in culture or the arts, including but not limited to a work of art, a poem, a religious ritual, a film, a statue, a carving, a religious symbol, a novel, a video game, or a specific TV episode. Compare the original myth with its presentation in the chosen medium.
b) Mini-Lesson/Lecture II: Myths and Values
Choose a specific myth and identify the specific values expressed through it. Explain how the myth functions to uphold, enforce, or reinforce a set of values within its culture/society/religion, to the detriment or benefit of that culture/society/religion.
c) Mini-Lesson/Lecture III: The Impact of Myth
Briefly describe a historical event, a controversy, a world event, a current event, a military group or action, a political event or group, a religious group or action, or a similar phenomenon. Then, show how a specific myth relates to that event, group, or action, as well as examining the impact that the values, attitudes, and ideas imparted by that myth have on the people, ideologies, and points of view in play.
In choosing your phenomenon, considerhistorical or political events that might be said to have myths as their ideological basis, such as the creation of the state of Israel, the Spanish Inquisition, the Salem witch trials, the Holocaust, the reign of Hirohito, Jonestown, the
Ram Janmabhoomi Mandir movement
, the Branch Davidians, jihadist suicide bombers, kamikaze pilots, Manifest Destiny, Heaven's Gate, the Tea Party movement, and so on.
You could also consider founders of religions and heroic culture bearers who have mythic biographies or quest stories in their histories. Think of scriptural material, such as the New Testament gospels, which tell about the life of Jesus of Nazareth; and hero myths that have inspired courageous action, such as the story of Percival and his quest for the Holy Grail.
.
In this section you will probably see how considerations about cha.docx
In this section you will probably see how considerations about character overlap with last weeks explanation of plot. At the center of a story's plot is the story's conflict. And that conflict is always between people, or at least it's always between characters (sometimes they are actually not people, in the literal sense).
As you begin to think about character, be careful to distinguish between two possible definitions of character:
· the personality of the individual.
· the particular individual in a literary work.
When talking about the individuals who populate stories, round (or well rounded) characters are usually considered essential to quality fiction. We might also describe these characters as complex and three dimensional (in this sense, they seem realistic).
Flat characters are those who are not shown in true complexity.
· In lesser story telling, these might be stock characters who are sometimes too clearly used as plot devices.
· Or in finer stories they are used as types for allegorical purposes, as features of the story's landscape, as necessary but brief participants in action, or to enhance readers' understanding of a central character (See Chekhov’s Misery for an example of the latter).
Another way of looking at character in a story is to ask how the writer develops his or her characters:
· Through dialogue?
· Exposition and description?
· Actions?
· Other characters or the setting?
Key Distinctions
Protagonist: this is a label for the main character whose actions move the story forward… often associated with the hero or anti-hero.
Antagonist: the primary character or force in the story that acts in opposition to the protagonist.
Another note: protagonists and antagonists are not always human or even individuals. The setting in Jack London’s story, To Build a Fire, is actually the antagonist. Because of the need for an empathetic main character (see distinctions between empathetic and sympathetic here) , the protagonist is almost always human or, if nothing else, a symbolic representation of human desires.
An interesting variance in formula to consider: Satan, as portrayed in Paradise Lost. The fallen angel initially takes on the role of an apparent anti-hero. However, Milton reveals him to be a fool by the end of his epic poem and ultimately a false-protagonist. The real character making all of the key choices that advance the story forward? God. Why did Milton have a story where the main character seems to shift? It does fit his story's purpose: to show the appeal of evil (the initial empathy that the poem creates for Satan). As the poem progresses, however, Satan's argument becomes more pathetic, obviously manipulative, and less empathetic.
Another good question to answer: is the character dynamic or static? Usually, main characters change in some way, making them dynamic characters. If the main character doesn't change, he or she usually keeps us interested by his or her desire to change or keep from changing. Th.
Essay (2-3 Pages, Double-Spaced) Due via Turnitin on the course .docx
Essay (2-3 Pages, Double-Spaced)
Due via Turnitin on the course blackboard, 11:00 PM, January 24.
Late papers are marked down 5% for each day it is late.
Previous paper asked for a close reading of one sequence through one particular text, the this paper asks you to apply all of the formal, historical, and theoretical knowledge you’ve acquired over the course to a comparative film analysis. For your essay do the following:
Select
at least two
(and no more than four) of the assigned texts for the course that you would like to incorporate in support of your argument. This means the essay PDFs, as these make particular theoretical claims. You are welcome to cite
The Film Experience
if this helps support your argument, but, as an introductory text book, this does not count as one of the two sources. While many of the essays address a particular film, genre, or movement, you should be able to apply some of the concepts to other examples—in fact, strong arguments often emerge when drawing connections between distinct texts and movies.
Select two films you would like to compare in terms of character portrayal. These can be any two films assigned for the class (with the exception of
Visions of Light
and
The Cutting Edge
), or one film assigned for the class along with any other film (not assigned) that best illustrates your argument. Any movie you find appropriate is fine, but you must address at least one film from the class. You don’t need to address both films equally, and rather than list all similarities and/or differences, focus on the one or two aspects (key character traits, his/her relationship to the narrative, ways in which the character is visually/acoustically presented) that are most unique to the film and relevant to your thesis.
Present your topic and method in your thesis paragraph. This should indicate the specific points of difference or similarity between the two films you would like to explore, along with how your supporting texts provide certain concepts, theoretical frameworks, or conceptual tools to help you with your comparison. For instance, you may want to compare two films of the same genre but of distinct time periods and address these in terms of genres of order and the ways in which masculinity and the law are connected in each case, or look a particular kind narrative structure seen in European art cinema and in a contemporary indie film, and what this might say about the situation of a female protagonist struggling for independence.
Your argument must demonstrate an informed understanding of the course material, and should thus showcase your ability to apply relevant vocabulary about the film’s style, narrative structure, historical context, etc. Avoid listing every possible difference or similarity. Rather, focus on a key aspect that reveals an interesting pattern or distinction. In other words, it is essential that the paper develop a precise argument that can be explored and supported in a fe.
Essay (2-3 Pages, Double-Spaced) Due via Turnitin on the co.docx
Essay (2-3 Pages, Double-Spaced)
Due via Turnitin on the course blackboard, 11:00 PM, January 24.
Late papers are marked down 5% for each day it is late.
Previous paper asked for a close reading of one sequence through one particular text, the this paper asks you to apply all of the formal, historical, and theoretical knowledge you’ve acquired over the course to a comparative film analysis. For your essay do the following:
Select
at least two
(and no more than four) of the assigned texts for the course that you would like to incorporate in support of your argument. This means the essay PDFs, as these make particular theoretical claims. You are welcome to cite
The Film Experience
if this helps support your argument, but, as an introductory text book, this does not count as one of the two sources. While many of the essays address a particular film, genre, or movement, you should be able to apply some of the concepts to other examples—in fact, strong arguments often emerge when drawing connections between distinct texts and movies.
Select two films you would like to compare in terms of character portrayal. These can be any two films assigned for the class (with the exception of
Visions of Light
and
The Cutting Edge
), or one film assigned for the class along with any other film (not assigned) that best illustrates your argument. Any movie you find appropriate is fine, but you must address at least one film from the class. You don’t need to address both films equally, and rather than list all similarities and/or differences, focus on the one or two aspects (key character traits, his/her relationship to the narrative, ways in which the character is visually/acoustically presented) that are most unique to the film and relevant to your thesis.
Present your topic and method in your thesis paragraph. This should indicate the specific points of difference or similarity between the two films you would like to explore, along with how your supporting texts provide certain concepts, theoretical frameworks, or conceptual tools to help you with your comparison. For instance, you may want to compare two films of the same genre but of distinct time periods and address these in terms of genres of order and the ways in which masculinity and the law are connected in each case, or look a particular kind narrative structure seen in European art cinema and in a contemporary indie film, and what this might say about the situation of a female protagonist struggling for independence.
Your argument must demonstrate an informed understanding of the course material, and should thus showcase your ability to apply relevant vocabulary about the film’s style, narrative structure, historical context, etc. Avoid listing every possible difference or similarity. Rather, focus on a key aspect that reveals an interesting pattern or distinction. In other words, it is essential that the paper develop a precise argument that can be explored and supported in a fe.
The Birthmark Essay.pdf
The Symbolic Dimensions in Hawthorne's "The Birthmark" Free Essay Example. Thesis Statement for “The Birthmark”. Nathaniel Hawthorne The Birthmark Symbolism. The birthmark by nathaniel hawthorne.
SOME BROAD TOPICS FOR CRITICAL ESSAYS ON FICTION I .docx
SOME BROAD TOPICS FOR CRITICAL ESSAYS ON FICTION
I: Some General Structural and Formal Topics:
1. Discuss the author's (or authors') persona or literary identity and situate it in relation to
the total imaginative structure of the work or works. By persona or literary identity, I mean the
author’s implied personality, temperament, point of view, values, and tastes. You will want to
analyze the interaction between this persona and the chosen subject of the narrative. You can
elaborate on this topic by discussing aesthetic qualities (style), tone or larger generic structures,
or thematic structures. Or, you can link this topic up with any of the other topics that follow in
this list.
2. Discuss the relation of the author's view of things to that of one or more characters and
situate this relation within the total imaginative structure of the work or works. Consider the
author's total persona and how the author locates the character within the author's own range of
judgment.
3. Compare two or more characters not just in relation to their personal qualities but in respect
to their function within the total imaginative structure of the work(s). There needs to be some
significant interpretive rationale for your selection. You might choose characters who have some
similarity or contrast in personal characteristics and/or situation; or you might choose characters
who seem representative of larger categories such as sexual identity, family function, social
identity, cultural significance, or metaphysical perspective.
4. Discuss the significance of setting and situate this element within the total imaginative
structure of the work or works. How does the setting help to define or influence the author's
conception of possible values in the story? What limits do settings place on human possibilities?
What opportunities do they open up? How do they enter into normative concepts of moral value
or cultural order?
5. Discuss the narrative structure--the sequential structure of narrated events--and situate this
element within the total imaginative structure of the works. Are there distinct structural
divisions--for instance, divisions of chronological order or pacing, point of view, represented
subjects, or point of view--in the sequence? What is the larger thematic or imaginative
significance of these divisions?
6. Discuss tone in relation to the total imaginative structures of the works; that is, is the tone
comic, satiric, ironic, tragic, depressed, heroic, or what? Tone emerges as an interaction between
the emotional character of experience in the characters being represented and the emotional
response of the author to the characters. What is the nature of this interaction? To what extent
does the emotional quality of the characters' experience set the tone? Is there any tension
between the author and the characters (as in irony and satire)? What does tone--this emotional
quality or moo.
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Slavery essay Fall 2014 Grade A - From 1775 to 1830, many African .... Essay on Slaves | Slaves Essay for Students and Children in English - A .... The Impact of Slavery - Free Essay Example | PapersOwl.com. US History - Slavery Essay. Slavery essay. Essay - 1788 on Slavery - Thomas Clarkson: NEN Gallery. 12 Years a Slave: A Unique View On Slavery - Free Essay Example .... The Slave Trade - GCSE History - Marked by Teachers.com. What is Slavery? Essay Example | StudyHippo.com. The slave trade essay - GCSE History - Marked by Teachers.com. The Issues of Slavery - Free Essay Example | PapersOwl.com. Sample essay on slavery. Analytical Essay: Slavery essays. The Abolishment of the Slave Trade Essay - GCSE History - Marked by .... Slavery Essay | Essay on Slavery for Students and Children in English .... Why slavery was abolished - GCSE Sociology - Marked by Teachers.com. Slaves Essay | Essay on Slaves for Students and Children in English - A .... Essay on slavery in the us - dissertationideas.x.fc2.com. A History of Slavery in the United States - Free Essay Example .... The Portrayal of the Institution of Slavery in 12 Years a Slave .... Slaves Essay Example for Free - 1087 Words | EssayPay. Essays on african slave trade. Slavery Essay | Legal Studies - Year 12 HSC | Thinkswap. Slavery Essay | Essay on Slavery for Students and Children in English. Write my Paper for Cheap in High Quality - essay on abolition of ....
Elements of Dystopian Science Fiction in David Mitchell's Cloud Atlas: Gener...
Elements of Dystopian Science Fiction in David Mitchell's Cloud Atlas: Gener...English Literature and Language Review ELLR
The present research aims to study Mitchell (2004) Cloud Atlas from a narratological point of view for its generic hybridity which makes it a significant work of postmodern literature. David Stephen Mitchell (1969) is one of Britain’s foremost contemporary writers who won prominent literary prizes including 2004 and 2002 Man Booker Prize for Fiction. This research analyzes the novel’s narrative style and particular conventions which lead to a certain genre to investigate the implications and their relation to reality. It tries to unsettle the following questions: Are there any significant elements of dystopian science fiction in the novel? If yes, what are the political, philosophical, and moral implications of such categorization? To answer the questions narratological approach particularly genre criticism is applied to the novel. After the "Introduction", in the "Discussion" section, key words are introduced and defined; the elements of dystopian science fiction are searched for in the novel; and the implications of those elements will be discussed. In the "Conclusions" the genre and its ontological significance will be touched upon. This article shows that Cloud Atlas is a science fiction as it depicts a future advanced in technology, economy, health, transportation, and communication. Also the dystopian attitude is dominant because the pictured world has failed to consider societal and ethical issues and for its capitalism, genetic manipulation, and ignorance of and towards human and humanity. The ontology of the story has its own kind of reality whose characteristics can be generalized to the real world out of the novel. The issues fictionalized in the novel have roots in the present time problems of the world. It is concluded that the novel tries to warn people and the ontological solutions given to these problems are considered to be useful in the reality. Mitchell’s dystopian world in "An Orison of Sonmi-451" is not the hopeless end of everything. He thinks that there is a chance to save the world by reading about other societies and creating a balance between nature and science. Journal entry 1 The systems and structures that shape cultura.docx
Journal entry 1 :
The systems and structures that shape cultural norms and our perceptions—and, therefore, that create/shape single stories—do not operate in a vacuum. As our course texts and discussions have shown, structures interact with each other. They are intertwined, so they shape our bodies and experiences simultaneously. Kimberlé Crenshaw explains this deftly and eloquently in her TED Talk through the concept of
intersectionality.
Therefore, you must use at least one specific idea from Kimberlé Crenshaw’s TED Talk, bell hooks’s essay, or Audre Lorde’s essay in
Women in Culture
. The second text you cite must be from the week you’re submitting your journal entry.
Part of analyzing and complicating single stories involves understanding how our world is
more complex
than the “truth” a single story creates. For example, in our class we discuss
how different identity categories, “isms,” and/or systems of power and privilege are operating
at the same time
to affect how people perceive us and we perceive ourselves, and
how social identity categories are heterogeneous: there is “difference within” this category (e.g., not all “women” are the same or experience gender in the same way).
journal entry 2
Chimamanda Ngozi Adichie tells us, “Power is the ability not just to tell the story of another person, but to make it the definitive story of that person” (10:04). Moreover, these “definitive stories” often misrepresent and oversimplify someone’s identity and/or life experiences. This occurs partly because a single story is larger than any individual: single stories are shaped by
structures of thought
— such as a stereotype, a belief system, or an “ism”(sexism, racism homophobia) and
material structures
— such as economic, educational, government, and legal systems.
Entry Instructions
In at least 200 words
, for this entry, you’ll explore a structure of thought and/or a material structure in relation to single stories. How do broader social structures (
material structures
or
structures of thought
) oversimplify our understandings of identity. This relates to the concept of “single stories” because single-story ideas
create
and
are an effect of
the simplified ideas about identity?
You can focus on a specific identity category (such as race, gender, sexuality, religion) or focus on the way that “identity” is structured in US society more broadly. Some questions that you could address are
What “isms” and structures shape a specific single story about an identity category?
How do the “isms” and structures create social/cultural norms and perceptions that shape single stories?
How do “isms” and structures make single stories difficult to change?
Remember to integrate specific parts of at least
two required texts
to help explain your ideas about the relationship between these structures and single stories, and
one of those texts must be from week 8
(Lorde’s essay or Alsultany’s essay).
...
choose an essay(Stephen Cruz or Veiled Intentions or Notes .docx
choose an essay
("Stephen Cruz" or " Veiled Intentions" or Notes of a Native Speaker")
that is conversant with
more than one of the cultural myths described in
Rereading America
( limit yourself to: Melting Pot, Individual Opportunity, or Ideal Gender Roles)
and write a focused argument indicating how these two or more cultural myths are represented in the text. First begin by comparing the myths. In what ways do the myths coincide in this essay? Do the myths represented reinforce, contradict, and/or challenge one another and how is that expressed in the text?
Your argument should pre-suppose that these myths involve overlapping and often conflicting principles. Your thesis statement will assess how the myths mingle in these particular narratives.
Create a concise and focused answer based on relevant evidence from the text. Do not merely summarize the essay, but describe how these cultural myths shape the writer's essay
Technicals: 5 Pages, double-spaced, 12pt font, Times New Roman, page numbers, standard margins. Thesis, supporting evidence, and creative thinking absolutely required.
1) Compare/ contrast: Individual opportunirt and Melting Pot myths
2) How do you see these two myths connecting in the essay?
Cite specific example & explain
.
What to doRead chapter 9 inCritical Theory Today.Belo.docx
What to do:
Read chapter 9 in
Critical Theory Today
.
Below are a series of questions taken from your textbook that a Post Colonial critic might ask about a text. In response to one of these questions, post a statement about a novel. Choose one question, and answer in 300 words. Use these books:
1- “critical theory today” chapter 9
2- ” what lies between us”
The following questions are intended to summarize approaches to literary
analysis employed by new historicists and cultural critics. In the terminology
of cultural criticism, these questions offer us ways to examine the cultural work
performed by literary texts. As you read these questions and imagine the ways
in which a new historical or cultural critic might address them, keep in mind
that, for such critics, no historical event, artifact, or ideology can be completely
understood in isolation from the innumerable historical events, artifacts, and
ideologies among which it circulates, and our own cultural experience inevitably
influences our perceptions, making true objectivity impossible. For we can use
new historical and cultural criticism properly only if we keep clearly in mind
that our analysis is always incomplete, partial, and our perspective is always sub‑
jective. We can’t stand outside our own culture and analyze texts from an objec‑
tive vantage point. We can write only from within our own historical moment.
1. How does the literary text function as part of a continuum with other his‑
torical and cultural texts from the same period, for example, penal codes,
birthing practices, educational priorities, the treatment of children under
the law, other art forms (including popular art forms), attitudes toward
sexuality, and the like? That is, taken as part of a “thick description” of a
given culture at a given point in history, what does this literary work add to
our tentative understanding of human experience in that particular time
and place, including the ways in which individual identity shapes and is
shaped by cultural institutions?
2. How can we use a literary work to “map” the interplay of both traditional
and subversive discourses circulating in the culture in which that work
emerged and/or the cultures in which the work has been interpreted? Put
another way, how does the text promote ideologies that support and/or
undermine the prevailing power structures of the time and place in which
it was written and/or interpreted?
3. Using rhetorical analysis (analysis of a text’s purpose and the stylistic
means by which it tries to achieve that purpose), what does the literary text add to our understanding of the ways in which literary and nonliterary
discourses (such as political, scientific, economic, and educational theo‑
ries) have influenced, overlapped with, and competed with one another at
specific historical moments?
4. What does the literary work suggest about the experience of groups of
people who have been ignored, underrepresente.
Similar to For this paper choose two mythological narratives that we have exami.docx (20)
Prepare three 7 to 10 minute mini-lessonslectures on myth in .docx
Prepare three 7 to 10 minute mini-lessonslectures on myth in .docx
In this section you will probably see how considerations about cha.docx
In this section you will probably see how considerations about cha.docx
Essay (2-3 Pages, Double-Spaced) Due via Turnitin on the course .docx
Essay (2-3 Pages, Double-Spaced) Due via Turnitin on the course .docx
Essay (2-3 Pages, Double-Spaced) Due via Turnitin on the co.docx
Essay (2-3 Pages, Double-Spaced) Due via Turnitin on the co.docx
SOME BROAD TOPICS FOR CRITICAL ESSAYS ON FICTION I .docx
SOME BROAD TOPICS FOR CRITICAL ESSAYS ON FICTION I .docx
Elements of Dystopian Science Fiction in David Mitchell's Cloud Atlas: Gener...
Elements of Dystopian Science Fiction in David Mitchell's Cloud Atlas: Gener...
Journal entry 1 The systems and structures that shape cultura.docx
Journal entry 1 The systems and structures that shape cultura.docx
choose an essay(Stephen Cruz or Veiled Intentions or Notes .docx
choose an essay(Stephen Cruz or Veiled Intentions or Notes .docx
What to doRead chapter 9 inCritical Theory Today.Belo.docx
What to doRead chapter 9 inCritical Theory Today.Belo.docx
More from evonnehoggarth79783
For this Portfolio Project, you will write a paper about John A.docx
For this Portfolio Project, you will write a paper about "John Adams" as well as any event in U.S. history that is relevant to your major area of study or of interest to you. You will write about John Adams from the perspective of another historical personality who lived at the same time as the person or event you are going to describe.
For your historical personality, try to select someone from an under-represented population (examples of possible perspectives include that of Anne Hutchinson, Pocahontas, or Sojourner Truth). This analysis is to make you think about how events/people’s actions were interpreted at the time.
Key Points::
Remember that you will be writing from the perspective of a historical person about another person or an event from a period of U.S. history up to Reconstruction. From your historical person’s perspective, provide a thorough summary of the person or event you’ve chosen to write about, including the incidents that took place and any key individuals involved or affected.
Address the general importance of the person or event in the context of U.S. history.
Now, explain specifically how the person or event changed “your” daily life—“you” being the historical persona you have adopted.
Think long-term: How will the person or the event you are describing make a long-term impact in the lives of people who are in the under-represented group to which your historical person/perspective belongs?
Paper Requirements:
Your paper must be four to six pages, not including the required references and title pages.
Use at least five sources, not including the textbook. Include a scholarly journal article. Include at least one
primary
source from those identified in the syllabus.
Definition of a Primary Source
: A primary source is any source, document or artifact that was created at the time of the event. It was usually created by someone who witnessed the event, lived during or even shortly afterwards, or somehow would have first-hand knowledge of that event. A secondary source, by contrast, is written by a historian or someone writing about the event after it happened.
Have an introduction and strong thesis statement. Make use of support and examples supporting your thesis
Finish with a forceful conclusion reiterating your main idea.
Format your paper according to the
CSU-Global Guide to Writing and APA Requirements
(Links to an external site.)
.
.
For this portfolio assignment, you are required to research and anal.docx
For this portfolio assignment, you are required to research and analyze a TV program that ran between 1955 and 1965.
To successfully complete this essay, you will need to answer the following questions:
What is the background of this show? Explain what years it was on TV, describe the channel it aired on, the main characters, setting, etc..
What social issues and historical events were taking place at the time the show was being broadcast?
Did these issues affect the television show in any way?
Did the television show make an impact on popular culture?
Your thesis for the essay should attempt to answer this question:
Explain the cultural relevance of the show, given the information gathered from the show's background, and cultural history. How can television act as a reflection of the social, political, and cultural current events?
.
For this paper, discuss the similarities and differences of the .docx
For this paper, discuss the similarities and differences of the impacts of the causes of the 2008 Great Recession and the current world crisis with the CoVID-19 virus*
How did the regulations you've studied over the past few chapters and in the Financial Crisis Chapter (Chapter 12) prepare banks and other financial institutions to better weather the effects of the stay-at-home orders and other impacts of the pandemic? Are there other regulations that could be placed on the banking industry that would make sense and help them through these trying times?
*Note: I am not trying to downplay or minimize in any way the "human" impact or any other non-economic impacts of the virus; this paper is just focusing on one component of the costs, among the many different impacts (perhaps much more important impacts)
4 pages 4 resources
.
For this paper, discuss the similarities and differences of the impa.docx
For this paper, discuss the similarities and differences of the impacts of the causes of the 2008 Great Recession and the current world crisis with the CoVID-19 virus*
How did the regulations you've studied over the past few chapters and in the Financial Crisis Chapter (Chapter 12) prepare banks and other financial institutions to better weather the effects of the stay-at-home orders and other impacts of the pandemic? Are there other regulations that could be placed on the banking industry that would make sense and help them through these trying times?
*Note: I am not trying to downplay or minimize in any way the "human" impact or any other non-economic impacts of the virus; this paper is just focusing on one component of the costs, among the many different impacts (perhaps much more important impacts)
.
For this module, there is only one option. You are to begin to deve.docx
For this module, there is only one option. You are to begin to develop your diversity consciousness by
identifying a current event in the news pertaining to social inequality in terms social class, gender, or racial ethnicity.
You are to
provide the link to this news article and analyze
the report including in your discussion the following:
What social inequality is being demonstrated in this current even? Describe it
What relationship is going on between the “majority” and “minority group.” Define who is the majority and who is the minority. Describe why you have identified the group as minority and majority.
Who is being marginalized in this event? How? Why do you believe they are being marginalized?
Is any group being “blamed” in this event? Is this “blame” at the individual level or the societal level – or both?
Who has the power in this situation? What is that power?
Who has the privilege in this situation? What is that privilege?
What suggestions do you have that would assist in addressing this social inequality?
What did you learn? (How did this develop your diversity consciousness?)
need to cite using apa and needs to be at least 250 words
.
For this Major Assignment 2, you will finalize your analysis in .docx
For this Major Assignment 2, you will finalize your analysis in your Part 3, Results section, and finalize your presentation of results from the different data sources. Also, for this week, you will complete the Part 4, Trustworthiness and Summary section to finalize the last part of this Major Assignment 2.
To prepare for this Assignment:
· Review the social change articles found in this week’s Learning Resources.
Part 4: Trustworthiness and Summary
D. Trustworthiness—summarize across the different data sources and respond to the following:
o What themes are in common?
o What sources have different themes?
o Explain the trustworthiness of your findings, in terms of:
§ Credibility
§ Transferability
§ Dependability strategies
§ Confirmability
Summary
· Based on the results of your analyses, how would you answer the question: “What is the meaning of social change for Walden graduate students?”
· Self-Reflection—Has your own understanding of you as a positive social change agent changed? Explain your reasoning.
· Based on your review of the three articles on social change, which one is aligned with your interests regarding social change and why?
By Day 7
Submit
Parts 1, 2, 3, and 4 of your Major Assignment 2.
.
For this Final Visual Analysis Project, you will choose one website .docx
For this Final Visual Analysis Project, you will choose one website that you visit frequently (it must be a professional business website, not your own personal website). Feel free to use websites such as Nike, Apple, Northwestern Mutual, etc. or a website that applies to your career choices.
Once you choose your website, you will begin to consider the effects the visual elements have on the viewers and
create a thesis statement and outline using the response elements 1-5 below.
For the Thesis & Outline TEMPLATE document click
here
.
APA title page, reference page, and formatting.
Use at least four academic/scholarly sources.
Use properly cited quotes and paraphrases when necessary.
Complete, polished, and error-free cohesive sentences.
Contains an introduction, body, and conclusion.
Sensory Response –
When analyzing the viewer’s sensory response to a particular visual, it is important to consider the visual elements that attract the eyes. Close your eyes when considering a visual. When you open your eyes, what are the first visual elements that you see? When analyzing a viewer’s Sensory Response, you may consider analyzing at least two of the following effects:
Colors
Lines
Shapes
Balance
Contrast
Perceptual Response –
When analyzing a viewer’s perception of visuals, it is important to consider the audience. Consider who is or is not attracted to this type of visual communication. When analyzing a viewer’s Perceptual Response, consider at least two of the following effects:
Target audience specifics (age, profession, gender, financial status, etc.)
Cultural familiarity elements (ethnicity, religious preference, social groups, etc)
Cognitive visuals (viewer’s memories, experiences, values, beliefs, etc.)
Technical Response –
When analyzing a viewer’s response to certain visuals, we need to consider the technical visual aspects that may affect perception. Describe how visuals affect the interpretation of the intended media communication message. Address specific technological elements that impact perception. When analyzing the Technical Response, consider the Laws of Perceptual Organization (similarity, proximity, continuity, common fate, etc), and at least two of the following types of visuals:
Drop-down menus
Hover-over highlighting
Animations
Quality of visuals
Emotional Response
– When analyzing a viewer’s Emotional Response, it is important to consider the targeted audience preferences and emotional intelligence. Discuss what the viewer might want to see and what type of visual presentation will set the tone for that response. When analyzing the Emotional Response, consider the effects of at least two of the following types of visuals:
Mood setting colors
Mood setting lighting
Persuasive images
Positioning of search or purchase buttons
Social media icons and share options
Ethical Response -
When analyzing a viewer’s Ethical Response, it is important to consider the ta.
For this essay, you will select one of the sources you have found th.docx
For this essay, you will select one of the sources you have found through your preliminary research about your research topic (see Assignment 1.1). Which source you choose is up to you; however, it should be substantial enough that you will be able to talk about it at length, and intricate enough that it will keep you (and your reader) interested. For more info see attached document
.
For this discussion, you will address the following prompts. Keep in.docx
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to Povetry & Income equality. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
1. Explain at least five elements of critical thinking that you found in the reading material.
2.Search the Internet, media, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
3.Search the Internet, media, or and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each question.
Due midnight Thursday April 22,2020
.
For this discussion, research a recent science news event that h.docx
For this discussion, research a recent science news event that has occurred in the last six months. The event should come from a well-known news source, such as ABC, NBC, CBS, Fox, NPR, PBS, BBC, National Geographic, The New York Times, and so on. Post a link to the news story, and in your initial post:
* Summarize your news story and its contributions to the science or STEM fields
* If your news event is overtly related to globalization, explain how this event contributes to global studies. If your news event does not directly relate to globalization, how could the science behind your event be applied to global studies?
.
For this Discussion, review the case Learning Resources and the .docx
For this Discussion, review the case Learning Resources and the case study excerpt presented. Reflect on the case study excerpt and consider the therapy approaches you might take to assess, diagnose, and treat the patient’s health needs.
Case: An elderly widow who just lost her spouse.
Subjective: A patient presents to your primary care office today with chief complaint of insomnia. Patient is 75 YO with PMH of DM, HTN, and MDD. Her husband of 41 years passed away 10 months ago. Since then, she states her depression has gotten worse as well as her sleep habits. The patient has no previous history of depression prior to her husband’s death. She is awake, alert, and oriented x3. Patient normally sees PCP once or twice a year. Patient denies any suicidal ideations. Patient arrived at the office today by private vehicle. Patient currently takes the following medications:
•
Metformin 500mg BID
•
Januvia 100mg daily
•
Losartan 100mg daily
•
HCTZ 25mg daily
•
Sertraline 100mg daily
Current weight: 88 kg
Current height: 64 inches
Temp: 98.6 degrees F
BP: 132/86
By Day 3 of Week 7
Post
a response to each of the following:
• List three questions you might ask the patient if she were in your office. Provide a rationale for why you might ask these questions.
• Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why.
• Explain what, if any, physical exams, and diagnostic tests would be appropriate for the patient and how the results would be used.
• List a differential diagnosis for the patient. Identify the one that you think is most likely and explain why.
• List two pharmacologic agents and their dosing that would be appropriate for the patient’s antidepressant therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.
• For the drug therapy you select, identify any contraindications to use or alterations in dosing that may need to be considered based on the client’s ethnicity. Discuss why the contraindication/alteration you identify exists. That is, what would be problematic with the use of this drug in individuals of other ethnicities?
• Include any “check points” (i.e., follow-up data at Week 4, 8, 12, etc.), and indicate any therapeutic changes that you might make based on possible outcomes that may happen given your treatment options chosen.
Respond to the these discussions. All questions need to be addressed.
Discussion 2 Me
Treatment of a Patient with Insomnia
The case presented this week, is that of a 75-year-old widow who just lost her spouse 10-months ago. Th patient presents with chief complaints of insomnia. Past medical history of DM, HTN, and MDD is reported. Since the passing of her husband, she states her depression has gotten worse .
For this Discussion, give an example of how an event in one part.docx
For this Discussion, give an example of how an event in one part of the world can cause a response elsewhere in the world:
Reviewing the aspects of your event, analyze the cause and effect of global influences through direct or indirect means.
What aspects of diversity are evident in your event?
How can understanding diversity benefit a society?
.
For this discussion, consider the role of the LPN and the RN in .docx
For this discussion, consider the role of the LPN and the RN in the nursing process.
How would the LPN and RN collaborate to develop the nursing plan of care to ensure the patient is achieving their goal?
What are the role expectations for the LPN and RN in the nursing process?
Pls include two references and intext citation.
.
For this discussion, after you have viewed the videos on this topi.docx
For this discussion, after you have viewed the videos on this topic posted in this week's assignment, please answer the questions posted with this week's discussion.
After posting your individual answers to questions, you are required to respond to 2 students answers with meaningful/thoughtful input on their comments. Your responses must be minimum of a paragraph with at least 3 sentences. Your comments to 2 students
Video #1: History of Homosexuality on Film -- https://youtu.be/SeDhMKd83r4
Video #2: The Gay Culture, According to Television -- https://youtu.be/EbdxRZJfRp4
Video #3: Top 10 Groundbreaking Moments for LGBTQ Characters on TV -- https://youtu.be/yXJAzPJFjQ8
Video #4: I'm Gay, But I'm not ... -- https://criticalmediaproject.org/im-gay-but-im-not/
Video #5: Acting Gay - One Word Cut -- https://youtu.be/a4jfiqiIy0A
LGBTQ+ Questions:
· Name some common stereotypes associated with LGBTQ community?
· What role does media play in establishing & perpetuating these stereotypes?
· Name 2 LGBTQ characters, 1 one from current show/movie; 1 from 10-15 years ago
. Are there differences in the characters?
. Have things changed? Evolved? Improved?
· Are LGBTQ characters portrayed differently than straight characters?
· Why do stories involving LGBTQ characters revolve around their sexuality or sexual orientation?
Acting Gay - One Word: What is your one-word association with the saying "Acting Gay"? Why did you choose this word?
Jarrett Kelley
LGBTQ Discussion
COLLAPSE
Top of Form
1. Some common stereotypes that coincide with the LGBTQ community are promiscuous, non-religious, flamboyant, mentally ill, high sex drives, etc.
2. The media plays a role in establishing these stereotypes because the general public is always watching these shows, reading the news, and listening to stories about different cultures and groups and media that they may not see or interact with in their lives. Therefore, media is an outlet to show these things in a easy way to gain knowledge about people without meeting people face-to-face apart of these groups when sometimes the stereotypes shown can't represent everyone in those groups.
3. Currently, in Marvel's Runaways, that ended in December, there are two lesbian superheros that share a kiss at the end of a season. Karolina, one of the characters, wants to get away from her childhood of religious upbringing and wants to pursue her own life with her superpower of glowing colors. Nico is shown with a Gothic appearance and can be seen as aggressive but down to earth as well. The War at Home was a television show on Fox and a character named Kenny, who is sixteen years old, is kicked out of his house by his parents after finding out he is gay.
a. There are some differences in the characters as Karolina is more flamboyant and colorful, compared to Nico who is goth and likes to remain strictly to business. Kenny is quiet most of the time about his life, especially about his gay crush until his p.
For this discussion choose one of the case studies listed bel.docx
For this "discussion" choose
one
of the case studies listed below and mention which case study number you picked. After completing your readings, you should be able to identify the psychological disorder associated to each. After choosing one case study, identify the diagnosis, symptoms in your words and treatment plan for that diagnosis. Provide
in-text citations and references in APA format
to indicate where you are getting information from regarding diagnosis and treatment options).
This is the Case Study I chose:
Martin is a 21 year-old business major at a large university. Over the past few weeks his family and friends have noticed increasingly bizarre behaviors. On many occasions they’ve overheard him whispering in an agitated voice, even though there is no one nearby. Lately, he has refused to answer or make calls on his cell phone, claiming that if he does it will activate a deadly chip that was implanted in his brain by evil aliens. His parents have tried to get him to go with them to a psychiatrist for an evaluation, but he refuses. He has accused them on several occasions of conspiring with the aliens to have him killed so they can remove his brain and put it inside one of their own. He has stopped attended classes altogether. He is now so far behind in his coursework that he will fail if something doesn’t change very soon. Although Martin occasionally has a few beers with his friends, he’s never been known to abuse alcohol or use drugs. He does, however, have an estranged aunt who has been in and out of psychiatric hospitals over the years due to erratic and bizarre behavior.
The Psychological disorder is: SCHIZOPHRENIA
I have attached the reading as well.
Please Consider the following:
APA Format
Only sources from the text
250 words or more
Please let me know if you need anything else.
.
For this assignment, you will use what youve learned about symbolic.docx
For this assignment, you will use what you've learned about symbolic interactionism to develop your own analysis.
Your assignment is to select a television program that you know contains social inequality or social class themes. In 3-5 pages make sure to provide the following:
Provide a brief introduction that includes the program's title, describes the type of program, and explains which social theme you are addressing
Describe and explain scenes that apply to the social theme.
Identify all observed body language, facial expressions, gestures, posture stances, modes of dress, nonverbal cues, symbols, and any other observed nonverbal forms of communication in the scenes.
Explain your interpretation of the meanings of the identified nonverbal communications and symbolism.
Summarize how these interpretations are important to the sociological understanding of your chosen social inequality or social class theme.
Suggest how your interpretation of the respective meanings might be generalized to society as a whole.
.
For this Assignment, you will research various perspectives of a mul.docx
For this Assignment, you will research various perspectives of a multicultural education issue and develop an advocacy plan to effectively communicate and advocate for a culturally responsive solution. During the development of your advocacy plan, synthesize and reflect on the major learning points that are applicable to leading culturally responsive social change in your context.
To prepare for this Assignment, review the issues you identified in the Equity Audit assignment.
Review Chapters 1–5 (pp. 1–64) of “An Introduction to Advocacy: Training Guide.”
Develop and submit your advocacy plan. To complete this Assignment, use the document below:
.
For this assignment, you will be studying a story from the Gospe.docx
For this assignment, you will be studying a story from the Gospels. More specifically, you will be studying Jesus encounter with Mary and Martha in Luke 10:38-42. You will use the template below in order to complete a study of this passage. In your study, you will use the skills of Observation, Interpretation, Correlation, and Application that you have become familiar with through your reading in
Everyday Bible Study
.
.
For this assignment, you will discuss how you see the Design Princip.docx
For this assignment, you will discuss how you see the Design Principles used in a 2D print. You can select a 2D print from your home, workplace, or use the CSU Art Appreciation LibGuide to find a print in an online museum. Take a photograph of the print or save an image of the print, and include it in the worksheet.In Unit II, our assignment was to describe an artwork using the Visual Elements. We can think of the Design Principles as a way that the artist organized the Visual Elements. Instead of focusing on the small parts of the artwork (like line, shape, and mass) the Design Principles look at the whole artwork and how all the elements work together. Provide a detailed description of the design principles in your 2D print, using full and complete sentences. For Design Principles, make sure you describe how the artist used the ones in Chapter 5: unity and variety, balance, emphasis, repetition and rhythm, and scale and proportion. Questions to consider are included below:
Unity: what elements work together to make a harmonious whole?
Variety: What creates diversity?
Balance: Is it symmetrical or asymmetrical?
Emphasis: What is the focal point?
Repetition and rhythm: Is an element repeated?
Scale and proportion: Are the objects in proportion to each other?
Be sure to describe exactly where in the artwork you see each Principle. You'll want to describe each artwork using the terms we learned in this unit's reading. Remember to write in complete sentences and use proper grammar.
.
For this assignment, you will develop and deliver a 10–15 minute sem.docx
For this assignment, you will develop and deliver a 10–15 minute seminar/workshop aimed at the teen or young adult audience on a specific health risk associated with the population.
Choose a health risk associated with adolescence. Some categories to consider may include:
Suicide
Pregnancy
Substance use and abuse
Motor vehicle crashes
Tobacco use
Sexually transmitted disease
Domestic violence
Mental health issues
Eating disorders
Nutrition and fitness
As the health care advocate, you will present the following to the target audience (adolescents or young adults)in 10-15 slides or screens:
An overview of the risk factor
Contributing factors
Prevalence of the health risk (meaningful data)
Explain your role with the issue as a health care practitioner/advocate
Ways to identify a problem and address the issue
Present an activity or project or exercise for the audience to engage in related to the topic
Help and support resources
In your research materials, incorporate 3–4 current sources with one containing the most current statistics.
Use age-appropriate creativity to ensure the message gets across to the selected audience. As you plan your seminar, consider:
How will you initiate a conversation (rather than give a lecture)?
How will you keep the attention and respect of this audience?
Use APA for citing and referencing your sources.
Keep your design and audio appropriate to the audience, yet professional. Your presentation must include both audio and visual components and be professional in nature.
.
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2024.06.01 Introducing a competency framework for languag learning materials ...
For this paper choose two mythological narratives that we have exami.docx
- 1. For this paper choose two mythological narratives that we have examined so far in this course, or that you are otherwise personally familiar with. The two myths that you choose should have one or more elements in common, possibly including (but not limited to): Overarching story (e.g., creation, flood) or story elements (e.g., descent into the underworld, establishment of divine rulership, rapture of mortals by gods, divine disguise) Narrative structure (e.g., repetitive patterns, discursion) Themes (e.g., love, jealousy, mortality, revenge, mutability/transformation, limits of human power/knowledge) Characters (e.g., tricksters) Cultural functions (e.g., reinforcement of societal norms, explanation of origins of society, explanation of natural phenomena, incorporation in ritual practices, entertainment) Compare and contrast the two myths you choose, taking into consideration the various elements noted above and any others you deem relevant. (In making comparisons, you do not necessarily need to apply the specifically "comparativist" approach discussed in the course as one historical strand of mythological analysis.) While you are welcome to reference external sources, this is not a research paper and the use of secondary sources is not required or expected. If you choose to examine a myth not discussed in the course, however, please indicate the source from which you have taken this.