Literature Essays Analyzing a common theme in several worksWh.docx
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The document provides guidance on analyzing common themes across multiple literary works. It suggests focusing on elements like plot, conflict, tone, images, symbols, and overall summary to reinforce the central theme. These elements should be discussed in a structured essay using topic sentences and paragraphs to introduce how each component supports the overarching thesis about a universal theme found in all of the works.
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Thesis: Maintaining One’s freedom is a constant struggle because of racial, sexual and age discrimination.
Setting social pressure: women were restricted to fill social norms.
Conflict: Man vs. Man
Doll House: Struggle between genders.
After Auschiwtz: Struggle between different groups (cultural bias)
Fish: The old age fish description.
Another way to die: Racial hatred with the Chinese and other nations, and how the prisoners were treated.
Aria:
Symbolism: After Auschwitz: Frying pan
Fish: Five old pieces of fish lines (struggle for freedom)
Dear John Wayne: The view regards Native Americans. ( John Wayne viewed as a hero)
Theme: 1) Mrs. Line had to marry a rich man to support her family. (Sacrifice for family)
2) Nora in the beginning is childlike but as the story progresses we can see her as an intelligent woman.
Tone: Aria: How he felt when he listened “to the sound” in public and at home he felt more isolated.
Literature Essays: Analyzing a common theme in several works
What can we use that is common in nearly every work that will help us reinforce one common theme? (Ex. Freedom and Confinement)
Analyzing theme always involves generalizations and abstractions. There are universal themes that can be found in countless works of literature, such as love and hate, good and evil, innocence and experience, communication and isolation, life and death, society and the individual. A story or poem may be about a specific love affair, for example; it is easy to say the general subject is love, but interpreting the theme involves explaining what the work says about love. You can find commonality of theme in the works you are analyzing by using the following:
· Plot - What are the actions or events of the narrative and how are they presented? How do they relate to your theme? What are the most important traits of the main characters? How does their behavior reinforce the theme you are analyzing? Does the author support their views or is he a distant observer forcing you to judge them?
Introductory Paragraph
You can use plot components almost like anecdotes to support your theme (thesis statement)
Thesis Statement
· Conflict - What conflicts are dramatized? Are they internalconflicts (within the minds of people) or external conflicts (between individuals or between people and the world)? How do these relate to the theme you are analyzing?
Topic sentence that alludes to your thesis statement and introduces conflicts that support your theme
Conflicts in the works that support your theme
Summarize your conflicts and mention that a discussion of tone is coming
· Tone - What is the prevailing tone of each work? That is, what attitudes toward the subject are conveyed by the narrator's choice of words? Is the subject presented in a manner that is serious, satirical, playful, condescending, etc ...
The poem analysis updated 2023 document 9.docx
Poem analysis
Poem analysis refers to the process of examining a poem closely, dissecting its various elements, and interpreting its meaning, themes, structure, language, and poetic devices. It involves a detailed study and critical analysis of the poem’s content and form to gain a deeper understanding of the poet’s intentions and the poem’s significance.
When analyzing a poem, there are several key aspects to consider:
Theme: The central idea or message conveyed by the poem. It can be explicit or implicit and often explores universal human experiences, emotions, or philosophical concepts.
Structure: The organization and arrangement of the poem’s lines, stanzas, and overall form. It includes examining the poem’s rhyme scheme, meter, rhythm, and any unique patterns or repetitions.
Language and Imagery: The specific words, phrases, and figures of speech used by the poet to create vivid imagery, evoke emotions, or convey complex ideas. Metaphors, similes, personification, and other literary devices are often employed to enhance the poem’s impact.
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning to write a clear response to literature using rhetorical strategies and critical thinking. Students are prompted to choose one of four poems and write a 500-750 word thesis-driven essay examining how the poem achieves an "organic unity" by resolving tensions between its elements. The document provides steps for close reading, identifying tensions, forming a hypothesis, and showing how all parts contribute to the poem's meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Critical approach. It instructs students to choose one of three provided poems and write a 500-750 word thesis-driven essay examining how elements of the poem work together to create an "organic unity." The document outlines the steps of close reading a poem, identifying tensions and how they are resolved, and using evidence from the text to support an argument about the poem's overall meaning. It also provides expectations, previously learned skills, best practices, and things to avoid in completing the assignment successfully.
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives, prompts, and ways to proceed with a close reading. Students are instructed to choose a poem from the list provided and write a 500-750 word essay examining how elements in the poem create tension and resolve into a unified whole. The document provides detailed guidance on analyzing poetic form, language, imagery and how these elements work together to convey an overall meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
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This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning New Critical analysis, rhetorical strategies, and MLA documentation. Students must choose one of four poems listed and write a 3-5 page essay examining how elements in the poem create tension and resolution, revealing the work's overall meaning. The document provides detailed suggestions for close reading, including analyzing dramatic elements, form, language, imagery, and how parts contribute to the whole. It lists learning outcomes, skills required, formatting requirements, and tips for success.
Information sheets for introduction to poetry
The document provides guidance on analyzing different elements of a poem, including its structure, meaning, viewpoint, imagery, language, and effect on the reader. It suggests examining the poem's appearance on the page, its rhyme and rhythm, repetition, themes, narrative elements, imagery like similes and metaphors, the speaker's perspective, word choice, tone and more to fully understand the poet's intent. The goal is to interpret how these various components work together to convey the writer's message and perspective.
Ewrt 1 c class 3 online
This document provides an agenda for an EWRT 1C class on figurative language, poetry analysis, and new criticism. It includes:
1. A reading of the poem "My Papa's Waltz" and a critical essay analyzing it from a new critical lens.
2. A discussion of common figurative language techniques like metaphor, simile, imagery and how new criticism focuses on understanding these formal elements.
3. Homework instructions asking students to analyze "My Papa's Waltz" using new critical techniques, and discuss their agreement or disagreement with the provided critical essay's interpretation.
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Thesis Maintaining One’s freedom is a constant struggle because o.docx
Thesis: Maintaining One’s freedom is a constant struggle because of racial, sexual and age discrimination.
Setting social pressure: women were restricted to fill social norms.
Conflict: Man vs. Man
Doll House: Struggle between genders.
After Auschiwtz: Struggle between different groups (cultural bias)
Fish: The old age fish description.
Another way to die: Racial hatred with the Chinese and other nations, and how the prisoners were treated.
Aria:
Symbolism: After Auschwitz: Frying pan
Fish: Five old pieces of fish lines (struggle for freedom)
Dear John Wayne: The view regards Native Americans. ( John Wayne viewed as a hero)
Theme: 1) Mrs. Line had to marry a rich man to support her family. (Sacrifice for family)
2) Nora in the beginning is childlike but as the story progresses we can see her as an intelligent woman.
Tone: Aria: How he felt when he listened “to the sound” in public and at home he felt more isolated.
Literature Essays: Analyzing a common theme in several works
What can we use that is common in nearly every work that will help us reinforce one common theme? (Ex. Freedom and Confinement)
Analyzing theme always involves generalizations and abstractions. There are universal themes that can be found in countless works of literature, such as love and hate, good and evil, innocence and experience, communication and isolation, life and death, society and the individual. A story or poem may be about a specific love affair, for example; it is easy to say the general subject is love, but interpreting the theme involves explaining what the work says about love. You can find commonality of theme in the works you are analyzing by using the following:
· Plot - What are the actions or events of the narrative and how are they presented? How do they relate to your theme? What are the most important traits of the main characters? How does their behavior reinforce the theme you are analyzing? Does the author support their views or is he a distant observer forcing you to judge them?
Introductory Paragraph
You can use plot components almost like anecdotes to support your theme (thesis statement)
Thesis Statement
· Conflict - What conflicts are dramatized? Are they internalconflicts (within the minds of people) or external conflicts (between individuals or between people and the world)? How do these relate to the theme you are analyzing?
Topic sentence that alludes to your thesis statement and introduces conflicts that support your theme
Conflicts in the works that support your theme
Summarize your conflicts and mention that a discussion of tone is coming
· Tone - What is the prevailing tone of each work? That is, what attitudes toward the subject are conveyed by the narrator's choice of words? Is the subject presented in a manner that is serious, satirical, playful, condescending, etc ...
The poem analysis updated 2023 document 9.docx
Poem analysis
Poem analysis refers to the process of examining a poem closely, dissecting its various elements, and interpreting its meaning, themes, structure, language, and poetic devices. It involves a detailed study and critical analysis of the poem’s content and form to gain a deeper understanding of the poet’s intentions and the poem’s significance.
When analyzing a poem, there are several key aspects to consider:
Theme: The central idea or message conveyed by the poem. It can be explicit or implicit and often explores universal human experiences, emotions, or philosophical concepts.
Structure: The organization and arrangement of the poem’s lines, stanzas, and overall form. It includes examining the poem’s rhyme scheme, meter, rhythm, and any unique patterns or repetitions.
Language and Imagery: The specific words, phrases, and figures of speech used by the poet to create vivid imagery, evoke emotions, or convey complex ideas. Metaphors, similes, personification, and other literary devices are often employed to enhance the poem’s impact.
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This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning to write a clear response to literature using rhetorical strategies and critical thinking. Students are prompted to choose one of four poems and write a 500-750 word thesis-driven essay examining how the poem achieves an "organic unity" by resolving tensions between its elements. The document provides steps for close reading, identifying tensions, forming a hypothesis, and showing how all parts contribute to the poem's meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Critical approach. It instructs students to choose one of three provided poems and write a 500-750 word thesis-driven essay examining how elements of the poem work together to create an "organic unity." The document outlines the steps of close reading a poem, identifying tensions and how they are resolved, and using evidence from the text to support an argument about the poem's overall meaning. It also provides expectations, previously learned skills, best practices, and things to avoid in completing the assignment successfully.
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This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives, prompts, and ways to proceed with a close reading. Students are instructed to choose a poem from the list provided and write a 500-750 word essay examining how elements in the poem create tension and resolve into a unified whole. The document provides detailed guidance on analyzing poetic form, language, imagery and how these elements work together to convey an overall meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
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This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning New Critical analysis, rhetorical strategies, and MLA documentation. Students must choose one of four poems listed and write a 3-5 page essay examining how elements in the poem create tension and resolution, revealing the work's overall meaning. The document provides detailed suggestions for close reading, including analyzing dramatic elements, form, language, imagery, and how parts contribute to the whole. It lists learning outcomes, skills required, formatting requirements, and tips for success.
Information sheets for introduction to poetry
The document provides guidance on analyzing different elements of a poem, including its structure, meaning, viewpoint, imagery, language, and effect on the reader. It suggests examining the poem's appearance on the page, its rhyme and rhythm, repetition, themes, narrative elements, imagery like similes and metaphors, the speaker's perspective, word choice, tone and more to fully understand the poet's intent. The goal is to interpret how these various components work together to convey the writer's message and perspective.
Ewrt 1 c class 3 online
This document provides an agenda for an EWRT 1C class on figurative language, poetry analysis, and new criticism. It includes:
1. A reading of the poem "My Papa's Waltz" and a critical essay analyzing it from a new critical lens.
2. A discussion of common figurative language techniques like metaphor, simile, imagery and how new criticism focuses on understanding these formal elements.
3. Homework instructions asking students to analyze "My Papa's Waltz" using new critical techniques, and discuss their agreement or disagreement with the provided critical essay's interpretation.
ENGL 102Fiction Essay InstructionsIn ModuleWeek 3, you wi.docx
ENGL 102
Fiction Essay Instructions
In Module/Week 3, you will write a 750-word (about 3–4-pages) essay that compares and contrasts 2 stories from the Fiction Unit. Before you begin writing the essay, carefully read the guidelines for developing your paper topic that are given below. Review the Fiction Essay Grading Rubric to see how your submission will be graded. Gather all of your information, plan the direction of your essay, and organize your ideas by developing a 1-page thesis statement and outline for your essay. Format the thesis statement and the outline in a single Word document using current MLA, APA, or Turabian style (whichever corresponds to your degree program). You have the opportunity to submit your thesis and outline by 11:59 p.m. (ET) on Monday of Module/Week 2 for instructor feedback.
The essay is due by 11:59 p.m. (ET) on Monday of Module/Week 3 and must include a title page (see the General Writing Requirements), a thesis/outline page, and the essay itself followed by a works cited/references page of any primary or secondary texts cited in the essay.
Guidelines for Developing Your Paper Topic
Chapter 39 in your textbook provides some helpful pointers for reading actively, taking notes, brainstorming, developing a clearly-defined thesis statement, preparing an outline, and writing a cogent fiction essay. Be sure that you have read the chapter before doing any further work for this assignment.
Choose 2 of the following short stories to compare and contrast in your essay:
“The Lottery” by Shirley Jackson
“The Destructors” by Graham Greene
“The Rocking-Horse Winner” by D.H. Lawrence
“Young Goodman Brown” by Nathaniel Hawthorne
“The Child by Tiger” by Thomas Wolfe
“The Most Dangerous Game” by Richard Connell
Also, make at least 1 of these elements of fiction the focus of your essay:
Conflict/Plot/Structure
Characterization
Setting
Theme/Authors’ Purposes
Point of View
Tone/Style/Irony/Symbol/Imagery
If you need help focusing your essay, ask yourself questions that correspond to your chosen element(s).
Conflict/Plot/Structure (This is not a summary of the stories)
What are the basic conflicts, and how do these build tension, leading to major complicated incidents and climactic moment(s)?
What are the ways in which each major character experiences conflict (either with self, with other characters, or with the social and/or physical environment)?
How are the conflicts resolved? Do the protagonists succeed in achieving their goals?
Who receives your deepest sympathy and why?
Characterization
Who are the main characters in the stories?
What are their outstanding qualities? Does the author give any indication as to how or why the character developed these qualities?
What are the characters’ emotions, attitudes, and behaviors? What do these indicate to the reader about the character?
Can the characters’ motivations be determined from the text?
Setting
Where and when do the stories take place (remember to in ...
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. Students must choose one of the listed poems and write a 3 to 5 page essay examining how elements of the poem work together to create an "organic unity" and resolve tensions in the work. The document outlines best practices for a close reading, including analyzing poetic form, imagery, syntax and other literary devices to support a thesis about the poem's overall meaning. Students are expected to demonstrate understanding of New Criticism techniques and incorporate textual evidence from the primary work.
2Guide to Writing a Formal AnalysisDescription A fo.docx
2
Guide to Writing a Formal Analysis
Description: A formal analysis includes an analysis of the forms appearing in the work you have chosen. These forms give the work its expression, message, or meaning. A formal analysis assumes a work of art is (1) a constructed object (2) that has been created with a stable meaning (even though it might not be clear to the viewer) (3) that can be ascertained by studying the relationships between the elements of the work. To aid in writing a formal analysis, you should think as if you were describing the work of art to someone who has never seen it before. When your reader finishes reading your analysis, she/he should have a complete mental picture of what the work looks like. Yet, the formal analysis is more than just a description of the work. It should also include a thesis statement/theme that reflects your conclusions about the work. The thesis statement may, in general, answer a question like these: What do I think is the meaning of this work? What is the message that this work or artist sends to the viewer? What is this work all about? The thesis statement is an important element. It sets the tone for the entire paper, and sets it apart from being a merely descriptive paper.
Format for the Paper: Two pages, double-spaced, 10 or 12 pt font, 1” borders. Make sure you proofread your papers for adhering to the information listed above, as well as incorrect grammar, spelling, punctuation, and other errors.
In the first paragraph, called the introduction, you will include:
•the name of the artist (if known), title (which is underlined or italicizedevery time you use the title in your paper), date
•what you think is the subject
•a very brief description of the work
•thesis statement - usually the last line or so of your first paragraph.
From that point, the rest of the formal analysis should include not only a description of the piece, but especially those details of the work that have led you to come to your conclusion. Yet, your paper should not be a random flow of ideas about the work (i.e. stream of consciousness writing). Rather, your paper should have a sense of order, moving purposefully through your description with regard to specific elements (ex: one paragraph may deal with composition, another with a description of the figures, another with the background, another about line, etc.). Finally, in your conclusion (the final paragraph) you should end your paper by pulling your threads together in a conclusion that in some way bears a relationship with your stated theme.
NO RESEARCH IS TO BE USED IN THIS PAPER. In other words, you are strictly relying on your ability to visually ‘read’ a work of art and make interpretations about it based on your analysis of it. Remember too that your analysis should not be just a mechanical, physical description. Please use descriptive language and adjectives to describe your work. Begin with a general description of the work, and then move on to ...
Fiction Essay InstructionsIn ModuleWeek 3, you will write a 7.docx
This document provides instructions for a fiction essay assignment. Students must write a 750-word essay comparing and contrasting two short stories from a reading list. They are instructed to develop a 1-page thesis statement and outline focusing on specific elements of fiction like conflict, characterization, setting, theme, or style. The thesis and outline are due in Week 2 for feedback. The full essay is due in Week 3 and must follow MLA, APA or Turabian formatting. Guidelines are provided on how to analyze the chosen short stories based on the selected element of fiction.
Formal Analysis Paper Assignment -Papers are .docx
Formal Analysis Paper Assignment
-Papers are Due 4/18 (Tuesday) - AT THE BEGINNING OF CLASS
-Late papers and emailed papers will NOT be accepted
-Choose any work that we have NOT covered in class
Description: A formal analysis includes an analysis of the forms appearing in the work you have
chosen. These forms give the work its expression, message, or meaning. A formal analysis assumes a
work of art is (1) a constructed object (2) that has been created with a stable meaning (even though it
might not be clear to the viewer) (3) that can be ascertained by studying the relationships between the
elements of the work. To aid in writing a formal analysis, you should think as if you were describing
the work of art to someone who has never seen it before. When your reader finishes reading your
analysis, she/he should have a complete mental picture of what the work looks like. Yet, the formal
analysis is more than just a description of the work. It should also include a thesis statement that
reflects your conclusions about the work. The thesis statement may, in general, answer a question like
these: What do I think is the meaning of this work? What is the message that this work or artist sends
to the viewer? What is this work all about? The thesis statement is an important element. It sets the
tone for the entire paper, and sets it apart from being a merely descriptive paper.
Format for the Paper: Two to three pages (not including title page, if you use one), black ink, double
spaced, 12 pt type (Times New Roman only), 1” borders. Make sure you proofread your papers for
adhering to the information listed above, as well as incorrect grammar, spelling, punctuation, and other
errors. In addition, make sure your paper includes a thesis statement. Your grade will reflect your
ability to follow these guidelines.
In the first paragraph, called the introduction, you will include:
•the name of the artist (if known), title (which is underlined or italicized every time you use the
title in your paper), date, and medium (if known)
•what you think is the subject
•a very brief description of the work
•thesis statement - usually the last line or so of your first paragraph.
From that point, the rest of the formal analysis should include not only a description of the piece, but
especially those details of the work that have led you to come to your thesis. Yet, your paper should
not be a random flow of ideas about the work (i.e. stream of consciousness writing). Rather, your paper
should have a sense of order, moving purposefully through your description with regard to specific
elements (ex: one paragraph may deal with composition, another with a description of the figures,
another with the background, another about line, etc.). Finally, in your conclusion (the final paragraph)
you should end your paper with a restatement of your thesis.
It is important to remember that your interest here is strict.
Selikoff Interpretation
The document provides instructions for writing a formal interpretation of an artwork by Nathan Selikoff. It defines interpretation as examining how a work affects the viewer by identifying meaningful themes, ideas, and emotions elicited. It lists three types of interpretation approaches and provides five questions to answer in the interpretation, focusing on artistic influences on Selikoff's work, spiritual/political themes, the role of the artist, emotional and intellectual impact, and importance of the artist's biography.
Acronyms
The document provides guidance on using the literary analysis method TPCASTT to analyze poetry. TPCASTT is an acronym that represents seven steps for close reading a poem: examining the Title, Paraphrasing the content, identifying Connotations in the language, analyzing the speaker's Attitude, exploring Shifts in elements like tone and voice, reexamining the Title with this new interpretation, and determining the overall Theme. For each step, descriptions are provided about what to look for and how to approach analyzing that specific element of the poem.
An Explication is a complete and detailed analysis of a work of li.docx
An Explication is a complete and detailed analysis of a work of literature, often proceeding word-by-word or line-by-line through the work. For this paper, you will be writing an explication of a poem. You may choose any of the poems we have read or a song. You may also choose any poem you like from an anthology.
Technical Requirements for Explication:
· The paper must be typed and double-spaced, conforming to proper MLA format.
· The paper must be at least two full (2) pages.
· This is not a research essay; therefore, you will not (and should not) use outside sources.
· Be sure to know when the essay is due. No late papers will be accepted.
In the Explication you will be presenting your "reading" of the poem you have chosen. Such a reading will require you to understand all aspects of the poem and to have a grasp of the meaning of individual parts of the poem in relation to the entire work. You are not, however, striving to be exhaustive in your "explanation" of the poem, but rather you should strive to be selective in considering only those details that are significant to your own thematic understanding of the poem.
Some general questions to consider when writing about Poetry:
1. What does the title contribute to the reader's understanding of the poem?
2. Who is the speaker? Where is the speaker when the poem is happening?
3. Is it possible to determine the speaker's age, sex, sensibilities, level of awareness, and values?
4. What is the situation? What has happened in the past, or what is happening in the present, that has brought about the speech/poem?
5. Is there a specific setting of time and place?
6. Is the speaker addressing anyone in particular?
7. How do you respond to the speaker? Favorably? Negatively? Are there any special circumstances that inform what the speaker says?
8. Does reading the poem aloud help you to understand it better?
9. Does a paraphrase reveal the basic purpose of the poem?
10. What is the theme/meaning of the poem? Is the theme of the poem presented directly or indirectly? What detials make possible the formulation of the main idea?
11. Do any allusions enrich the poem's meaning? What references need explaining? How does an explanation assist in the understanding of the poem?
12. What difficult, special, or unusual words does the poem contain? How does the diction reveal meaning? Are any words repeated? do any carry evocative connotative meanings? Are there any puns or other forms of verbal wit?
13. Are figures of speech used? How does the figurative language contribute to the poem's vividness and meaning?
14. Do any objects, persons, places, events, or actions have allegorical or symbolic meanings? What other details in the poem support your interpretation?
15. Is irony used? Are there any examples of situational irongy, verbal irony, or dramatic irony? Is understatement or paradox used?
16. What is the tone of the poem? Is the tone consistent?
17. Does the poem use onomatopoeia, assonance, consonance, or al.
Visual Hermeneutics: Rockwell's "Triple Self Portrait"
The document discusses how to analyze and interpret visual texts such as images, photographs, paintings, and films. It explains that visual texts have both a literal and figurative level of meaning. The literal level refers to the basic formal elements, while the figurative level concerns the symbolic connotations and metaphors. To understand a visual text, one must examine both levels as well as the cultural and historical context in which the text was created. The document provides a framework for close analysis of visual texts, emphasizing objective analysis of what is present rather than subjective judgments.
DIDLS The Key to TONE Diction - the connotation of the wo.docx
DIDLS: The Key to TONE
Diction - the connotation of the word choice
What words does the author choose? Consider his/her word choice compared to another. Why did
the author choose that particular word? What are the connotations of that word choice?
Images - vivid appeals to understanding through the senses - concrete language
What images does the author use? What does he/she focus on in a sensory (sight, touch, taste,
smell, etc.) way? The kinds of images the author puts in or leaves out reflect his/her style? Are
they vibrant? Prominent? Plain? NOTE: Images differ from detail in the degree to which they
appeal to the senses.
Details - facts that are included or those that are omitted
What details are does the author choose to include? What do they imply? What does the author
choose to exclude? What are the connotations of their choice of details? PLEASE NOTE: Details are
facts or fact-lets. They differ from images in that they don't have a strong sensory appeal.
Language - the overall use of language, such as formal, clinical, jargon
What is the overall impression of the language the author uses? Does it reflect education? A
particular profession? Intelligence? Is it plain? Ornate? Simple? Clear? Figurative? Poetic? Make
sure you don't skip this step.
Sentence Structure - how structure affects the reader's attitude
What are the sentences like? Are they simple with one or two clauses? Do they have multiple
phrases? Are they choppy? Flowing? Sinuous like a snake? Is there antithesis, chiasmus, parallel
construction? What emotional impression do they leave? If we are talking about poetry, what is
the meter? Is there a rhyme scheme?
DICTION:
Laugh: guffaw, chuckle, titter, giggle, cackle, snicker, roar
Self-confident: proud, conceited, egotistical, stuck-up, haughty, smug, condescending
House: home, hut, shack, mansion, cabin, home, residence
Old: mature, experienced, antique, relic, senior, ancient
Fat: obese, plump, corpulent, portly, porky, burly, husky, full-figured
IMAGES:
The use of vivid descriptions or figures of speech that appeal to sensory experiences helps to
create the author's tone.
My mistress' eyes are nothing like the sun. (restrained)
An old, mad, blind, despised, and dying king. (somber, candid)
He clasps the crag with crooked hands. (dramatic)
Love sets you going like a fat gold watch. (fanciful)
Smiling, the boy fell dead. (shocking)
DETAILS:
Details are most commonly the facts given by the author or speaker as support for the attitude or
tone.
The speaker's perspective shapes what details are given and which are not.
LANGUAGE:
Like word choice, the language of a passage has control over tone.
Consider language to be the entire body of words used in a text, not simply isolated bits of
diction.
For example, an invitation to a wedding might use formal language, while a biology text would use
scientific and clinic.
Writing about ArtArt is a provocative medium, and your chall.docx
Writing about Art
Art is a provocative medium, and your challenge in writing about art may often be
to define and evaluate the artist’s choices and techniques, which, according to your
intellect and perception, arouse interest and convey meaning. In most cases, then, you
will be translating the visual (what you see, or observe) into language (what you write).
In order to do this, you will have to be extremely attentive to the characteristics of the work—your observations.
This means that your description will incorporate a large portion of your essay. Remember
to be attentive to the vocabulary of the discipline of Art. I f you do not know what a word means, better not to use it.
You must also be able to develop a thesis statement with a detailed analysis and argument about the artwork you have chosen.
Therefore, you must consider what it is you want to say, and use description to make that
point. In many ways, writing an Art History essay is similar to writing other types of
essays in the Humanities. It requires a clear and focused topic, an arguable thesis, an
organized format and structure, clear and coherent paragraphs, and a command of
grammar and style.
Comparison and Contrast
In many beginning Art History courses, and in more advanced ones as well, you
will be asked to write a paper in which you make a comparison and contrast between two
works of art. This type of essay usually requires a substantial comparative judgment of the two works, which will function as your thesis statement.
One option for a thesis statement for this kind of comparative essay could be based on how you see the two works in relation to each other and to some aspect of the human condition, or culture, or history. It could be, for example, that both artists painted peasants working in a field, but one painting suggests the oneness of humans and nature, perhaps because the figures appear to be an integral part of the field in which they are working, while the other painting emphasizes the separation between humans and nature. The evidence you provide for your thesis will include your interpretation, analysis, and description of the characteristics of both works, and must at all times relate to your thesis. For example, if you are discussing horizontality or verticality, you need to first accurately and clearly describe these elements in both works and then evaluate how these visual orientations demonstrate the validity of your thesis concerning humans as a part of nature or separate from it.
Unless the assignment specifies a work-by-work approach, it is usually best that
you do not divide the paper into two discrete sections: a discussion of one work of art
followed by a discussion of the other. Instead, each paragraph can include discussion of
both works in relation to a particular element or a well thought-out combination of
elements, such as color and texture. The point of comparison or contrast that each paragraph makes must, remember, .
Tie up all the things youve learned this semesterWhen you write .docx
Tie up all the things you've learned this semester:
When you write your essay, I want you to think about the chapter elements that apply to your poem and to your essay approach. Use the checklist to help you!
Can you spot stories under the water of the obvious island in the poem?
Do you have a poem where characters develop?
Is the beginning is a feature to notice?
Is the poem painting a picture?
Obviously, not all those points apply to every poem choice. Pick a poem you want to tackle, then dig for what of those four points you think you can address. Rearrange them in your essay so you have an introduction that invites readers to be interested. Make some points for readers to consider, then wrap up the essay with something we readers should remember about your poem choice--and maybe you can find a twist of thinking for readers: a bit of the author's own words on the poem? a bit of world history that applies? something happening today that could have easily been the same sort of subject?
One warning, poetry tempts writers into including moral lessons. Be careful not to tell us what we must learn from the poem you write about. Describe it fully, analyze what is there, and avoid what isn't. If you do that well, a reader can see the lesson to be learned without you needing to tell us what to think.
_______________________________________________________________________________________
√
Checklist: Getting Ideas for Writing Arguments about Poems
If you are going to write about a short poem (say, under thirty lines), it’s not a bad idea to copy out the poem, writing or typing it double-spaced. By writing it out you will be forced to notice detail, down to the punctuation. After you have copied the poem, proofread it carefully against the original. Catching and error—even the addition or omission of a comma—may help you to notice a detail in the original that you might otherwise have overlooked. And now that you have the poem with ample space between the lines, you have a worksheet with room for jottings.
A good essay is based on a genuine response to a poem; a response may be stimulated in part by first reading the poem aloud and then considering the following questions.
First Response
o
What was your response to the poem on first reading?
Did some parts especially please or displease you, or puzzle you? After some study—perhaps checking the meanings of some words in a dictionary and reading the poem several times—did you modify your initial response to the parts and to the whole?
Speaker and Tone
o
Who is the speaker?
(Consider age, sex, personality, frame of mind, and tone of voice.) Is the speaker defined precisely (for instance, an older woman speaking to a child), or is the speaker simply a voice meditating? (Jot down your first impressions, then reread the poem and make further jottings, if necessary.)
o
Do you think the speaker is fully aware of what he or she is saying,
or does the speaker unconsciously reveal his o.
Exploration of one or more characteristic(s) of an authors style an.docx
Exploration of one or more characteristic(s) of an author's style and approach
Consider analyzing the author's use of imagery or setting:
Analyzing Setting
“Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature)
In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take:
1) Read the story and mark references to setting. Start with the place and time of the action and then focus upon recurrent details and objects.
2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here?
3) Look through your setting notes and see if they fall into any pattern. What are the interesting shifts and contrasts?
4) Determine how the setting relates to either the main point of the story (step 2) or to some part of it. In other words what does the setting have to do with character or action? What are its effects? Whatever you decide here will be your thesis statement.
5) Make an outline, indicating what aspects of setting you will discuss and what you intend to say about them. Discard notes that are not central to your plan (you don’t have to discuss everything). Focus on the four or five key passages in the story that you wish to examine. List them in your outline in the order in which they occur.
Analyzing Imagery
As distinct from character, theme, and plot, imagery occurs primarily in language, in the metaphors (i.e. comparisons), similes (comparisons with “like” or “as”), or other forms of figurative (pictorial) language in a literary work. Sometimes setting, i.e., the locality or placing of scenes, or stage props (like swords, flowers, blood, winecups) can also be considered under the rubric of imagery. But whatever the expression, images primarily are visual and concrete, i.e., things which the reader sees or can imagine seeing. Some examples are flowers, tears, animals, the moon, sun, stars, diseases, floods, metals, darkness and light.
In order to create an argument about the significance of an image in a particular work, identify a principal image or image cluster and to see how it works by following the.
1 WRITING ABOUT ART Art is a provocative medium, and yo.docx
1
WRITING ABOUT ART
Art is a provocative medium, and your challenge in writing about art may often be to define and
evaluate the artist’s choices and techniques, which, according to your intellect and perception, arouse interest
and convey meaning. In most cases you will be translating the visual (what you see) into language (what you
write). In order to do this, you will have to be extremely attentive to the characteristics of the work—which
means that description will incorporate a portion of your essay—and be attentive to the vocabulary of the
discipline of Art.
You must also be able to develop a thesis statement with a detailed analysis and argument about the
artwork you have chosen. Therefore, you must consider what it is you want to say, and use description to
make that point. In many ways, writing an Art History essay is similar to writing other types of essays in the
Humanities. It requires a clear and focused topic, an arguable thesis, an organized format and structure, clear
and coherent paragraphs, and a command of grammar and style.
Thesis Statement
Most academic essays seek to persuade readers to understand a specific issue in a specific way—the
writer’s way. The writer’s thesis statement offers this substantial but concise assertion of her/his
understanding (usually in one to two sentences in the introduction or near the beginning of the essay), thereby
providing an essay with its judgmental focus.
Perhaps, though, in writing about art you might want to offer a well thought-out central idea rather
than an overtly argumentative statement. For example, “African art was a major influence on the work of
Pablo Picasso” states a well-documented and widely shared opinion that is interesting but uncontroversial.
Of course, a paper on this topic would have to fully elaborate on that relationship and offer examples of it.
The difference between an idea and a thesis statement is in their degree of contention. The above
example of a central idea could be debatable, but mainly the disagreement would arise if the writer does not
adequately explain and illustrate the idea through detailed description, intelligent criticism, and analysis,
and not because of the idea itself.
However, in a thesis statement—such as, “Picasso’s treatment of women in his art mirrors the
distorted vision he had of women in general”—it is more obvious that readers will either strongly disagree or
agree, by the very nature of the claim itself. Moreover, even if the writer advances a stimulating argument
with impressive evidence in defense of the thesis, because the claim is so contentious, a reader may still
disagree.
Using Sources
A good research paper often includes evidence from both primary and secondary sources. Whether you are
using primary or secondary sources, remember to explain and analyze the passages that you have chosen from
the texts (or elements you have chosen from the works), and what th.
Ewrt 1 c class 4
This document provides an agenda and overview of topics for a class on literary theory. It discusses several theoretical approaches including formalism, Marxism, structuralism, poststructuralism/deconstruction, new historicism, ethnic studies, gender studies, cultural studies, psychoanalytic criticism, and feminist criticism. For some of these approaches, it lists typical questions critics employing that approach may ask of a text. These include questions about symbols, themes, ideologies, social contexts, characters, and psychological elements in the works. It also covers key concepts and questions from deconstruction, feminist, psychoanalytic, and New Criticism approaches.
PoetryTie up all the things youve learned this semesterWhen yo.docx
Poetry
Tie up all the things you've learned this semester:
When you write your essay, I want you to think about the chapter elements that apply to your poem and to your essay approach. Use the checklist to help you!
Can you spot stories under the water of the obvious island in the poem?
Do you have a poem where characters develop?
Is the beginning is a feature to notice?
Is the poem painting a picture?
Obviously, not all those points apply to every poem choice. Pick a poem you want to tackle, then dig for what of those four points you think you can address. Rearrange them in your essay so you have an introduction that invites readers to be interested. Make some points for readers to consider, then wrap up the essay with something we readers should remember about your poem choice--and maybe you can find a twist of thinking for readers: a bit of the author's own words on the poem? a bit of world history that applies? something happening today that could have easily been the same sort of subject?
One warning, poetry tempts writers into including moral lessons. Be careful not to tell us what we must learn from the poem you write about. Describe it fully, analyze what is there, and avoid what isn't. If you do that well, a reader can see the lesson to be learned without you needing to tell us what to think.
_______________________________________________________________________________________
√ Checklist: Getting Ideas for Writing Arguments about Poems
If you are going to write about a short poem (say, under thirty lines), it’s not a bad idea to copy out the poem, writing or typing it double-spaced. By writing it out you will be forced to notice detail, down to the punctuation. After you have copied the poem, proofread it carefully against the original. Catching and error—even the addition or omission of a comma—may help you to notice a detail in the original that you might otherwise have overlooked. And now that you have the poem with ample space between the lines, you have a worksheet with room for jottings.
A good essay is based on a genuine response to a poem; a response may be stimulated in part by first reading the poem aloud and then considering the following questions.
First Response
o
What was your response to the poem on first reading?
Did some parts especially please or displease you, or puzzle you? After some study—perhaps checking the meanings of some words in a dictionary and reading the poem several times—did you modify your initial response to the parts and to the whole?
Speaker and Tone
o
Who is the speaker?
(Consider age, sex, personality, frame of mind, and tone of voice.) Is the speaker defined precisely (for instance, an older woman speaking to a child), or is the speaker simply a voice meditating? (Jot down your first impressions, then reread the poem and make further jottings, if necessary.)
o
Do you think the speaker is fully aware of what he or she is saying,
or does the speaker unconsci.
Post 1Anedria Smith posted Sep 26, 2019 730 PMSubscribeMy k.docx
Post 1
Anedria Smith posted Sep 26, 2019 7:30 PM
Subscribe
My knowledge has changed by understanding exactly what supporting details are. When filing supporting details, the sentences that start with words that are addition words. I believe it was beneficial because it made it simple and gave me more knowledge I didn't know. It also is a good way to help throughout my college courses what to look for when reading.
Post 2
Tomi Patterson posted Sep 23, 2019 6:56 PM
My prior knowledge about supporting details have changed after viewing the video. I now know a outline is made up of a main idea followed by a numbered list of the key supporting details. I have a better understanding of supporting details now. I do believe this chapter lesson was beneficial in increasing my knowledge because this video broke it down for better understanding. It gave examples to go by. This video helped me more.
Exploration of one or more characteristic(s) of an author's style and approach
Consider analyzing the author's use of imagery or setting:
Analyzing Setting
“Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature)
In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take:
1) Read the story and mark references to setting. Start with the place and time of the action and then focus upon recurrent details and objects.
2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here?
3) Look through your setting notes and see if they fall into any pattern. What are the interesting shifts and contrasts?
4) Determine how the setting relates to either the main point of the story (step 2) or to some part of it. In other words what does the setting have to do with character or action? What are its effects? Whatever you decide here will be your thesis statement.
5) Make an outline, indicating what aspects of setting you will discuss and what you intend to say about them. Discard notes that are not central to your plan (you don’t have to discuss everything). Focus on the four or five key passages in the story that you wish to examine. ...
Dr. C. Carney .docx
Dr. C. Carney
Essay # 2: Literary Analysis of a Short Story with Light Research
This assignment requires you to
analyze a work of fiction from my list of options (see link on Canvas assignment page). This essay requires you to
develop a focused and opinioned thesis about the story, as this assignment is not asking you to write a mere “book report” which is only a re-telling of the story. It also requires you to
find and use three sources to support your ideas:
one source that needs to be from a peer-reviewed, scholarly journal in literature that pertains to the story and/or the author (this source must be obtained through the HCC library databases) AND another source (website preferably) that DOES NOT pertain directly to the story nor to the author, but rather to
the theme presented in your thesis statement and discussed throughout your essay (you cannot pursue this second source until you’ve established your thesis and know what “angle” you are pursuing) AND a third source that is entirely your choice.
I. The Purpose of a Literary Analysis:
A literary analysis is not merely a summary of a literary work. This kind of analysis analysis, like any analysis, is just that:
ANALYTICAL! It is intended to reveal and/or explain meaning. Thus, the assumption is that meaning exists, and it is the job of a (close/active) reader to ferret it out and offer a response to it!
Far from being a mere summary, it is an argument, essentially, about the work that expresses the essay writer’s personal perspective, interpretation, judgment, or critical evaluation. This is accomplished by examining the literary devices, word choices, or writing structures the author uses within the work first, followed by a critical analysis of content. Another purpose of a literary analysis is to demonstrate why the author used specific ideas, word choices, or writing structures to convey his or her message.
II. How to Create a Literary Analysis:
1. Select (and ideally
print) one of the stories listed on my Learning Web page (linked on the Canvas assignment page for this essay assignment). The stories listed here are the only acceptable stories for this assignment, and they are all in full text so there’s no need to find them elsewhere.
2. Read the text closely at least a couple of times. Focus on the ideas that are being presented. Think about the characters’ development and the author’s writing technique. What might be considered interesting, unusual, or important?
3. Brainstorm a list of potential topics. Highlight important passages in the text and take notes on these passages. Think of the ideas/concepts that strike you as you read. Later, when writing the paper, these notes should help a writer to .
Literary criticism
Literary criticism provides poets with tools for self-evaluation and improvement. It introduces them to works from different time periods and cultures. Literary critics have many skills including close reading, analysis, and evaluation of literature. There are various approaches to literary criticism such as new criticism, rhetorical, stylistic, and more, each with their own focus and techniques. Practicing criticism can help poets develop their craft by reflecting on their work and gaining insights from different critical lenses.
25 slides(not counting title and reference slide)APASOURCES10.docx
25 slides(not counting title and reference slide)
APA
SOURCES:10
“Knowledgeable interaction with works of art makes life better: We see more of what can be seen, and we hear more of what can be heard. Our entire existence grows richer and deeper.” (Sporre, 2009, p. 2).
From your studies, you have seen how culture, societal norms, belief systems, and past experiences affect the way people view the world. Learning about these differences in perspective helps us to have a better understanding of the overall human experience. Whether analytical skills are applied to a task at work, or a humanistic point of view enables us to grasp an issue from another angle, these methods of looking at the world help us become more aware of our perceptions and provide a deeper and more meaningful existence.
In this task, you will analyze and interpret three creative works from three separate disciplines of the humanities using methods of subjective and objective analysis. Objective statements are based on simple observations and concrete information. Subjective statements are based on personal opinions, judgments, and feelings. These standard methods of analysis will enable you to critically view and interpret works from the humanities. You will use analytical and critical thinking skills to assess how meaning is constructed and imparted to a viewer or audience and will communicate your thoughts in a multimedia presentation (e.g., PowerPoint, Keynote). While the content of your presentation will focus on analyzing, interpreting, comparing, and contrasting three creative works from separate disciplines, your overarching goal will be to explain how the three works you analyze demonstrate the value of the humanities in meaningful ways.
Background:
Develop a multimedia presentation in which you analyze three creative works from three separate disciplines in the humanities. You will need to select works that share a common theme. This theme must relate to a profession within your field of study at WGU. You will share with your audience how being knowledgeable about the humanities and your selected theme is valuable in regards to this profession.
First you must choose one literary work from the given list below. Choose a literary work that has a theme that resonates with you and consider how this theme connects with your chosen profession. Every profession within your field of study at WGU (Business, IT, Nursing or Teaching) will have humanistic considerations. For example, a civil rights lawyer may be concerned with the theme of freedom, a firefighter with determination, a social worker with compassion, or an engineer with integrity. It is the intent of this task to explore the major themes of the humanities and their relevance to our professional lives.
Once you have selected a literary work, you will need to select two non-literary works from separate disciplines that share the same theme as the literary work you have selected. Your presentation will show how all.
Answer the following questions in a minimum of 1-2 paragraphs ea.docx
Answer the following questions in a minimum of
1-2 paragraphs
each. Be sure to explain your answers and give reasons for your views.
When you talk about the meaning of life, which sense of the term do you use-- external meaning or internal meaning?
What bearing, if any, does the ephemeral nature of our existence have on the question of whether life has meaning? Does the fact that we die negate the possibility of meaning in life?
Is Schopenhauer right about the meaninglessness of life? Does the wretchedness of our existence show that life has no meaning?
Note:
All journal entries must be submitted as attachments (
in Microsoft Word format
) in order to generate an originality report.
.
Answer the following questions using scholarly sources as references.docx
Answer the following questions using scholarly sources as references. Add references at the end of the page.
Answer each question with at least 300 words counter.
1.What is your assessment of Frantz Fanon's argument that “The wealth of the imperialist nations is also our wealth”? Do you believe "developed nations" owe some form of reparations to colonized peoples?
2.How would you account for revolutionaries in Spain such as the CNT and FAI having more success than in other European countries leading up to 1936?
3.How you can you account for the outcome of the Russian Revolution?
4.Why do you think that acts of violence against tyrannical leaders in the era did not inspire the masses to rise up in revolution?
.
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ENGL 102Fiction Essay InstructionsIn ModuleWeek 3, you wi.docx
ENGL 102
Fiction Essay Instructions
In Module/Week 3, you will write a 750-word (about 3–4-pages) essay that compares and contrasts 2 stories from the Fiction Unit. Before you begin writing the essay, carefully read the guidelines for developing your paper topic that are given below. Review the Fiction Essay Grading Rubric to see how your submission will be graded. Gather all of your information, plan the direction of your essay, and organize your ideas by developing a 1-page thesis statement and outline for your essay. Format the thesis statement and the outline in a single Word document using current MLA, APA, or Turabian style (whichever corresponds to your degree program). You have the opportunity to submit your thesis and outline by 11:59 p.m. (ET) on Monday of Module/Week 2 for instructor feedback.
The essay is due by 11:59 p.m. (ET) on Monday of Module/Week 3 and must include a title page (see the General Writing Requirements), a thesis/outline page, and the essay itself followed by a works cited/references page of any primary or secondary texts cited in the essay.
Guidelines for Developing Your Paper Topic
Chapter 39 in your textbook provides some helpful pointers for reading actively, taking notes, brainstorming, developing a clearly-defined thesis statement, preparing an outline, and writing a cogent fiction essay. Be sure that you have read the chapter before doing any further work for this assignment.
Choose 2 of the following short stories to compare and contrast in your essay:
“The Lottery” by Shirley Jackson
“The Destructors” by Graham Greene
“The Rocking-Horse Winner” by D.H. Lawrence
“Young Goodman Brown” by Nathaniel Hawthorne
“The Child by Tiger” by Thomas Wolfe
“The Most Dangerous Game” by Richard Connell
Also, make at least 1 of these elements of fiction the focus of your essay:
Conflict/Plot/Structure
Characterization
Setting
Theme/Authors’ Purposes
Point of View
Tone/Style/Irony/Symbol/Imagery
If you need help focusing your essay, ask yourself questions that correspond to your chosen element(s).
Conflict/Plot/Structure (This is not a summary of the stories)
What are the basic conflicts, and how do these build tension, leading to major complicated incidents and climactic moment(s)?
What are the ways in which each major character experiences conflict (either with self, with other characters, or with the social and/or physical environment)?
How are the conflicts resolved? Do the protagonists succeed in achieving their goals?
Who receives your deepest sympathy and why?
Characterization
Who are the main characters in the stories?
What are their outstanding qualities? Does the author give any indication as to how or why the character developed these qualities?
What are the characters’ emotions, attitudes, and behaviors? What do these indicate to the reader about the character?
Can the characters’ motivations be determined from the text?
Setting
Where and when do the stories take place (remember to in ...
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. Students must choose one of the listed poems and write a 3 to 5 page essay examining how elements of the poem work together to create an "organic unity" and resolve tensions in the work. The document outlines best practices for a close reading, including analyzing poetic form, imagery, syntax and other literary devices to support a thesis about the poem's overall meaning. Students are expected to demonstrate understanding of New Criticism techniques and incorporate textual evidence from the primary work.
2Guide to Writing a Formal AnalysisDescription A fo.docx
2
Guide to Writing a Formal Analysis
Description: A formal analysis includes an analysis of the forms appearing in the work you have chosen. These forms give the work its expression, message, or meaning. A formal analysis assumes a work of art is (1) a constructed object (2) that has been created with a stable meaning (even though it might not be clear to the viewer) (3) that can be ascertained by studying the relationships between the elements of the work. To aid in writing a formal analysis, you should think as if you were describing the work of art to someone who has never seen it before. When your reader finishes reading your analysis, she/he should have a complete mental picture of what the work looks like. Yet, the formal analysis is more than just a description of the work. It should also include a thesis statement/theme that reflects your conclusions about the work. The thesis statement may, in general, answer a question like these: What do I think is the meaning of this work? What is the message that this work or artist sends to the viewer? What is this work all about? The thesis statement is an important element. It sets the tone for the entire paper, and sets it apart from being a merely descriptive paper.
Format for the Paper: Two pages, double-spaced, 10 or 12 pt font, 1” borders. Make sure you proofread your papers for adhering to the information listed above, as well as incorrect grammar, spelling, punctuation, and other errors.
In the first paragraph, called the introduction, you will include:
•the name of the artist (if known), title (which is underlined or italicizedevery time you use the title in your paper), date
•what you think is the subject
•a very brief description of the work
•thesis statement - usually the last line or so of your first paragraph.
From that point, the rest of the formal analysis should include not only a description of the piece, but especially those details of the work that have led you to come to your conclusion. Yet, your paper should not be a random flow of ideas about the work (i.e. stream of consciousness writing). Rather, your paper should have a sense of order, moving purposefully through your description with regard to specific elements (ex: one paragraph may deal with composition, another with a description of the figures, another with the background, another about line, etc.). Finally, in your conclusion (the final paragraph) you should end your paper by pulling your threads together in a conclusion that in some way bears a relationship with your stated theme.
NO RESEARCH IS TO BE USED IN THIS PAPER. In other words, you are strictly relying on your ability to visually ‘read’ a work of art and make interpretations about it based on your analysis of it. Remember too that your analysis should not be just a mechanical, physical description. Please use descriptive language and adjectives to describe your work. Begin with a general description of the work, and then move on to ...
Fiction Essay InstructionsIn ModuleWeek 3, you will write a 7.docx
This document provides instructions for a fiction essay assignment. Students must write a 750-word essay comparing and contrasting two short stories from a reading list. They are instructed to develop a 1-page thesis statement and outline focusing on specific elements of fiction like conflict, characterization, setting, theme, or style. The thesis and outline are due in Week 2 for feedback. The full essay is due in Week 3 and must follow MLA, APA or Turabian formatting. Guidelines are provided on how to analyze the chosen short stories based on the selected element of fiction.
Formal Analysis Paper Assignment -Papers are .docx
Formal Analysis Paper Assignment
-Papers are Due 4/18 (Tuesday) - AT THE BEGINNING OF CLASS
-Late papers and emailed papers will NOT be accepted
-Choose any work that we have NOT covered in class
Description: A formal analysis includes an analysis of the forms appearing in the work you have
chosen. These forms give the work its expression, message, or meaning. A formal analysis assumes a
work of art is (1) a constructed object (2) that has been created with a stable meaning (even though it
might not be clear to the viewer) (3) that can be ascertained by studying the relationships between the
elements of the work. To aid in writing a formal analysis, you should think as if you were describing
the work of art to someone who has never seen it before. When your reader finishes reading your
analysis, she/he should have a complete mental picture of what the work looks like. Yet, the formal
analysis is more than just a description of the work. It should also include a thesis statement that
reflects your conclusions about the work. The thesis statement may, in general, answer a question like
these: What do I think is the meaning of this work? What is the message that this work or artist sends
to the viewer? What is this work all about? The thesis statement is an important element. It sets the
tone for the entire paper, and sets it apart from being a merely descriptive paper.
Format for the Paper: Two to three pages (not including title page, if you use one), black ink, double
spaced, 12 pt type (Times New Roman only), 1” borders. Make sure you proofread your papers for
adhering to the information listed above, as well as incorrect grammar, spelling, punctuation, and other
errors. In addition, make sure your paper includes a thesis statement. Your grade will reflect your
ability to follow these guidelines.
In the first paragraph, called the introduction, you will include:
•the name of the artist (if known), title (which is underlined or italicized every time you use the
title in your paper), date, and medium (if known)
•what you think is the subject
•a very brief description of the work
•thesis statement - usually the last line or so of your first paragraph.
From that point, the rest of the formal analysis should include not only a description of the piece, but
especially those details of the work that have led you to come to your thesis. Yet, your paper should
not be a random flow of ideas about the work (i.e. stream of consciousness writing). Rather, your paper
should have a sense of order, moving purposefully through your description with regard to specific
elements (ex: one paragraph may deal with composition, another with a description of the figures,
another with the background, another about line, etc.). Finally, in your conclusion (the final paragraph)
you should end your paper with a restatement of your thesis.
It is important to remember that your interest here is strict.
Selikoff Interpretation
The document provides instructions for writing a formal interpretation of an artwork by Nathan Selikoff. It defines interpretation as examining how a work affects the viewer by identifying meaningful themes, ideas, and emotions elicited. It lists three types of interpretation approaches and provides five questions to answer in the interpretation, focusing on artistic influences on Selikoff's work, spiritual/political themes, the role of the artist, emotional and intellectual impact, and importance of the artist's biography.
Acronyms
The document provides guidance on using the literary analysis method TPCASTT to analyze poetry. TPCASTT is an acronym that represents seven steps for close reading a poem: examining the Title, Paraphrasing the content, identifying Connotations in the language, analyzing the speaker's Attitude, exploring Shifts in elements like tone and voice, reexamining the Title with this new interpretation, and determining the overall Theme. For each step, descriptions are provided about what to look for and how to approach analyzing that specific element of the poem.
An Explication is a complete and detailed analysis of a work of li.docx
An Explication is a complete and detailed analysis of a work of literature, often proceeding word-by-word or line-by-line through the work. For this paper, you will be writing an explication of a poem. You may choose any of the poems we have read or a song. You may also choose any poem you like from an anthology.
Technical Requirements for Explication:
· The paper must be typed and double-spaced, conforming to proper MLA format.
· The paper must be at least two full (2) pages.
· This is not a research essay; therefore, you will not (and should not) use outside sources.
· Be sure to know when the essay is due. No late papers will be accepted.
In the Explication you will be presenting your "reading" of the poem you have chosen. Such a reading will require you to understand all aspects of the poem and to have a grasp of the meaning of individual parts of the poem in relation to the entire work. You are not, however, striving to be exhaustive in your "explanation" of the poem, but rather you should strive to be selective in considering only those details that are significant to your own thematic understanding of the poem.
Some general questions to consider when writing about Poetry:
1. What does the title contribute to the reader's understanding of the poem?
2. Who is the speaker? Where is the speaker when the poem is happening?
3. Is it possible to determine the speaker's age, sex, sensibilities, level of awareness, and values?
4. What is the situation? What has happened in the past, or what is happening in the present, that has brought about the speech/poem?
5. Is there a specific setting of time and place?
6. Is the speaker addressing anyone in particular?
7. How do you respond to the speaker? Favorably? Negatively? Are there any special circumstances that inform what the speaker says?
8. Does reading the poem aloud help you to understand it better?
9. Does a paraphrase reveal the basic purpose of the poem?
10. What is the theme/meaning of the poem? Is the theme of the poem presented directly or indirectly? What detials make possible the formulation of the main idea?
11. Do any allusions enrich the poem's meaning? What references need explaining? How does an explanation assist in the understanding of the poem?
12. What difficult, special, or unusual words does the poem contain? How does the diction reveal meaning? Are any words repeated? do any carry evocative connotative meanings? Are there any puns or other forms of verbal wit?
13. Are figures of speech used? How does the figurative language contribute to the poem's vividness and meaning?
14. Do any objects, persons, places, events, or actions have allegorical or symbolic meanings? What other details in the poem support your interpretation?
15. Is irony used? Are there any examples of situational irongy, verbal irony, or dramatic irony? Is understatement or paradox used?
16. What is the tone of the poem? Is the tone consistent?
17. Does the poem use onomatopoeia, assonance, consonance, or al.
Visual Hermeneutics: Rockwell's "Triple Self Portrait"
The document discusses how to analyze and interpret visual texts such as images, photographs, paintings, and films. It explains that visual texts have both a literal and figurative level of meaning. The literal level refers to the basic formal elements, while the figurative level concerns the symbolic connotations and metaphors. To understand a visual text, one must examine both levels as well as the cultural and historical context in which the text was created. The document provides a framework for close analysis of visual texts, emphasizing objective analysis of what is present rather than subjective judgments.
DIDLS The Key to TONE Diction - the connotation of the wo.docx
DIDLS: The Key to TONE
Diction - the connotation of the word choice
What words does the author choose? Consider his/her word choice compared to another. Why did
the author choose that particular word? What are the connotations of that word choice?
Images - vivid appeals to understanding through the senses - concrete language
What images does the author use? What does he/she focus on in a sensory (sight, touch, taste,
smell, etc.) way? The kinds of images the author puts in or leaves out reflect his/her style? Are
they vibrant? Prominent? Plain? NOTE: Images differ from detail in the degree to which they
appeal to the senses.
Details - facts that are included or those that are omitted
What details are does the author choose to include? What do they imply? What does the author
choose to exclude? What are the connotations of their choice of details? PLEASE NOTE: Details are
facts or fact-lets. They differ from images in that they don't have a strong sensory appeal.
Language - the overall use of language, such as formal, clinical, jargon
What is the overall impression of the language the author uses? Does it reflect education? A
particular profession? Intelligence? Is it plain? Ornate? Simple? Clear? Figurative? Poetic? Make
sure you don't skip this step.
Sentence Structure - how structure affects the reader's attitude
What are the sentences like? Are they simple with one or two clauses? Do they have multiple
phrases? Are they choppy? Flowing? Sinuous like a snake? Is there antithesis, chiasmus, parallel
construction? What emotional impression do they leave? If we are talking about poetry, what is
the meter? Is there a rhyme scheme?
DICTION:
Laugh: guffaw, chuckle, titter, giggle, cackle, snicker, roar
Self-confident: proud, conceited, egotistical, stuck-up, haughty, smug, condescending
House: home, hut, shack, mansion, cabin, home, residence
Old: mature, experienced, antique, relic, senior, ancient
Fat: obese, plump, corpulent, portly, porky, burly, husky, full-figured
IMAGES:
The use of vivid descriptions or figures of speech that appeal to sensory experiences helps to
create the author's tone.
My mistress' eyes are nothing like the sun. (restrained)
An old, mad, blind, despised, and dying king. (somber, candid)
He clasps the crag with crooked hands. (dramatic)
Love sets you going like a fat gold watch. (fanciful)
Smiling, the boy fell dead. (shocking)
DETAILS:
Details are most commonly the facts given by the author or speaker as support for the attitude or
tone.
The speaker's perspective shapes what details are given and which are not.
LANGUAGE:
Like word choice, the language of a passage has control over tone.
Consider language to be the entire body of words used in a text, not simply isolated bits of
diction.
For example, an invitation to a wedding might use formal language, while a biology text would use
scientific and clinic.
Writing about ArtArt is a provocative medium, and your chall.docx
Writing about Art
Art is a provocative medium, and your challenge in writing about art may often be
to define and evaluate the artist’s choices and techniques, which, according to your
intellect and perception, arouse interest and convey meaning. In most cases, then, you
will be translating the visual (what you see, or observe) into language (what you write).
In order to do this, you will have to be extremely attentive to the characteristics of the work—your observations.
This means that your description will incorporate a large portion of your essay. Remember
to be attentive to the vocabulary of the discipline of Art. I f you do not know what a word means, better not to use it.
You must also be able to develop a thesis statement with a detailed analysis and argument about the artwork you have chosen.
Therefore, you must consider what it is you want to say, and use description to make that
point. In many ways, writing an Art History essay is similar to writing other types of
essays in the Humanities. It requires a clear and focused topic, an arguable thesis, an
organized format and structure, clear and coherent paragraphs, and a command of
grammar and style.
Comparison and Contrast
In many beginning Art History courses, and in more advanced ones as well, you
will be asked to write a paper in which you make a comparison and contrast between two
works of art. This type of essay usually requires a substantial comparative judgment of the two works, which will function as your thesis statement.
One option for a thesis statement for this kind of comparative essay could be based on how you see the two works in relation to each other and to some aspect of the human condition, or culture, or history. It could be, for example, that both artists painted peasants working in a field, but one painting suggests the oneness of humans and nature, perhaps because the figures appear to be an integral part of the field in which they are working, while the other painting emphasizes the separation between humans and nature. The evidence you provide for your thesis will include your interpretation, analysis, and description of the characteristics of both works, and must at all times relate to your thesis. For example, if you are discussing horizontality or verticality, you need to first accurately and clearly describe these elements in both works and then evaluate how these visual orientations demonstrate the validity of your thesis concerning humans as a part of nature or separate from it.
Unless the assignment specifies a work-by-work approach, it is usually best that
you do not divide the paper into two discrete sections: a discussion of one work of art
followed by a discussion of the other. Instead, each paragraph can include discussion of
both works in relation to a particular element or a well thought-out combination of
elements, such as color and texture. The point of comparison or contrast that each paragraph makes must, remember, .
Tie up all the things youve learned this semesterWhen you write .docx
Tie up all the things you've learned this semester:
When you write your essay, I want you to think about the chapter elements that apply to your poem and to your essay approach. Use the checklist to help you!
Can you spot stories under the water of the obvious island in the poem?
Do you have a poem where characters develop?
Is the beginning is a feature to notice?
Is the poem painting a picture?
Obviously, not all those points apply to every poem choice. Pick a poem you want to tackle, then dig for what of those four points you think you can address. Rearrange them in your essay so you have an introduction that invites readers to be interested. Make some points for readers to consider, then wrap up the essay with something we readers should remember about your poem choice--and maybe you can find a twist of thinking for readers: a bit of the author's own words on the poem? a bit of world history that applies? something happening today that could have easily been the same sort of subject?
One warning, poetry tempts writers into including moral lessons. Be careful not to tell us what we must learn from the poem you write about. Describe it fully, analyze what is there, and avoid what isn't. If you do that well, a reader can see the lesson to be learned without you needing to tell us what to think.
_______________________________________________________________________________________
√
Checklist: Getting Ideas for Writing Arguments about Poems
If you are going to write about a short poem (say, under thirty lines), it’s not a bad idea to copy out the poem, writing or typing it double-spaced. By writing it out you will be forced to notice detail, down to the punctuation. After you have copied the poem, proofread it carefully against the original. Catching and error—even the addition or omission of a comma—may help you to notice a detail in the original that you might otherwise have overlooked. And now that you have the poem with ample space between the lines, you have a worksheet with room for jottings.
A good essay is based on a genuine response to a poem; a response may be stimulated in part by first reading the poem aloud and then considering the following questions.
First Response
o
What was your response to the poem on first reading?
Did some parts especially please or displease you, or puzzle you? After some study—perhaps checking the meanings of some words in a dictionary and reading the poem several times—did you modify your initial response to the parts and to the whole?
Speaker and Tone
o
Who is the speaker?
(Consider age, sex, personality, frame of mind, and tone of voice.) Is the speaker defined precisely (for instance, an older woman speaking to a child), or is the speaker simply a voice meditating? (Jot down your first impressions, then reread the poem and make further jottings, if necessary.)
o
Do you think the speaker is fully aware of what he or she is saying,
or does the speaker unconsciously reveal his o.
Exploration of one or more characteristic(s) of an authors style an.docx
Exploration of one or more characteristic(s) of an author's style and approach
Consider analyzing the author's use of imagery or setting:
Analyzing Setting
“Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature)
In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take:
1) Read the story and mark references to setting. Start with the place and time of the action and then focus upon recurrent details and objects.
2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here?
3) Look through your setting notes and see if they fall into any pattern. What are the interesting shifts and contrasts?
4) Determine how the setting relates to either the main point of the story (step 2) or to some part of it. In other words what does the setting have to do with character or action? What are its effects? Whatever you decide here will be your thesis statement.
5) Make an outline, indicating what aspects of setting you will discuss and what you intend to say about them. Discard notes that are not central to your plan (you don’t have to discuss everything). Focus on the four or five key passages in the story that you wish to examine. List them in your outline in the order in which they occur.
Analyzing Imagery
As distinct from character, theme, and plot, imagery occurs primarily in language, in the metaphors (i.e. comparisons), similes (comparisons with “like” or “as”), or other forms of figurative (pictorial) language in a literary work. Sometimes setting, i.e., the locality or placing of scenes, or stage props (like swords, flowers, blood, winecups) can also be considered under the rubric of imagery. But whatever the expression, images primarily are visual and concrete, i.e., things which the reader sees or can imagine seeing. Some examples are flowers, tears, animals, the moon, sun, stars, diseases, floods, metals, darkness and light.
In order to create an argument about the significance of an image in a particular work, identify a principal image or image cluster and to see how it works by following the.
1 WRITING ABOUT ART Art is a provocative medium, and yo.docx
1
WRITING ABOUT ART
Art is a provocative medium, and your challenge in writing about art may often be to define and
evaluate the artist’s choices and techniques, which, according to your intellect and perception, arouse interest
and convey meaning. In most cases you will be translating the visual (what you see) into language (what you
write). In order to do this, you will have to be extremely attentive to the characteristics of the work—which
means that description will incorporate a portion of your essay—and be attentive to the vocabulary of the
discipline of Art.
You must also be able to develop a thesis statement with a detailed analysis and argument about the
artwork you have chosen. Therefore, you must consider what it is you want to say, and use description to
make that point. In many ways, writing an Art History essay is similar to writing other types of essays in the
Humanities. It requires a clear and focused topic, an arguable thesis, an organized format and structure, clear
and coherent paragraphs, and a command of grammar and style.
Thesis Statement
Most academic essays seek to persuade readers to understand a specific issue in a specific way—the
writer’s way. The writer’s thesis statement offers this substantial but concise assertion of her/his
understanding (usually in one to two sentences in the introduction or near the beginning of the essay), thereby
providing an essay with its judgmental focus.
Perhaps, though, in writing about art you might want to offer a well thought-out central idea rather
than an overtly argumentative statement. For example, “African art was a major influence on the work of
Pablo Picasso” states a well-documented and widely shared opinion that is interesting but uncontroversial.
Of course, a paper on this topic would have to fully elaborate on that relationship and offer examples of it.
The difference between an idea and a thesis statement is in their degree of contention. The above
example of a central idea could be debatable, but mainly the disagreement would arise if the writer does not
adequately explain and illustrate the idea through detailed description, intelligent criticism, and analysis,
and not because of the idea itself.
However, in a thesis statement—such as, “Picasso’s treatment of women in his art mirrors the
distorted vision he had of women in general”—it is more obvious that readers will either strongly disagree or
agree, by the very nature of the claim itself. Moreover, even if the writer advances a stimulating argument
with impressive evidence in defense of the thesis, because the claim is so contentious, a reader may still
disagree.
Using Sources
A good research paper often includes evidence from both primary and secondary sources. Whether you are
using primary or secondary sources, remember to explain and analyze the passages that you have chosen from
the texts (or elements you have chosen from the works), and what th.
Ewrt 1 c class 4
This document provides an agenda and overview of topics for a class on literary theory. It discusses several theoretical approaches including formalism, Marxism, structuralism, poststructuralism/deconstruction, new historicism, ethnic studies, gender studies, cultural studies, psychoanalytic criticism, and feminist criticism. For some of these approaches, it lists typical questions critics employing that approach may ask of a text. These include questions about symbols, themes, ideologies, social contexts, characters, and psychological elements in the works. It also covers key concepts and questions from deconstruction, feminist, psychoanalytic, and New Criticism approaches.
PoetryTie up all the things youve learned this semesterWhen yo.docx
Poetry
Tie up all the things you've learned this semester:
When you write your essay, I want you to think about the chapter elements that apply to your poem and to your essay approach. Use the checklist to help you!
Can you spot stories under the water of the obvious island in the poem?
Do you have a poem where characters develop?
Is the beginning is a feature to notice?
Is the poem painting a picture?
Obviously, not all those points apply to every poem choice. Pick a poem you want to tackle, then dig for what of those four points you think you can address. Rearrange them in your essay so you have an introduction that invites readers to be interested. Make some points for readers to consider, then wrap up the essay with something we readers should remember about your poem choice--and maybe you can find a twist of thinking for readers: a bit of the author's own words on the poem? a bit of world history that applies? something happening today that could have easily been the same sort of subject?
One warning, poetry tempts writers into including moral lessons. Be careful not to tell us what we must learn from the poem you write about. Describe it fully, analyze what is there, and avoid what isn't. If you do that well, a reader can see the lesson to be learned without you needing to tell us what to think.
_______________________________________________________________________________________
√ Checklist: Getting Ideas for Writing Arguments about Poems
If you are going to write about a short poem (say, under thirty lines), it’s not a bad idea to copy out the poem, writing or typing it double-spaced. By writing it out you will be forced to notice detail, down to the punctuation. After you have copied the poem, proofread it carefully against the original. Catching and error—even the addition or omission of a comma—may help you to notice a detail in the original that you might otherwise have overlooked. And now that you have the poem with ample space between the lines, you have a worksheet with room for jottings.
A good essay is based on a genuine response to a poem; a response may be stimulated in part by first reading the poem aloud and then considering the following questions.
First Response
o
What was your response to the poem on first reading?
Did some parts especially please or displease you, or puzzle you? After some study—perhaps checking the meanings of some words in a dictionary and reading the poem several times—did you modify your initial response to the parts and to the whole?
Speaker and Tone
o
Who is the speaker?
(Consider age, sex, personality, frame of mind, and tone of voice.) Is the speaker defined precisely (for instance, an older woman speaking to a child), or is the speaker simply a voice meditating? (Jot down your first impressions, then reread the poem and make further jottings, if necessary.)
o
Do you think the speaker is fully aware of what he or she is saying,
or does the speaker unconsci.
Post 1Anedria Smith posted Sep 26, 2019 730 PMSubscribeMy k.docx
Post 1
Anedria Smith posted Sep 26, 2019 7:30 PM
Subscribe
My knowledge has changed by understanding exactly what supporting details are. When filing supporting details, the sentences that start with words that are addition words. I believe it was beneficial because it made it simple and gave me more knowledge I didn't know. It also is a good way to help throughout my college courses what to look for when reading.
Post 2
Tomi Patterson posted Sep 23, 2019 6:56 PM
My prior knowledge about supporting details have changed after viewing the video. I now know a outline is made up of a main idea followed by a numbered list of the key supporting details. I have a better understanding of supporting details now. I do believe this chapter lesson was beneficial in increasing my knowledge because this video broke it down for better understanding. It gave examples to go by. This video helped me more.
Exploration of one or more characteristic(s) of an author's style and approach
Consider analyzing the author's use of imagery or setting:
Analyzing Setting
“Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature)
In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take:
1) Read the story and mark references to setting. Start with the place and time of the action and then focus upon recurrent details and objects.
2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here?
3) Look through your setting notes and see if they fall into any pattern. What are the interesting shifts and contrasts?
4) Determine how the setting relates to either the main point of the story (step 2) or to some part of it. In other words what does the setting have to do with character or action? What are its effects? Whatever you decide here will be your thesis statement.
5) Make an outline, indicating what aspects of setting you will discuss and what you intend to say about them. Discard notes that are not central to your plan (you don’t have to discuss everything). Focus on the four or five key passages in the story that you wish to examine. ...
Dr. C. Carney .docx
Dr. C. Carney
Essay # 2: Literary Analysis of a Short Story with Light Research
This assignment requires you to
analyze a work of fiction from my list of options (see link on Canvas assignment page). This essay requires you to
develop a focused and opinioned thesis about the story, as this assignment is not asking you to write a mere “book report” which is only a re-telling of the story. It also requires you to
find and use three sources to support your ideas:
one source that needs to be from a peer-reviewed, scholarly journal in literature that pertains to the story and/or the author (this source must be obtained through the HCC library databases) AND another source (website preferably) that DOES NOT pertain directly to the story nor to the author, but rather to
the theme presented in your thesis statement and discussed throughout your essay (you cannot pursue this second source until you’ve established your thesis and know what “angle” you are pursuing) AND a third source that is entirely your choice.
I. The Purpose of a Literary Analysis:
A literary analysis is not merely a summary of a literary work. This kind of analysis analysis, like any analysis, is just that:
ANALYTICAL! It is intended to reveal and/or explain meaning. Thus, the assumption is that meaning exists, and it is the job of a (close/active) reader to ferret it out and offer a response to it!
Far from being a mere summary, it is an argument, essentially, about the work that expresses the essay writer’s personal perspective, interpretation, judgment, or critical evaluation. This is accomplished by examining the literary devices, word choices, or writing structures the author uses within the work first, followed by a critical analysis of content. Another purpose of a literary analysis is to demonstrate why the author used specific ideas, word choices, or writing structures to convey his or her message.
II. How to Create a Literary Analysis:
1. Select (and ideally
print) one of the stories listed on my Learning Web page (linked on the Canvas assignment page for this essay assignment). The stories listed here are the only acceptable stories for this assignment, and they are all in full text so there’s no need to find them elsewhere.
2. Read the text closely at least a couple of times. Focus on the ideas that are being presented. Think about the characters’ development and the author’s writing technique. What might be considered interesting, unusual, or important?
3. Brainstorm a list of potential topics. Highlight important passages in the text and take notes on these passages. Think of the ideas/concepts that strike you as you read. Later, when writing the paper, these notes should help a writer to .
Literary criticism
Literary criticism provides poets with tools for self-evaluation and improvement. It introduces them to works from different time periods and cultures. Literary critics have many skills including close reading, analysis, and evaluation of literature. There are various approaches to literary criticism such as new criticism, rhetorical, stylistic, and more, each with their own focus and techniques. Practicing criticism can help poets develop their craft by reflecting on their work and gaining insights from different critical lenses.
25 slides(not counting title and reference slide)APASOURCES10.docx
25 slides(not counting title and reference slide)
APA
SOURCES:10
“Knowledgeable interaction with works of art makes life better: We see more of what can be seen, and we hear more of what can be heard. Our entire existence grows richer and deeper.” (Sporre, 2009, p. 2).
From your studies, you have seen how culture, societal norms, belief systems, and past experiences affect the way people view the world. Learning about these differences in perspective helps us to have a better understanding of the overall human experience. Whether analytical skills are applied to a task at work, or a humanistic point of view enables us to grasp an issue from another angle, these methods of looking at the world help us become more aware of our perceptions and provide a deeper and more meaningful existence.
In this task, you will analyze and interpret three creative works from three separate disciplines of the humanities using methods of subjective and objective analysis. Objective statements are based on simple observations and concrete information. Subjective statements are based on personal opinions, judgments, and feelings. These standard methods of analysis will enable you to critically view and interpret works from the humanities. You will use analytical and critical thinking skills to assess how meaning is constructed and imparted to a viewer or audience and will communicate your thoughts in a multimedia presentation (e.g., PowerPoint, Keynote). While the content of your presentation will focus on analyzing, interpreting, comparing, and contrasting three creative works from separate disciplines, your overarching goal will be to explain how the three works you analyze demonstrate the value of the humanities in meaningful ways.
Background:
Develop a multimedia presentation in which you analyze three creative works from three separate disciplines in the humanities. You will need to select works that share a common theme. This theme must relate to a profession within your field of study at WGU. You will share with your audience how being knowledgeable about the humanities and your selected theme is valuable in regards to this profession.
First you must choose one literary work from the given list below. Choose a literary work that has a theme that resonates with you and consider how this theme connects with your chosen profession. Every profession within your field of study at WGU (Business, IT, Nursing or Teaching) will have humanistic considerations. For example, a civil rights lawyer may be concerned with the theme of freedom, a firefighter with determination, a social worker with compassion, or an engineer with integrity. It is the intent of this task to explore the major themes of the humanities and their relevance to our professional lives.
Once you have selected a literary work, you will need to select two non-literary works from separate disciplines that share the same theme as the literary work you have selected. Your presentation will show how all.
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Visual Hermeneutics: Rockwell's "Triple Self Portrait"
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DIDLS The Key to TONE Diction - the connotation of the wo.docx
Writing about ArtArt is a provocative medium, and your chall.docx
Writing about ArtArt is a provocative medium, and your chall.docx
Tie up all the things youve learned this semesterWhen you write .docx
Tie up all the things youve learned this semesterWhen you write .docx
Exploration of one or more characteristic(s) of an authors style an.docx
Exploration of one or more characteristic(s) of an authors style an.docx
1 WRITING ABOUT ART Art is a provocative medium, and yo.docx
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PoetryTie up all the things youve learned this semesterWhen yo.docx
Post 1Anedria Smith posted Sep 26, 2019 730 PMSubscribeMy k.docx
Post 1Anedria Smith posted Sep 26, 2019 730 PMSubscribeMy k.docx
25 slides(not counting title and reference slide)APASOURCES10.docx
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Answer the following questions in a minimum of 1-2 paragraphs ea.docx
Answer the following questions in a minimum of
1-2 paragraphs
each. Be sure to explain your answers and give reasons for your views.
When you talk about the meaning of life, which sense of the term do you use-- external meaning or internal meaning?
What bearing, if any, does the ephemeral nature of our existence have on the question of whether life has meaning? Does the fact that we die negate the possibility of meaning in life?
Is Schopenhauer right about the meaninglessness of life? Does the wretchedness of our existence show that life has no meaning?
Note:
All journal entries must be submitted as attachments (
in Microsoft Word format
) in order to generate an originality report.
.
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Answer the following questions using scholarly sources as references. Add references at the end of the page.
Answer each question with at least 300 words counter.
1.What is your assessment of Frantz Fanon's argument that “The wealth of the imperialist nations is also our wealth”? Do you believe "developed nations" owe some form of reparations to colonized peoples?
2.How would you account for revolutionaries in Spain such as the CNT and FAI having more success than in other European countries leading up to 1936?
3.How you can you account for the outcome of the Russian Revolution?
4.Why do you think that acts of violence against tyrannical leaders in the era did not inspire the masses to rise up in revolution?
.
Answer the following questions about this case studyClient .docx
Answer the following questions about this case study:
Client with Pneumonia
Mr Edwards is a 75 yr old man who has a history of chronic obstructive pulmonary disease for the last two years. He continues to smoke ½ pack of cigarettes a day and does not participate in any exercise regimen and must do self-care activities slowly because of fatigue. He does not see any reason to increase his fluid intake. Presently, he is admitted for right upper lobe pneumonia and reports having an intermittent cough that produces thick, yellow sputum. He has more episodes of coughing when lying flat. He is married and his wife, Kathy is at his bedside.
Assessment
Mr Edwards SpO2 ranges from 78%-84%, and currently this am is 84%. His other vital signs are T 101.4F, HR 102/min, RR 30/min, BP 130/90mmHg. He is chilled and has had some diaphoresis. He reports that his ribs are sore and that his mouth is dry. Upon inspection, Mr Edwards mucous membranes are dry, as is his skin. Crackles are auscultated in the lower lobes bilaterally. His sputum is thick, and a yellow to yellow green in color. His health care provider has told him that if he gradually increases his exercise, drinks more fluids and stops smoking, his respiratory status will improve. He is lying in a semi-fowlers position in bed.
What relevant assessment data would you cluster to support a nursing diagnosis?
What priority nursing diagnosis would you identify for this patient? List five and give both Problem focused and Risk for nursing diagnoses.
What short term goal would you identify for the priority nursing diagnosis you identified? What long term goal would you identify?
List all the nursing interventions that you would perform for identified goals and nursing diagnosis. Give a rationale for each.
If you implemented all of the identified interventions, how would you evaluate that your interventions were successful and that the goals were met?
.
Answer the following questions using art vocabulary and ideas from L.docx
Answer the following questions using art vocabulary and ideas from Lectures 2, 3, & 4 and Chapter 2 in your textbook. Please make
sure each answer is thoughtful, edited for grammar and spelling errors, and
at least
4-5
COMPLETE
sentences. Also, be as
specific as possible and
use examples to support EVERY statement. Write your answers in your own words (not taken
directly from your readings or outside resources).
A grading rubric is attached to this assignment.
**When answering the questions/prompts below,
write in PARAGRAPH FORM
(while making sure each question is addressed in your paragraph).
**Copy the photos of the artworks and the questions BEFORE each paragraph answer.
PROMPTS
:
1.
-Is Henri Matisse's 1947 print,
Icarus
,
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the use of
SHAPE
in Henri Matisse's 1947 print,
Icarus
. Are the shapes organic or geometric? Which ones? Describe how the shapes interact, or "touch" each other. Are the edges of the shapes soft or hard? Do they bump, blend, or overlap?
-Which theme(s) best describe the content of Matisse's
Icarus
?
Support your answers with specific examples from the painting.
2.
-Is Kathe Kollwitz' 1903 etching,
Mother with Dead Child
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the use of
LINE
in this print. What types of line (geometric, organic, implied) are present? What do you believe these lines express? Are there any contour lines? Hatching or cross-hatching? Where? In what direction(s) do the lines move?
-Which theme(s) best describe the content of Kollwitz'
Mother with Dead Child?
Support your answers with specific examples from the etching.
3.
-Is the
Colossal 8-feet-tall Olmec Head
(1500-300 BCE) an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the
FORM/MASS
of the Olmec Head. Address the size, density, material(s) used, and how it may have interacted with it's original location.
-Is the sculpture an example of
Closed Form
or
Open Form
? Explain your answer.
-Which theme(s) best describe the content of the Olmec Heads? Support your answers with specific examples from the sculpture.
4.
-Is Jan van Eyck's 1434 oil painting,
The Arnolfi Portrait
,
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Discuss the use of
TEXTURE
in van Eyck's painting. Does the work have actual/tactile texture, visual/simulated texture, or a combination of both? Explain your answer.
-Which theme(s) best describe the content of van Eyck's
The Arnolfi Portrait
? Support your answers with specific examples from the painting.
5.
Is George Caleb Bingham's 1845 painting,
Fur Traders Descending the Missouri
, an example of Representational Art, Abstracted Art, or Non-Represen.
Answer the following questions in a total of 3 pages (900 words). My.docx
Answer the following questions in a total of 3 pages (900 words). My budget is between $50-60. Deadline is 5 hours
What, in your opinion, are the salient attributes of indigenous African religious cultures?
Do you feel western scholars were justified in tagging negative labels on African religions?
Would you say African religions are polytheistic because of the belief in numerous deities?
Describe the Core Elements of Yoruba or Fon Cosmology
.
Answer the following questions No single word responses (at lea.docx
Answer the following questions: No single word responses (at least 70+ words in each response)
Give the questions some thought and answer honestly
1. What is happening?
2. What issues does it raise?
3. What emotions come to your awareness?
4. What implications does it have for how we practice?
.
Answer the following questions based on the ethnography Dancing Skel.docx
Answer the following questions based on the ethnography Dancing Skeletons. It is not necessary to write
an essay, but do engage the questions at a thoughtful level. Be sure to answer the question thoroughly as
each has several parts and use examples from the ethnography.
1. Why is it important for an anthropologist to be able to speak the local language? What
advantages did the author enjoy because of her language ability? What difficulties ensue when a
researcher is not able to speak the local language? If all contact with the population is through an
interpreter, what sorts of bias might arise in the data collection?
2. What was the outcome of the author’s visit to #104’s compound? What had happened to the
child since her last visit several years earlier? Why did the author use numbers to refer to people
in her study, instead of their names? Do you think it was right for Dettwyler to intervene in the
case of child #104, or should anthropologists just study people in other cultures and endeavor to
have as little impact on them as possible? Is it possible to conduct anthropological research
without having some effect on the people you study?
3. How do the medical resources of Magnambougou compare to those available in the United
States? What are the main diseases children in Mali must contend with?
4. Using female circumcision as the focus, discuss the concept of cultural relativism as used by
anthropologists. Even though we may understand the beliefs behind the practice, does cultural
relativism compel us to approve of female circumcision? What are some of the rationales
provided by cultures that practice female circumcision? What was Agnes’s attitude (Chapter 3)
when she found out that neither the author nor her daughter had been, or where intending to be
circumcised?
5. Aminata’s parents could see that she was very skinny even though she ate a lot of food.
“Everyone knows that you can eat a lot and still be skinny” (Dettwyler 1994: 44). How do
observations such as these contribute to the belief among some Malians that food intake and
health are not related?
Essay and Homework Requirements:
• Minimum of 2 typed pages of your writing (not including heading or prompt)
• 12 point font size
• 1 inch margins on all sides
• Double-spaced throughout
• Spell-checked, grammar-checked
.
Answer the following questions to the best of your ability1) De.docx
Answer the following questions to the best of your ability:
1) Describe Native America societies prior to European contact. What are some examples of how their civilizations varied by region across North and South America?
2) What was the Columbian Exchange? Give at least 5 examples,
(be specific with details)
. What are some effects this had on both the Old and New Worlds?
3) Briefly describe the relationship between Powhatan and the English colonists of Virginia Colony in the 17thcentury. How did they help one another? How did they oppose one another?
4) Refer to the website below on the
Mayflower Compact, 1620
. What do the writers claim their purpose was in founding a colony (Plymouth)? What do the writers claim is their purpose in establishing this charter?
*copy/paste into your browser to answer the questions above:
https://avalon.law.yale.edu/17th_century/mayflower.asp
5) What was the major cash crop of the English colonies around the Chesapeake Bay (e.g., Virginia and Maryland)? What unfree laborers primarily worked that crop for wealthier landowners in the 17th century? What unfree laborers were the predominant labor force on plantations as the 18th century wore on?
6) Describe the First and Second Great Awakenings. What were some similarities between those movements? What were some differences?
7) What are at least 4 factors that led to the American Revolution? Briefly describe each one.
8) Describe the influence of Enlightenment ideals on the Constitution? What were three (3) major compromises that were necessary to gain enough support to ratify the Constitution
(describe them)
?
9) What was the “Revolution of 1800” and why is it important, even today?
10) What was the Louisiana Purchase? Give three examples of long-term consequences of the US acquiring that territory?
11) Throughout the 17th, 18th, and 19th centuries, what are some of the ways in which American Indian peoples interacted with European (and later, American) settlers? What were some of the strategies which American Indian tribes used to navigate European and US expansion?
12) Describe the difference between northern and southern states in the US between 1800 and 1850. What were some of their defining characteristics?
13) What factors prompted the South to secede from the United States in 1860/1861? What was Pres. Lincoln’s response? What were 3 consequences of the Civil War?
14) Describe Reconstruction. Did it work (how and/or how not)?
.
Answer the following questionDo you think it is necessary to .docx
Answer the following question:
Do you think it is necessary to create a different law to serve minors who violate the law or should they be processed in the same way that adults are processed? Explain.
**Arguments in response to the question must be supported by at least two academic sources.**
Essay ( 1-3 pages)
.
Answer the following question. Use facts and examples to support.docx
Answer the following question. Use facts and examples to support your answer. Use APA style for any references.
Due June 14, 11:59 p.m. EST
Using Figure 5.4 as the target architecture, who are the threat agents who will be most interested in attacking Web applications created through AppMaker?
.
Answer the bottom questions in apa format and decent answer no shor.docx
Answer the bottom questions in apa format and decent answer no short answer please.
Subaru's Sales Boom Thanks to the Weaker Yen For the Japanese carmaker Subaru, a sharp fall in the value of yen against the U.S. dollar has turned a problem—the lack of U.S. production—into an unexpected sales boom. Subaru, which is a niche player in the global auto industry, has long bucked the trend among its Japanese rivals of establishing significant manufacturing facilities in the North American market. Instead, the company has chosen to concentrate most of its manufacturing in Japan in order to achieve economies of scale at its home plants, exporting its production to the United States. Subaru still makes 80 percent of its vehicles at home, compared with 21 percent for Honda. Back in 2012, this strategy was viewed as something of a liability. In those days, one U.S. dollar bought only 80 Japanese yen. The strong yen meant that Subaru cars were being priced out of the U.S. market. Japanese companies like Honda and Toyota, which had substantial production in the United States, gained business at Subaru's expense. But from 2012 onward, with Japan mired in recession and consumer prices falling, the country's central bank repeatedly cut interest rates in an attempt to stimulate the economy. As interest rates fell in Japan, investors moved money out of the country, selling yen and buying the U.S. dollar. They used those dollars to invest in U.S. stocks and bonds where they anticipated a greater return. As a consequence, the price of yen in terms of dollars fell. By December 2015, one dollar bought 120 yen, representing a 50 percent fall in the value of the yen against the U.S. dollar since 2012. For Subaru, the depreciation in the value of the yen has given it a pricing advantage and driven a sales boom. Demand for Subaru cars in the United States has been so strong that the automaker has been struggling to keep up. The profits of Subaru's parent company, Fuji Heavy Industries, have surged. In February 2015, Fuji announced that it would earn record operating profits of around ¥410 billion ($3.5 billion) for the financial year ending March 2015. Subaru's profit margin has increased to 14.4 percent, compared with 5.6 percent for Honda, a company that is heavily dependent on U.S. production. The good times continued in 2015, with Subaru posting record profits in the quarter ending December 31, 2015. Despite its current pricing advantage, Subaru is moving to increase its U.S. production. It plans to expand its sole plant in the United States, in Indiana, by March 2017, with a goal of making 310,000 a year, up from 200,000 currently. When asked why it is doing this, Subaru's management notes that the yen will not stay weak against the dollar forever, and it is wise to expand local production as a hedge against future increases in the value of the yen. Indeed, when the Bank of Japan decided to set a key interest rate below zero in early February 2016, the yen .
Answer the following below using the EXCEL attachment. chapter 5.docx
This document requests that someone answer Excel exercise questions from chapter 5, including questions 9 through 12. It also asks the person to post at least two points they learned from the questions and two additional questions they have. Finally, it mentions completing an appendix exercise question from chapter 5.
Answer the following prompts about A Germanic People Create a Code .docx
Answer the following prompts about “A Germanic People Create a Code of Law” on pgs. 104-108 from the
Sources of
World Societies: Volume 1: To 1600
book. your answer should include one original question that you have about the readings.
1. Compare and contrast this law code with the Twelve Tables and the Code of Hammurabi.
2. Where do you see major similarities, and differences?
3. Of the three codes, which would you prefer to live under, and why?
.
Answer the following discussion board question below minumun 25.docx
Answer the following discussion board question below: minumun 250 words in total.
[1] How did the attempted impeachment of President Clinton come about? What do you think about this attempt at impeachment and the surrounding controversies and circumstances?
[2] What parallels, if any, do you see between the impeachment efforts against President Clinton and those today against President Trump? Are they comparable or completely different, in your view? Explain.
.
Answer the following questions about IT Project Management. What.docx
Answer the following questions about IT Project Management.
What is a project, and what are its main attributes? How is a project different from what most people do in their day-to-day jobs? Discuss the importance of top management commitment and the development of standards for successful project management. Provide examples to illustrate the importance of these items based on your experience on any type of project. Discuss the unique challenges that an IT project presents.
.
Answer the following in at least 100 words minimum each1.Of.docx
Answer the following in at least 100 words minimum each:
1.Often times we will see data that goes up and down and doesn’t appear to be moving at a steady rate in either direction. Can we draw any conclusion from data like that?
2.
Time series and future prediction of value is something that many of you likely deal with at work. You may see the type of future prediction in a retirement or investment account on a personal level. When would this type of analysis be important in your industry?
.
Answer the following questions(at least 200 words) and responses 2 p.docx
Answer the following questions(at least 200 words) and responses 2 posts(not word limitation):
Should the federal, state, or local governments pass legislation that requires organizations to offer voluntary benefits? Why or why not?
You need to find a source and make reference
.
Answer the following questions in a Word document and upload it by M.docx
Answer the following questions in a Word document and upload it by March 19. Answers should be one paragraph each.
1. What arguments can you provide to show there is or is not political bias in the media?
2. Do you feel that the existence of Wikileaks helps or undermines America's national security?
3. Why do you feel that polling errors occur in gathering data on Presidential elections?
4. Do you feel the Fairness Doctrine was justified, or do you feel it was right to repeal it?
5. Is the rise of digital citizenship a good or bad thing for the media?
.
Answer the following questions in complete sentences. Each answer sh.docx
This document contains two questions about the emergence and economic policies of communism in Russia and China. It asks how communism emerged in each country, noting both the similarities and differences between the two processes. It also asks about the main economic policies pursued by communist regimes, and their degrees of success and failure. Responses to each question should be one or two paragraphs with examples and quotes from the textbook.
ANSWER THE DISCUSSION QUESTION 250 WORDS MINDiscussion Q.docx
**ANSWER THE DISCUSSION QUESTION 250 WORDS MIN**
Discussion Questions:
How should the United States government deal with the heightened concern about homegrown violent extremism and the growing concern for the preservation of civil liberties? What are the political and constitutional consequences of counter-terrorism? Lastly, how do we assess the tradeoffs between freedom and security?
***REPLY TO EACH POST 100 WORDS MIN EACH***
1. The United States government will always have to face the homegrown violent extremist because with the internet alone people are able to research just about anything and find their answers. The civil liberties are being violated because you have FBI and CIA looking into what people on doing on the webs. I personally believe that you gave up the right when you decided to goggle whatever it is you’re looking up. It’s also like social media site take Facebook for example people are willing to give up their rights so they can be on Facebook and be able to look or post whatever they want. But just like ever website the owner of that site has a right to delete what they don’t want on it as well. So why can’t the FBI/CIA look into and potentially stop a homegrown extremist from attacking the nation or even just attacking schools, churches, and retail stores like the mall or Wal-Mart. All these locations have had attacks from violent extremist when if they were being watched or monitored those attacks could have been stopped or at least less death could have occurred. From a political and constitutional stand point, consequences of counter-terrorism can vary. I political stand is to protect and preserve the freedom for the people. Protecting one’s Constitutional rights depends on what the politician’s plans on policies and procedures that could begin to take away those civil rights that were granted and give people the sense of freedom that the nation is built on. Policies and procedures can change everything take the mask wearing and social distancing for Covid-19, you have the people that are okay with it all and are following the rules but then you have the ones that have been protesting or fighting people over the fact that they don’t want to wear a mask. To me personally it’s simple to wear a mask but to others it’s a reason of rights being taken away by mandating it. Working for the military and DHS I personally don’t see freedom and security as a tradeoff. If agencies do their jobs correctly and protect the United States and National Security then freedom wouldn’t be at stake. I believe in freedom but the security measures in place are to help protect that freedom, without the security measures the nation would be under attack like 9/11 or worse.
2. The internal terrorist threat in the United States is operational and complicated, with continuing threats from extreme left- and right-wing extremist groups and radicalization and recruitment efforts by international terrorist groups. Since Sept/11, our.
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- 1. Literature Essays: Analyzing a common theme in several works What can we use that is common in nearly every work that will help us reinforce one common theme? (Ex. Freedom and Confinement) Analyzing theme always involves generalizations and abstractions. There are universal themes that can be found in countless works of literature, such as love and hate, good and evil, innocence and experience, communication and isolation, life and death, society and the individual. A story or poem may be about a specific love affair, for example; it is easy to say the general subject is love, but interpreting the theme involves explaining what the work says about love. You can find commonality of theme in the works you are analyzing by using the following: · Plot - What are the actions or events of the narrative and how are they presented? How do they relate to your theme? What are the most important traits of the main characters? How does their behavior reinforce the theme you are analyzing? Does the author support their views or is he a distant observer forcing you to judge them? Introductory Paragraph You can use plot components almost like anecdotes to support your theme (thesis statement) Thesis Statement
- 2. · Conflict - What conflicts are dramatized? Are they internalconflicts (within the minds of people) or external conflicts (between individuals or between people and the world)? How do these relate to the theme you are analyzing? Topic sentence that alludes to your thesis statement and introduces conflicts that support your theme Conflicts in the works that support your theme Summarize your conflicts and mention that a discussion of tone is coming · Tone - What is the prevailing tone of each work? That is, what attitudes toward the subject are conveyed by the narrator's choice of words? Is the subject presented in a manner that is serious, satirical, playful, condescending, etc.? Does the tone support the theme you are analyzing? Topic sentence that alludes to your thesis statement and introduces common tones in the works that support your theme Elements of tone in the works that support your theme Summarize the tone of each work and mention that a discussion of images is coming · Images - Are there repeated images, or groups of related images in the work (e.g., various kinds of light and dark images)? If so, what is the significance of these patterns?
- 3. Topic sentence that alludes to your thesis statement and introduces images in each of the works that support your theme Images in the works that support your theme Summarize the images of each work and mention that a discussion of symbols is coming · Symbols - Are the symbols conventional, familiar ones (e.g., a rose symbolizing love, a cross representing Christianity). Do the symbols contained in the works you are analyzing support the theme in each of these works? Topic sentence that alludes to your thesis statement and introduces symbols in each of the works that support your theme Symbols in the works that support your theme Summarize the symbols of each work and mention that your summary is coming · Summary - What ideas are implied by the total impression of the whole work? Sometimes theme is revealed only when the work is viewed as a whole. Is your theme present in all the works? Do the authors use predominantly emotional, logical or ethical appeals? Are we
- 4. able to draw a conclusion(s) about life and its meaning as a result of analyzing these works?