Giver essay
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The document provides guidelines for a 3-4 page paper analyzing the young adult novel The Giver. It instructs students to summarize the novel in 1-2 paragraphs. The summary should not include unnecessary details, but should provide enough context since the grader has likely not read the novel. Students should then write a thesis about which elements of analysis they will use to determine if The Giver is an effective example of high fantasy or dystopia. The body of the paper should apply these analytical elements, using quotes and examples from the novel, to examine themes like the hero's journey. The conclusion should not simply restate the paper, but could discuss the student's experience reading the novel or make comparisons to other works.
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Giver essay
This document provides guidelines for a 3-4 page paper analyzing the young adult novel The Giver. The summary should be no more than 2/3 of a page and introduce the novel. The introduction must cite the author and title. The thesis must identify which analytical methods will be used to determine if The Giver is an effective example of high fantasy and dystopia. The body will analyze elements of fantasy, dystopia, and the hero's journey using quotes from the novel and explanations. The conclusion should not simply summarize but provide additional analysis or commentary rather than just restating what was already written.
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Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
What did the author want to communicate in this work?
What does the work reveal about the author’s feelings, opinions, or psychology?
What does the work reveal about the society in which it was written?
What can we learn from this work about the issues or topics it deals with?
What motivates the characters in the work to behave as they do?
How are literary devices used in the work?
How does the work create emotional or intellectual experiences for its readers?
Is this work good or bad?
Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself.
Analyses which try to make statements about the work itself
is often called
formalist
criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. Almost all fict.
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riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
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· What does the work reveal about the author’s feelings, opinions, or psychology?
· What does the work reveal about the society in which it was written?
· What can we learn from this work about the issues or topics it deals with?
· What motivates the characters in the work to behave as they do?
· How are literary devices used in the work?
· How does the work create emotional or intellectual experiences for its readers?
· Is this work good or bad?
· Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself. Analyses which try to make statements about the work itself is often calledformalist criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. A ...
Lights! Camera! Your Book Proposal! ... and Why You Need One, Even if You're ...
Finally - your questions answered: what book proposals are all about - what you do with them - what's in them, and most of all, why a self-publishing author should go through the hassle of creating one. It's good business!
How to write a book review ultimate-guide
Here is an ultimate guide for how to write a book good book review in English. This guide consists of 7 steps and tips for writing good book review
Globalcompose.com easy tips on how to write an essay
This document provides guidance on how to write a reaction paper to a movie. It begins by explaining that a reaction paper expresses a personal reaction and analysis of a movie rather than providing detailed analysis or judgment. It then outlines the key elements of a successful reaction paper, including focusing on themes rather than retelling the story, using proper paragraphs and grammar, and providing a three-page outline focusing on plot, themes, techniques, and an overall reaction. The document also provides examples of reaction papers and references for further assistance.
Fase 2 portafolio de evidencia Adriana Recke A01316757
This document provides a template for students to use to write a book report. It includes sections for an introductory paragraph with bibliographic information, a paragraph on the author's biography including links, paragraphs on the main and secondary characters with links, a paragraph on the setting with links, one or more paragraphs summarizing the plot with links, and a concluding paragraph with the student's impressions and a recommendation, also including links. Students are instructed to include a minimum number of links in each section and a total of 15 links overall. The template is intended to guide students in thoroughly summarizing the key elements of the book and their thoughts on it in a structured written report.
Essay 1 ewrt 2
This document provides guidance for writing a 3-5 page character analysis essay about a character from A Game of Thrones. Students must choose one of five essay topics to analyze a character's traits, motivations, changes over time, cultural reflections, experiences with conflict, or status as a tragic hero. The essay should use specific examples and quotations from the text to support the analysis. A works cited page citing both the primary text and a secondary source is required.
1 creative writing intro
This document discusses elements of creative writing and conventions used in creative works. It defines creative writing as fiction, poetry, or non-fiction that explores new forms outside standard genres. Key elements discussed include characters, plot, setting, theme, and style/grammar. Specific conventions around characters, primary and sub plots, and conflict are also covered. The document provides guidance and questions for students to consider these elements in their own creative writing.
209.20191.ENG11238A Assignments Essay 1 Final! Essay 1 .docx
209.20191.ENG11238A Assignments * Essay 1 Final!
* Essay 1 Final
* Essay 1 Final !
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This assignment will also be used for a!endance.
This assignment will also be used for a!endance.
ENG 1123 Online Summer Thompson
Essay #1: UNIT 1 –
Stories:The Disappearance, The Story of an Hour, The Yellow
Wallpaper, and Suicide Note
Instruc!onsInstruc!ons:
Compose a cri!cal analysis essay on one of the topics below.
Your essay should be well developed, unified, coherent, and
gramma"cally correct. Refer to the Grading Criteria for MCC
English Classes in the First Day Handout for this course.
Required length: 1 ½ -2 typed pages
You will have a chance to earn 5 bonus points on this essay
by following the direc"ons for checking your graded essay
in Turn It In and looking over the correc"ons and comments
(a#er I have graded it). Turn It In will show me if you viewed
your document or not. The direc"ons (with pictures) are in
this week's module "tled "Instruc"ons for Seeing
Correc"ons in Turn It In."
Create a thesis statement, and back up your claim with
support/evidence from the text. Support should contain clear,
specific examples from the story or stories you are analyzing, as
well as documenta"on for all text references. Include at least
one quota!on from the story in each body paragraph of your
essay, for a total of 4 quota"ons from the story/poem. *See
handouts about how ci"ng poetry is different than stories. It
would be a good idea to do an outline before wri"ng the essay.
Follow MLA format: Use size 12, Times New Roman font and 1-
inch margins; double space.
Include a Work Cited page. It is not included in the two-page
length requirement; it should appear on a separate page at the
end of your paper. You will automa"cally lose 20 points for not
including a Works Cited page.
Topics:
1. Analyze a character in one of the short stoires and show
how he or she is a dynamic, round, flat, or sta!c character
by examining his or her development over the course of the
story.
2. Choose one work from Units 1 and discuss how in
the story/poem society plays a part in imprisoning/s"fling
the main character.
3. Discuss the importance of se%ng in 1 work from Units 1.
Analyze how the se%ng ("me and place) adds meaning,
conflict, and/or relevance to the characters. Do NOT just
describe the se%ng and tell me “in this story the se%ng is
this. In that story the se%ng is that.” That is not analysis,
nor is it interes"ng. I want to know how and why the
se%ng is significant, what thisreveals about the characters,
the "me period, and the conflict within the story
StepsSteps:
Before beginning your paper, read the wri"ng handouts; use
them as a guide while working on your essay as well.
Use the outline form on the next page to plan your paper.
You may write/type directly o.
Ewrt 211 class 15
This document provides an agenda and instructions for an EWRT 211 class. It includes details about assigning house points, reviewing the requirements for Paper 4, and providing a sample student paper. It discusses choosing a character from Harry Potter and the Chamber of Secrets who has been marginalized, analyzing how they are marginalized using quotes, and comparing their experience to modern marginalization. Students are instructed to bring an outline for their Paper 4 to the next class, when they will work on writing it in class.
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This document provides instructions for a two-part analysis assignment on fairy tales and fantasy works of literature. For part one, the student must analyze Beauty and the Beast using three different frameworks - Propp's elements, psychological elements relating to children, and historical elements appealing to adults. For each framework, the student must identify relevant elements from the story and give other examples. For part two, the student must explain how four different fantasy works fit into categories of fantasy fiction by referring to specific passages and what elements in those passages demonstrate the categories.
Final folktales
Tom Davenport is an independent filmmaker and distributor living in Delaplane, Virginia who graduated from Yale University. He began his career working with documentary filmmakers in New York and made his first independent film in 1969. In 1970, he started an independent film company with his wife Mimi Davenport. They are best known for a series of live action American adaptations of traditional folktales called "From the Brothers Grimm". Their most recent film Willa: An American Snow White was their first feature length film and won the Andrew Carnegie Award in 1998.
Cinderellas
The document summarizes common story elements found in fairy tales featuring a character like Cinderella:
1. A young beautiful girl loses or is abandoned by her mother and mistreated by a stepmother and/or stepsisters, being forced into menial service.
2. She is aided by supernatural powers and allowed to attend a celebration/ball where she meets a prince.
3. Through an identifying item like a lost shoe, ring, etc. she is identified as the one the prince falls in love with and marries, with good triumphing over evil.
Class one
This document discusses children's literature and its various forms and genres. It lists different perspectives from which children's literature can be viewed, such as from parents, educators, psychologists and more. It then instructs groups of 4 students to discuss books and films that were important to them as children, how the books were presented to them, and whether they were read to or introduced through television or movies. The groups are asked to make a list of favorites from when they were little to their teenage years and note any works that had an impact on their lives. Finally, it provides reading assignments from specific texts on fairy tales.
Midterm #1 list of terms and names
This document contains a list of names including fairy tale characters like Snow White and Cinderella as well as names like Saba, Lugh, Epona, Ash, Emmi, Mercy, Jack, Maev, Nero, and names from different cultures such as Anh Mei Hsu and Rose Hsu Jordan. It also lists terms for methods of criticism including Feminist Criticism, Queer Theory, and Kyriarchy/Intersectionality.
Short paper assignment folktales
This document outlines an assignment to analyze and compare five fairy tales - Snow White, Rapunzel, Cinderella, Sleeping Beauty, and Beauty and the Beast - based on elements identified in critical essays by Lois Tyson and Marcia K. Lieberman. Students must use quotes from both the fairy tales and critical essays in each paragraph. The analysis should interpret quotes from the tales to show underlying meanings, and find quotes from the essays that provide psychological depth beyond superficial outcomes like marriage. The paper must be at least two pages and follow MLA formatting.
Folktales presentation
This document discusses how folktales and fairy tales socialize children into patriarchal gender norms. It summarizes Lois Tyson's analysis of common folktales like Cinderella, Sleeping Beauty, and Snow White, noting how they encourage feminine passivity, depict marriage as women's only goal, and portray good women as submissive, virginal, and in need of male rescue. The document also discusses Marcia K. Lieberman's analysis of patterns in folktales, such as beautiful girls being initially punished but later rewarded without agency, and poor girls being chosen by princes based on their beauty alone. Students are asked to analyze these tales using Tyson and Lieberman's frameworks and
A Best Friend EWRT 1A 4 pm
This document outlines the characteristics of a best friend, including respecting each other's independence and differences, having a true connection built on trust, having a natural chemistry and understanding each other's needs, and being someone who helps the other person grow and is there for them when they need support.
A best friend EWRT 1A 1:30
A best friend is genuinely happy for their friend's accomplishments, brings them up during difficult times, and feels completely comfortable around them. They are considerate of each other's time, share humor in an appropriate way, and are open while also defending each other from criticism or abuse. A best friend understands that people make mistakes, aims to balance giving and receiving help, and supports their friend while also providing helpful criticism during difficult times.
Rapunzel
1) A childless couple longs for a baby. The wife craves rapunzel from a nearby walled garden belonging to a feared sorceress.
2) The husband retrieves rapunzel but is caught by the sorceress, who agrees to their child in exchange. She names the baby girl Rapunzel.
3) At age 12, the sorceress locks Rapunzel in a tower, visiting by calling up for her long hair. A prince hears Rapunzel singing and plans to visit her.
Beauty and the Beast
This summary provides the key details from the document in 3 sentences:
Beauty agrees to stay with the Beast to save her merchant father's life after he picks a rose for her and angers the Beast. She finds the Beast's enchanted castle well-appointed with everything she could need for comfort and amusement. Though frightened of the Beast, Beauty retains her courage and virtue, hoping her sacrifice will allow her father to live and return home safely.
Snow White
Snow White is a fairy tale about a beautiful princess with skin as white as snow, lips as red as blood, and hair as black as ebony. She is raised by her stepmother, a vain queen who is threatened by Snow White's beauty and asks a huntsman to kill her. The huntsman spares Snow White and brings back the heart of a wild boar instead. Snow White finds refuge with seven dwarfs and keeps house for them. The jealous queen, in disguise, tricks Snow White twice using poisoned accessories but is eventually defeated when Snow White is revived.
The sleeping beauty in the wood
The Sleeping Beauty tells the story of a princess who is cursed by an evil fairy to prick her finger and die on her 17th birthday. A good fairy modifies the curse so that the princess will instead fall asleep for 100 years until awakened by a prince's kiss. On her 17th birthday, the princess pricks her finger and falls asleep along with the entire castle. Exactly 100 years later, a prince discovers the sleeping princess and awakens her with a kiss, breaking the enchantment. They fall in love and are married.
Cinderella
Cinderella is mistreated by her stepmother and stepsisters, but her fairy godmother helps her attend the king's ball. At the ball, Cinderella dances with the prince but must flee before midnight, losing one of her glass slippers. The prince searches for the woman whose foot fits the slipper, and Cinderella is revealed as the beautiful woman from the ball when her foot fits the slipper. She marries the prince and lives happily ever after.
Feminism and Patrarchy
This document discusses concepts related to patriarchy, feminism, and gender norms. It presents lists of stereotypes and expectations for women and men under patriarchal systems, such as expectations around emotions, careers, relationships and more. The document also discusses how these norms are taught from an early age through folktales and cultural lessons. Students analyze how these norms impact and damage individuals and society, and consider whether they are changing. They are asked to find relevant quotes from assigned readings and discuss how their own views have changed through class discussion.
Class 2: Feminism and Patriarchy
This document discusses introducing concepts of patriarchy and feminism through an in-class exercise. Students are asked to work in gendered groups to identify societal expectations and norms for "good/bad" women and "real/inadequate" men. They then share their lists and discuss where these roles come from and how they impact individuals and society. The discussion is meant to help students examine their own views on patriarchy and feminism in relation to assigned readings. Students are also asked to analyze how folktales teach early gender norms and complete related homework.
Sisterhood
Sororities provide opportunities for sisterhood through intimate friendships, loyalty, trust, and emotional and physical affection. However, they can also encourage conformity, dependence on men, and exclusion from some activities typically associated with empowerment like sports or protest movements. While sororities nurture caring bonds, they may also involve backstabbing, cliques, and dishonesty between members.
Brotherhood
This document discusses characteristics of male-centered groups such as fraternities, sports teams, and militaries. It notes that these groups emphasize camaraderie, loyalty, and proving one's toughness through activities like hazing. They also tend to have hierarchical structures and encourage members to suppress emotions, take risks, and avoid seeking help.
First class
This document outlines a course on women in literature through the ages. It will examine how gender roles and cultural expectations are socialized through folktales told to children and the representations of women in various stages of life in literature. The course will analyze works including folktales, young adult fiction like Blood Red Road, The Joy Luck Club which explores the mother-daughter relationship, short stories by women of color and lesbians, and Tillie Olsen's novella Tell Me a Riddle about an old woman. Students will discuss concepts of sisterhood and brotherhood, complete a reading from Lois Tyson on feminist criticism, and read 100 pages per week from assigned works.
Readings and assignments sp 19
This document outlines the reading and assignment schedule for a literature course on women and literature for the spring semester. It includes:
1) Readings from feminist criticism books and folktales like Cinderella and Beauty and the Beast due in mid-April.
2) Assignments on those folktales and the novel Blood Red Road in late April.
3) Readings in May from books like the Joy Luck Club and course reader essays on mothers and daughters.
4) More assignments and quizzes on those works through mid-May.
5) Final readings in June include Tell Me a Riddle and an essay on aging women, culminating in a final exam and essay at
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