Week 3 Assignment Literary Analysis DraftLink to Video Transc.docxcockekeshia
Â
Week 3 Assignment: Literary Analysis Draft
Link to Video Transcript
For your Week Three assignment, you will write a two and a half page draft (excluding the title and references page) of your Week Five Literary Analysis. The draft should contain a working thesis (which you wrote in the Week One assignment), an introduction, at least three body paragraphs, and a conclusion. Be sure to include some paraphrases and quotations of the reference material in your Week Two Annotated Bibliography. You should use your research to help you develop and support the thesis.
¡ Copy and paste the writing prompt you chose to explore in Week One at the beginning of your draft (this will help your instructor see if you focused well on the prompt).
¡ Restate your working thesis after the copy-and-paste prompt.
¡ Develop your working thesis based on the feedback you have received. Again, the thesis should offer a debatable claim in response to one of the prompts on the list.
¡ Analyze the literary work(s) from the approved list of prompts chosen in Week One that pertained to your selected topic and include the three key ideas developed in the Week One Proposal.
¡ Focus on one or two primary text(s).
¡ Include references from at least two secondary sources identified on your Week Two Annotated Bibliography. More sources are not necessarily better.
¡ Apply your knowledge of literary elements and other concepts in your response to the prompt. Reference the List of Literary Techniques.
¡ Avoid any use of the first person.
¡ Do not summarize the plot.
List of Writing Prompts
Click each prompt below to expand and click twice to collapse.
View in PDF
Writing Prompt #1
Write an analysis of a key character in a literary work. Focus on two or three key actions of that character. Discuss the characterâs motivations and decisions in terms you can support with clear evidence from a critical reading of the text. Consider whether this characterâs actions fit together or contradict each other. You may also want to consider whether or not any other characters in the story are aware of this conflict, and if so, how they influence the character you are writing about.
Literary Works (choose one):
âInterpreter of Maladiesâ (Jhumpa Lahiri, 1999)
Guiding Questions:
1. How does a new outsider community member like Mrs. Das influence Mr. Kapasi, who seems to have become bored with his life and his role in the community?
2. How does Mr. Kapasiâs desire for Mrs. Das make him unable to understand Mrs. Dasâ desires, leading to his failure to fulfill his role as the Interpreter of Maladies?
3. How do the Das familyâs actions surrounding their children show that their desires or interests do not accord with their obligations?
"What You Pawn, I Will Redeem" (Sherman Alexie, 2003)
Guiding Questions
1. How does the grandmotherâs property at the pawn shop help to define the narratorâs desires and feeling of obligation to recover it? Why is it so important?
2. How does the character accompli.
Discuss the present state of groupware implementation in your orga.docxlynettearnold46882
Â
Discuss the present state of groupware implementation in your organization
As you prepare your 3 page paper, you'll probably want to think about the kind of work that you do, the kind of work that your colleagues do, and what you know from the readings about information processing systems in general and what kinds of work groupware is best at supporting. You'll probably also want to think about how much trouble it is to change things in your organization in any event, about the kind of supervisory climate and environment you work in, about the kind of resources you have available to you, and about the kinds of demands being made upon you for day-to-day performance. The readings are to give you some information about how other people have dealt with groupware; it's up to you to apply this information to your own settings and come to some conclusions.
List of Writing Prompts
For students:
There are three prompts below each with four texts. For your literary analysis essay, choose
ONE prompt and text pairing that interests you. Then, take a look at the guiding questions for
the text you choose. You donât necessarily need to answer all of these questions in your paper.
The questions are there to help get you thinking in a direction that will be more likely to lead
you to a successful literary analysis.
PROMPT 1.
Write an analysis of a key character in a literary work. Focus on two or three key actions of that
character. Discuss the characterâs motivations and decisions in terms you can support with clear
evidence from a critical reading of the text. Consider whether this characterâs actions fit
together or contradict each other. You may also want to consider whether or not any other
characters in the story are aware of this conflict, and if so, how they influence the character you
are writing about.
Literary Works (choose one): â¨
âInterpreter of Maladiesâ (Jhumpa Lahiri, 1999)
Guiding Questions:
1. How does a new outsider community member like Mrs. Das influence Mr. Kapasi, who
seems to have become bored with his life and his role in the community?
2. How does Mr. Kapasiâs desire for Mrs. Das make him unable to understand Mrs. Dasâ
desires, leading to his failure to fulfill his role as the Interpreter of Maladies?
3. How do the Das familyâs actions surrounding their children show that their desires or
interests do not accord with their obligations?
âWhat You Pawn, I Will Redeemâ (Sherman Alexie, 2003) â¨
Guiding Questions:
1. How does the grandmotherâs property at the pawn shop help to define the narratorâs
desires and feeling of obligation to recover it? Why is it so important?
2. How does the character accomplish his objective, and how is this surprising considering
all of the unfortunate events and bad decisions he makes along the way?
3. How do the other characters--the Aleuts, the pawn shop owner, the waitress, the police
officer, the other Indians at the bar--each play an im.
List of Writing Prompts For students There are th.docxaryan532920
Â
List of Writing Prompts
For students:
There are three prompts below each with four texts. For your literary analysis essay, choose
ONE prompt and text pairing that interests you. Then, take a look at the guiding questions for
the text you choose. You donât necessarily need to answer all of these questions in your paper.
The questions are there to help get you thinking in a direction that will be more likely to lead
you to a successful literary analysis.
PROMPT 1.
Write an analysis of a key character in a literary work. Focus on two or three key actions of that
character. Discuss the characterâs motivations and decisions in terms you can support with clear
evidence from a critical reading of the text. Consider whether this characterâs actions fit
together or contradict each other. You may also want to consider whether or not any other
characters in the story are aware of this conflict, and if so, how they influence the character you
are writing about.
Literary Works (choose one): â¨
âInterpreter of Maladiesâ (Jhumpa Lahiri, 1999)
Guiding Questions:
1. How does a new outsider community member like Mrs. Das influence Mr. Kapasi, who
seems to have become bored with his life and his role in the community?
2. How does Mr. Kapasiâs desire for Mrs. Das make him unable to understand Mrs. Dasâ
desires, leading to his failure to fulfill his role as the Interpreter of Maladies?
3. How do the Das familyâs actions surrounding their children show that their desires or
interests do not accord with their obligations?
âWhat You Pawn, I Will Redeemâ (Sherman Alexie, 2003) â¨
Guiding Questions:
1. How does the grandmotherâs property at the pawn shop help to define the narratorâs
desires and feeling of obligation to recover it? Why is it so important?
2. How does the character accomplish his objective, and how is this surprising considering
all of the unfortunate events and bad decisions he makes along the way?
3. How do the other characters--the Aleuts, the pawn shop owner, the waitress, the police
officer, the other Indians at the bar--each play an important role in showing how the
http://central-lausd-ca.schoolloop.com/file/1251955222331/1251955217263/2279767265736662414.pdf
http://www.newyorker.com/magazine/2003/04/21/what-you-pawn-i-will-redeem
narrator is committed to an important mission he is worthy of completing?
âWe Came All the Way from Cuba so You Could Dress Like This?â (Achy Obejas, 1994)
Guiding questions:
1. To what conflicts does the title allude (social? Political? Cultural? others?)?
2. The first-person narrator switches tenses (from present to future). How does this create
tension in the story?
3. How is the narratorâs internal conflict (âman v. selfâ) merely an internalization of
political, familial, and social conflict?
âThe Things They Carriedâ (Tim OâBrien, 1990) - 5.4 in Journey into Literature
Guiding Questions:
1. The second paragraph of the story b ...
List of Literary Works PROMPT 1. Interpre.docxaryan532920
Â
List of Literary Works
PROMPT 1.
âInterpreter of Maladiesâ (Jhumpa Lahiri, 1999)
âWhat You Pawn, I Will Redeemâ (Sherman Alexie, 2003) â¨
âWe Came All the Way from Cuba so You Could Dress Like This?â (Achy Obejas, 1994)
âThe Things They Carriedâ (Tim OâBrien, 1990) - 5.4 in Journey into Literature
PROMPT 2.
âWhat You Pawn, I Will Redeemâ (Sherman Alexie, 2003) â¨
âA Very Old Man with Enormous Wingsâ (Gabriel GarcĂa Marquez, 1955) â¨
âA Hunger Artistâ (Franz Kafka, 1924) â 7.5 in Journey into Literature
âEveryday Useâ (Alice Walker, 1973)
PROMPT 3.
âThe Man of the Crowdâ (Edgar Allan Poe, 1845)
âThe Things They Carriedâ (OâBrien, 1990) - 5.4 in Journey into Literature
âA Worn Pathâ (Eudora Welty, 1941) â 5.3 in Journey into Literature
âSonnyâs Bluesâ (James Baldwin, 1957)
http://central-lausd-ca.schoolloop.com/file/1251955222331/1251955217263/2279767265736662414.pdf
http://www.newyorker.com/magazine/2003/04/21/what-you-pawn-i-will-redeem
https://latinosexualitygender.files.wordpress.com/2013/02/obejas-we-came-all-the-way-from-cuba.pdf
http://www.newyorker.com/magazine/2003/04/21/what-you-pawn-i-will-redeem
https://docs.google.com/document/d/1WD0f_YhxqZO8avsfAmPtA2ngivbyqwJxY17XdBk2iyY/mobilebasic?pli=1
https://www.deanza.edu/faculty/leonardamy/Everyday%20Use.pdf
http://poestories.com/read/manofthecrowd
http://swcta.net/moore/files/2012/02/sonnysblues.pdf
Primary and Secondary Sources
Primary Source
The term primary source refers to
⢠Original documents: Diaries, speeches, manuscripts, letters, interviews, news film
footage, autobiographies, official records, etc.
⢠Creative works: Poetry, drama, novels, music, art, etc.
The primary source is the story, poems, or play you choose to write about. Please see the List of
Literary Works to choose a primary source. The source must come from this list.
Secondary Source
Secondary sources are publications like textbooks, magazine articles, histories, criticisms,
commentaries, encyclopedias, etc. An appropriate secondary source to use for your literary
analysis is a journal article that interprets and offers analysis of a literary work.
The two sources you locate must be academic sources and come from peer-reviewed journals or
other scholarly publications. For information on finding sources within the Ashford Library,
please view the ENG125 - Literature Research tutorial.
List of Writing Prompts
For students:
There are three prompts below each with four texts. For your literary analysis essay, choose
ONE prompt and text pairing that interests you. Then, take a look at the guiding questions for
the text you choose. You donât necessarily need to answer all of these questions in your paper.
The questions are there to help get you thinking in a direction that will be more likely to lead
you to a successful literary analysis.
PROMPT 1.
Write an analysis of a key character in a lit ...
Week 3 Assignment Literary Analysis DraftLink to Video Transc.docxcockekeshia
Â
Week 3 Assignment: Literary Analysis Draft
Link to Video Transcript
For your Week Three assignment, you will write a two and a half page draft (excluding the title and references page) of your Week Five Literary Analysis. The draft should contain a working thesis (which you wrote in the Week One assignment), an introduction, at least three body paragraphs, and a conclusion. Be sure to include some paraphrases and quotations of the reference material in your Week Two Annotated Bibliography. You should use your research to help you develop and support the thesis.
¡ Copy and paste the writing prompt you chose to explore in Week One at the beginning of your draft (this will help your instructor see if you focused well on the prompt).
¡ Restate your working thesis after the copy-and-paste prompt.
¡ Develop your working thesis based on the feedback you have received. Again, the thesis should offer a debatable claim in response to one of the prompts on the list.
¡ Analyze the literary work(s) from the approved list of prompts chosen in Week One that pertained to your selected topic and include the three key ideas developed in the Week One Proposal.
¡ Focus on one or two primary text(s).
¡ Include references from at least two secondary sources identified on your Week Two Annotated Bibliography. More sources are not necessarily better.
¡ Apply your knowledge of literary elements and other concepts in your response to the prompt. Reference the List of Literary Techniques.
¡ Avoid any use of the first person.
¡ Do not summarize the plot.
List of Writing Prompts
Click each prompt below to expand and click twice to collapse.
View in PDF
Writing Prompt #1
Write an analysis of a key character in a literary work. Focus on two or three key actions of that character. Discuss the characterâs motivations and decisions in terms you can support with clear evidence from a critical reading of the text. Consider whether this characterâs actions fit together or contradict each other. You may also want to consider whether or not any other characters in the story are aware of this conflict, and if so, how they influence the character you are writing about.
Literary Works (choose one):
âInterpreter of Maladiesâ (Jhumpa Lahiri, 1999)
Guiding Questions:
1. How does a new outsider community member like Mrs. Das influence Mr. Kapasi, who seems to have become bored with his life and his role in the community?
2. How does Mr. Kapasiâs desire for Mrs. Das make him unable to understand Mrs. Dasâ desires, leading to his failure to fulfill his role as the Interpreter of Maladies?
3. How do the Das familyâs actions surrounding their children show that their desires or interests do not accord with their obligations?
"What You Pawn, I Will Redeem" (Sherman Alexie, 2003)
Guiding Questions
1. How does the grandmotherâs property at the pawn shop help to define the narratorâs desires and feeling of obligation to recover it? Why is it so important?
2. How does the character accompli.
Discuss the present state of groupware implementation in your orga.docxlynettearnold46882
Â
Discuss the present state of groupware implementation in your organization
As you prepare your 3 page paper, you'll probably want to think about the kind of work that you do, the kind of work that your colleagues do, and what you know from the readings about information processing systems in general and what kinds of work groupware is best at supporting. You'll probably also want to think about how much trouble it is to change things in your organization in any event, about the kind of supervisory climate and environment you work in, about the kind of resources you have available to you, and about the kinds of demands being made upon you for day-to-day performance. The readings are to give you some information about how other people have dealt with groupware; it's up to you to apply this information to your own settings and come to some conclusions.
List of Writing Prompts
For students:
There are three prompts below each with four texts. For your literary analysis essay, choose
ONE prompt and text pairing that interests you. Then, take a look at the guiding questions for
the text you choose. You donât necessarily need to answer all of these questions in your paper.
The questions are there to help get you thinking in a direction that will be more likely to lead
you to a successful literary analysis.
PROMPT 1.
Write an analysis of a key character in a literary work. Focus on two or three key actions of that
character. Discuss the characterâs motivations and decisions in terms you can support with clear
evidence from a critical reading of the text. Consider whether this characterâs actions fit
together or contradict each other. You may also want to consider whether or not any other
characters in the story are aware of this conflict, and if so, how they influence the character you
are writing about.
Literary Works (choose one): â¨
âInterpreter of Maladiesâ (Jhumpa Lahiri, 1999)
Guiding Questions:
1. How does a new outsider community member like Mrs. Das influence Mr. Kapasi, who
seems to have become bored with his life and his role in the community?
2. How does Mr. Kapasiâs desire for Mrs. Das make him unable to understand Mrs. Dasâ
desires, leading to his failure to fulfill his role as the Interpreter of Maladies?
3. How do the Das familyâs actions surrounding their children show that their desires or
interests do not accord with their obligations?
âWhat You Pawn, I Will Redeemâ (Sherman Alexie, 2003) â¨
Guiding Questions:
1. How does the grandmotherâs property at the pawn shop help to define the narratorâs
desires and feeling of obligation to recover it? Why is it so important?
2. How does the character accomplish his objective, and how is this surprising considering
all of the unfortunate events and bad decisions he makes along the way?
3. How do the other characters--the Aleuts, the pawn shop owner, the waitress, the police
officer, the other Indians at the bar--each play an im.
List of Writing Prompts For students There are th.docxaryan532920
Â
List of Writing Prompts
For students:
There are three prompts below each with four texts. For your literary analysis essay, choose
ONE prompt and text pairing that interests you. Then, take a look at the guiding questions for
the text you choose. You donât necessarily need to answer all of these questions in your paper.
The questions are there to help get you thinking in a direction that will be more likely to lead
you to a successful literary analysis.
PROMPT 1.
Write an analysis of a key character in a literary work. Focus on two or three key actions of that
character. Discuss the characterâs motivations and decisions in terms you can support with clear
evidence from a critical reading of the text. Consider whether this characterâs actions fit
together or contradict each other. You may also want to consider whether or not any other
characters in the story are aware of this conflict, and if so, how they influence the character you
are writing about.
Literary Works (choose one): â¨
âInterpreter of Maladiesâ (Jhumpa Lahiri, 1999)
Guiding Questions:
1. How does a new outsider community member like Mrs. Das influence Mr. Kapasi, who
seems to have become bored with his life and his role in the community?
2. How does Mr. Kapasiâs desire for Mrs. Das make him unable to understand Mrs. Dasâ
desires, leading to his failure to fulfill his role as the Interpreter of Maladies?
3. How do the Das familyâs actions surrounding their children show that their desires or
interests do not accord with their obligations?
âWhat You Pawn, I Will Redeemâ (Sherman Alexie, 2003) â¨
Guiding Questions:
1. How does the grandmotherâs property at the pawn shop help to define the narratorâs
desires and feeling of obligation to recover it? Why is it so important?
2. How does the character accomplish his objective, and how is this surprising considering
all of the unfortunate events and bad decisions he makes along the way?
3. How do the other characters--the Aleuts, the pawn shop owner, the waitress, the police
officer, the other Indians at the bar--each play an important role in showing how the
http://central-lausd-ca.schoolloop.com/file/1251955222331/1251955217263/2279767265736662414.pdf
http://www.newyorker.com/magazine/2003/04/21/what-you-pawn-i-will-redeem
narrator is committed to an important mission he is worthy of completing?
âWe Came All the Way from Cuba so You Could Dress Like This?â (Achy Obejas, 1994)
Guiding questions:
1. To what conflicts does the title allude (social? Political? Cultural? others?)?
2. The first-person narrator switches tenses (from present to future). How does this create
tension in the story?
3. How is the narratorâs internal conflict (âman v. selfâ) merely an internalization of
political, familial, and social conflict?
âThe Things They Carriedâ (Tim OâBrien, 1990) - 5.4 in Journey into Literature
Guiding Questions:
1. The second paragraph of the story b ...
List of Literary Works PROMPT 1. Interpre.docxaryan532920
Â
List of Literary Works
PROMPT 1.
âInterpreter of Maladiesâ (Jhumpa Lahiri, 1999)
âWhat You Pawn, I Will Redeemâ (Sherman Alexie, 2003) â¨
âWe Came All the Way from Cuba so You Could Dress Like This?â (Achy Obejas, 1994)
âThe Things They Carriedâ (Tim OâBrien, 1990) - 5.4 in Journey into Literature
PROMPT 2.
âWhat You Pawn, I Will Redeemâ (Sherman Alexie, 2003) â¨
âA Very Old Man with Enormous Wingsâ (Gabriel GarcĂa Marquez, 1955) â¨
âA Hunger Artistâ (Franz Kafka, 1924) â 7.5 in Journey into Literature
âEveryday Useâ (Alice Walker, 1973)
PROMPT 3.
âThe Man of the Crowdâ (Edgar Allan Poe, 1845)
âThe Things They Carriedâ (OâBrien, 1990) - 5.4 in Journey into Literature
âA Worn Pathâ (Eudora Welty, 1941) â 5.3 in Journey into Literature
âSonnyâs Bluesâ (James Baldwin, 1957)
http://central-lausd-ca.schoolloop.com/file/1251955222331/1251955217263/2279767265736662414.pdf
http://www.newyorker.com/magazine/2003/04/21/what-you-pawn-i-will-redeem
https://latinosexualitygender.files.wordpress.com/2013/02/obejas-we-came-all-the-way-from-cuba.pdf
http://www.newyorker.com/magazine/2003/04/21/what-you-pawn-i-will-redeem
https://docs.google.com/document/d/1WD0f_YhxqZO8avsfAmPtA2ngivbyqwJxY17XdBk2iyY/mobilebasic?pli=1
https://www.deanza.edu/faculty/leonardamy/Everyday%20Use.pdf
http://poestories.com/read/manofthecrowd
http://swcta.net/moore/files/2012/02/sonnysblues.pdf
Primary and Secondary Sources
Primary Source
The term primary source refers to
⢠Original documents: Diaries, speeches, manuscripts, letters, interviews, news film
footage, autobiographies, official records, etc.
⢠Creative works: Poetry, drama, novels, music, art, etc.
The primary source is the story, poems, or play you choose to write about. Please see the List of
Literary Works to choose a primary source. The source must come from this list.
Secondary Source
Secondary sources are publications like textbooks, magazine articles, histories, criticisms,
commentaries, encyclopedias, etc. An appropriate secondary source to use for your literary
analysis is a journal article that interprets and offers analysis of a literary work.
The two sources you locate must be academic sources and come from peer-reviewed journals or
other scholarly publications. For information on finding sources within the Ashford Library,
please view the ENG125 - Literature Research tutorial.
List of Writing Prompts
For students:
There are three prompts below each with four texts. For your literary analysis essay, choose
ONE prompt and text pairing that interests you. Then, take a look at the guiding questions for
the text you choose. You donât necessarily need to answer all of these questions in your paper.
The questions are there to help get you thinking in a direction that will be more likely to lead
you to a successful literary analysis.
PROMPT 1.
Write an analysis of a key character in a lit ...
List of Writing Prompts For students There are th.docxaryan532920
Â
List of Writing Prompts
For students:
There are three prompts below each with four texts. For your literary analysis essay, choose
ONE prompt and text pairing that interests you. Then, take a look at the guiding questions for
the text you choose. You donât necessarily need to answer all of these questions in your paper.
The questions are there to help get you thinking in a direction that will be more likely to lead
you to a successful literary analysis.
PROMPT 1.
Write an analysis of a key character in a literary work. Focus on two or three key actions of that
character. Discuss the characterâs motivations and decisions in terms you can support with clear
evidence from a critical reading of the text. Consider whether this characterâs actions fit
together or contradict each other. You may also want to consider whether or not any other
characters in the story are aware of this conflict, and if so, how they influence the character you
are writing about.
Literary Works (choose one):
Lahiri, J. (1999). Interpreter of Maladies. Boston: Houghton Mifflin.
Retrieved from http://central-lausd
ca.schoolloop.com/file/1251955222331/1251955217263/2279767265736662414.pdf
Guiding Questions:
1. How does a new outsider community member like Mrs. Das influence Mr. Kapasi, who
seems to have become bored with his life and his role in the community?
2. How does Mr. Kapasiâs desire for Mrs. Das make him unable to understand Mrs. Dasâ
desires, leading to his failure to fulfill his role as the Interpreter of Maladies?
3. How do the Das familyâs actions surrounding their children show that their desires or
interests do not accord with their obligations?
âWhat You Pawn, I Will Redeemâ (Sherman Alexie, 2003)
Guiding Questions:
1. How does the grandmotherâs property at the pawn shop help to define the narratorâs
desires and feeling of obligation to recover it? Why is it so important?
2. How does the character accomplish his objective, and how is this surprising considering
all of the unfortunate events and bad decisions he makes along the way?
3. How do the other characters--the Aleuts, the pawn shop owner, the waitress, the police
officer, the other Indians at the bar--each play an important role in showing how the
http://central-lausd-ca.schoolloop.com/file/1251955222331/1251955217263/2279767265736662414.pdf
http://www.newyorker.com/magazine/2003/04/21/what-you-pawn-i-will-redeem
narrator is committed to an important mission he is worthy of completing?
âWe Came All the Way from Cuba so You Could Dress Like This?â (Achy Obejas, 1994)
Guiding questions:
1. To what conflicts does the title allude (social? Political? Cultural? others?)?
2. The first-person narrator switches tenses (from present to future). How does this create
tension in the story?
3. How is the narratorâs internal conflict (âman v. selfâ) merely an internalization of
political, familial, and social conflict?
âThe Things They Ca ...
An emergency 'first aid' slideshow used in an attempt to steer my current A level class back towards the Assessment Objectives for their imminent coursework essay in Literature this year! It's specific to the texts we are studying (Atwood / Ishiguro) but bits may still be useful to other groups!
I need A+ Gradeyou need to watch a movie and read a novel .docxwilcockiris
Â
I need A+ Grade
you need to watch a movie and read a novelÂ
Latin America-Â region
-The Motorcycle Diaries (directed by Walter Salles) -film-2004
Salt (by Earl Lovelace) -Novel-1996
Instructions:
As part of your grade for HIST 2249, you will complete a 10 pages/3,000 words (double spaced), written essay and submit it to the HIST 2249 Moodle site.
This assignment will explore how the process of globalization shapes contemporary and historic popular media and world cultures. For this essay, students will use the course textbook definition as the basis of their discussion. Globalization is âthe increasing interconnectedness of people and places throughout the world through converging processes of economic, political, and cultural changeâ (see textbook p. 4 for a detailed discussion of this process). Students will view and discuss (in a written essay) the various aspects and interpretations of globalization for in one film and one novel from the instructor provided list on the next page of this assignment.
Student may to focus their work on one region or multiple regions represented in the film and novel selection. In either case, students must make a STRONG argument for where, why, and how the process of globalization is described and unfolds in the film and novel of their choice.
STEP 3: Watch the film of your choice & take notes for your essay
> Your assignment is to write and submit a complete and original essay describing and discussing the process of globalization in the film and the novel of your choice and how they address the process of globalization.
> To complete this task, watch the film of your choice, read the novel and take notes to guide your answers to the following discussion points required of this essay:
FORMAT:
Create a Word Document (.docx or .doc) Microsoft Office
10 pages or 3,000 words
double spaced lines
Include Page numbers on EACH page
Times New Roman Font, 12 point size
Margins:Â 1â2Â inch top and bottom. 1 inch left and right.
*Check your essay for formal writing standards including correct spelling, grammar, syntax, and style.
*Use quotation marks and citations with page numbers for any external books or sources you quote
Avoid plagiarism. Familiarize yourself with correct citation and strive to write this essay in your own voice.
* 10 pages = Essay Text ONLY. The title page, references list, and any optional images or maps will not count as part of the essay page total.
* Essay much include a Title Page, Essay Text, & BibliographyÂ
Essay Format (in this order)
TITLE PAGE: including only the following:
Title of your essay, HIST 2249, Fall 2016, Your full name, the full title of the film, the full title of the novel, and the region or regions that connect to the film and novel
ESSAY TEXT
In your essay, answer/address the following discussion points:
- state the definition of globalization as found in your textbook(see textbook
pp. 4 to 11 for a detailed discussion of this process)
- state the full film title .
ESSAY 1Due March 6th at 1159PM1. The concept of beauty is a.docxrusselldayna
Â
ESSAY 1
Due March 6th at 11:59PM
1. The concept of "beauty" is a widely elusive and debated subject. Many philosophers and scholars claimed to have understood and tried to explain what makes something beautiful. But their explanations often differ greatly. Take on this objective yourself. How do you define beauty? Providing at least two examples to support your assertion, offer a commentary on the qualifications, features, and justifications of beauty as you see it. In other words, present a subject that you find to be beautiful, explain why you find this to be the case, and indicate how this judgment implies your larger definition of the term.
2. The intentions of the Humanities are based upon achieving a full âhumannessâ through virtue. Numerous philosophers and scholars have contributed their opinions on how this might be achieved. Surmise one of the ancient theories of achieving virtue that we have discussed (by Socrates, Plato or Aristotle) that you find to be legitimate, and explain why you see this as an appropriate means of becoming fully human. Also offer at least one example to support your assertion regarding this theory.
3. The Humanities has long concerned itself with questions of critical thought. Rene Descartes was a philosopher who contended that thought itself justified existence. Explain Descartesâ proposition. Indicate how and why he suggests thought to be sufficient as a proof of human existence. Also examine his assertion for legitimacy. Do you find that thought alone can prove our existence, or is some type of perceptual justification required (even from another person)? Explain. Finally examine how this contention might be viewed from a religious perspective; Descartes was devout but used philosophy rather than faith to justify his assertions. Many at the time viewed this as a sacrilege; where do you stand regarding this?
4. The archetype of the âHeroâ has become very important and ever-present within the study of mythology among cultures. Comment on how this archetype functions in cultural history, and consider what the myth of the hero offers to the cultures associated with its embrace. Offer at least two examples of the hero myth that you are familiar with from Western culture, and illustrate how these myths follow similar patterns or present similar moral underpinnings.
5. The nature of childhood is a very important element in the content of Romantic poetry. In the work that we have studied by William Blake, The Little Black Boy, the outlook of a child is central to the interpretive meaning of the poem. Examine what the perspective of childhood is intended to facilitate in this poem. Why is this a necessary element of the writing, and what role does it play in influencing the response of the reader? Also illustrate through the writing, what the poem intends to suggest about the outlook of children compared to that of adults.
6. The French poet Charles Baudelaire was convicted of indecency.
A compilation run through of basic literary analysis techniques intended for use with freshman composition students. Sources include the Bedford Guide for College Writers (Lottery examples).
1. Â Â In a well-developed paragraph of 6-8 sentences, write a paragra.docxbraycarissa250
Â
1.   In a well-developed paragraph of 6-8 sentences, write a paragraph in which you answer one of the prompts below. Please incorporate a quotation from both the play and the language from the critical methodology textÂ
2. Â Â SELECT A 2nd PROMPT TO RESPOND TO IN A WELL-DEVELOPED PARAGRAPH OR 6-8 SENTENCES.Â
Please see
TOPIC OPTIONS
below.
Please review theÂ
overview of critical methodologies
(BELOW)
For more information on Critical Methodologies, please read the introduction to the Critical Methodologies
Overview of Critical Methodologies
Imagine 3 pairs of glasses, and each pair of glasses represents a different âlensâ through which the wearer of the glasses can view the world. Â Same world...different view based on the color of the lens. Â
Critical methodologies (also known as critical approaches) function in the same way. Â In a nutshell, critical methodologies are different LENSES through which a reader can examine a particular text (short story, poem, play, novel, etc.). Â Alison Booth and Kelly J. Mays, the editors of our textbook, classify critical approaches into four major categories: Â
Critical approaches that emphasize the text,
Critical approaches that emphasize the source,
Critical approaches that emphasize the receiver, and
Critical approaches that highlight historical and ideological criticism.
Each major category houses a number of critical approaches.
Emphasis on the Text - This approach limits the consideration of outside elements- author background, social factors, etc.
New Criticism - does not take into consideration source (author) or reader (you)
Structuralism
Poststructuralism
Deconstruction
Narrative Theory
Emphasis on the Source - This approach takes into consideration the author and authorâs intention in writing the work.
Biographical Criticism
Example: Lorraine Hansberryâs personally experience fighting restrictive covenants
Example: Â Toni Morrisonâs own journey of racial self-discovery in the South
Psychoanalytic Criticism (Freudian, Jungian and Myth, and Lacanian)
Freudian - our human psyches share similar histories)
Jungian -
the concept of the universal conscious/collective unconscious
universal patterns and forms of human experiences known as âarchetypes.â
examples: Â rebirth story, heroâs quest, doubling, etc.
Northrop Frye - archetypal criticism
Big question: Â Are there âshared, fundamental truthsâ that cross the boundaries of race, culture, nationality? Â Examples - Flood myth
Emphasis  on the Receiver -The emphasis of this approach is the way in which the reader âreceives,â interprets, and appreciates the text.
Reader-Response Criticism
Historical and Ideological Criticism - This approach takes into consideration the historical and cultural context(s) of a work.
Marxist Criticism
Feminist Criticism
Gender Studies and Queer Theory
African American and Ethnic Literary Studies
New Historicism
Cultural Studies
Postcolonial .
List of Writing Prompts For students There are th.docxaryan532920
Â
List of Writing Prompts
For students:
There are three prompts below each with four texts. For your literary analysis essay, choose
ONE prompt and text pairing that interests you. Then, take a look at the guiding questions for
the text you choose. You donât necessarily need to answer all of these questions in your paper.
The questions are there to help get you thinking in a direction that will be more likely to lead
you to a successful literary analysis.
PROMPT 1.
Write an analysis of a key character in a literary work. Focus on two or three key actions of that
character. Discuss the characterâs motivations and decisions in terms you can support with clear
evidence from a critical reading of the text. Consider whether this characterâs actions fit
together or contradict each other. You may also want to consider whether or not any other
characters in the story are aware of this conflict, and if so, how they influence the character you
are writing about.
Literary Works (choose one):
Lahiri, J. (1999). Interpreter of Maladies. Boston: Houghton Mifflin.
Retrieved from http://central-lausd
ca.schoolloop.com/file/1251955222331/1251955217263/2279767265736662414.pdf
Guiding Questions:
1. How does a new outsider community member like Mrs. Das influence Mr. Kapasi, who
seems to have become bored with his life and his role in the community?
2. How does Mr. Kapasiâs desire for Mrs. Das make him unable to understand Mrs. Dasâ
desires, leading to his failure to fulfill his role as the Interpreter of Maladies?
3. How do the Das familyâs actions surrounding their children show that their desires or
interests do not accord with their obligations?
âWhat You Pawn, I Will Redeemâ (Sherman Alexie, 2003)
Guiding Questions:
1. How does the grandmotherâs property at the pawn shop help to define the narratorâs
desires and feeling of obligation to recover it? Why is it so important?
2. How does the character accomplish his objective, and how is this surprising considering
all of the unfortunate events and bad decisions he makes along the way?
3. How do the other characters--the Aleuts, the pawn shop owner, the waitress, the police
officer, the other Indians at the bar--each play an important role in showing how the
http://central-lausd-ca.schoolloop.com/file/1251955222331/1251955217263/2279767265736662414.pdf
http://www.newyorker.com/magazine/2003/04/21/what-you-pawn-i-will-redeem
narrator is committed to an important mission he is worthy of completing?
âWe Came All the Way from Cuba so You Could Dress Like This?â (Achy Obejas, 1994)
Guiding questions:
1. To what conflicts does the title allude (social? Political? Cultural? others?)?
2. The first-person narrator switches tenses (from present to future). How does this create
tension in the story?
3. How is the narratorâs internal conflict (âman v. selfâ) merely an internalization of
political, familial, and social conflict?
âThe Things They Ca ...
An emergency 'first aid' slideshow used in an attempt to steer my current A level class back towards the Assessment Objectives for their imminent coursework essay in Literature this year! It's specific to the texts we are studying (Atwood / Ishiguro) but bits may still be useful to other groups!
I need A+ Gradeyou need to watch a movie and read a novel .docxwilcockiris
Â
I need A+ Grade
you need to watch a movie and read a novelÂ
Latin America-Â region
-The Motorcycle Diaries (directed by Walter Salles) -film-2004
Salt (by Earl Lovelace) -Novel-1996
Instructions:
As part of your grade for HIST 2249, you will complete a 10 pages/3,000 words (double spaced), written essay and submit it to the HIST 2249 Moodle site.
This assignment will explore how the process of globalization shapes contemporary and historic popular media and world cultures. For this essay, students will use the course textbook definition as the basis of their discussion. Globalization is âthe increasing interconnectedness of people and places throughout the world through converging processes of economic, political, and cultural changeâ (see textbook p. 4 for a detailed discussion of this process). Students will view and discuss (in a written essay) the various aspects and interpretations of globalization for in one film and one novel from the instructor provided list on the next page of this assignment.
Student may to focus their work on one region or multiple regions represented in the film and novel selection. In either case, students must make a STRONG argument for where, why, and how the process of globalization is described and unfolds in the film and novel of their choice.
STEP 3: Watch the film of your choice & take notes for your essay
> Your assignment is to write and submit a complete and original essay describing and discussing the process of globalization in the film and the novel of your choice and how they address the process of globalization.
> To complete this task, watch the film of your choice, read the novel and take notes to guide your answers to the following discussion points required of this essay:
FORMAT:
Create a Word Document (.docx or .doc) Microsoft Office
10 pages or 3,000 words
double spaced lines
Include Page numbers on EACH page
Times New Roman Font, 12 point size
Margins:Â 1â2Â inch top and bottom. 1 inch left and right.
*Check your essay for formal writing standards including correct spelling, grammar, syntax, and style.
*Use quotation marks and citations with page numbers for any external books or sources you quote
Avoid plagiarism. Familiarize yourself with correct citation and strive to write this essay in your own voice.
* 10 pages = Essay Text ONLY. The title page, references list, and any optional images or maps will not count as part of the essay page total.
* Essay much include a Title Page, Essay Text, & BibliographyÂ
Essay Format (in this order)
TITLE PAGE: including only the following:
Title of your essay, HIST 2249, Fall 2016, Your full name, the full title of the film, the full title of the novel, and the region or regions that connect to the film and novel
ESSAY TEXT
In your essay, answer/address the following discussion points:
- state the definition of globalization as found in your textbook(see textbook
pp. 4 to 11 for a detailed discussion of this process)
- state the full film title .
ESSAY 1Due March 6th at 1159PM1. The concept of beauty is a.docxrusselldayna
Â
ESSAY 1
Due March 6th at 11:59PM
1. The concept of "beauty" is a widely elusive and debated subject. Many philosophers and scholars claimed to have understood and tried to explain what makes something beautiful. But their explanations often differ greatly. Take on this objective yourself. How do you define beauty? Providing at least two examples to support your assertion, offer a commentary on the qualifications, features, and justifications of beauty as you see it. In other words, present a subject that you find to be beautiful, explain why you find this to be the case, and indicate how this judgment implies your larger definition of the term.
2. The intentions of the Humanities are based upon achieving a full âhumannessâ through virtue. Numerous philosophers and scholars have contributed their opinions on how this might be achieved. Surmise one of the ancient theories of achieving virtue that we have discussed (by Socrates, Plato or Aristotle) that you find to be legitimate, and explain why you see this as an appropriate means of becoming fully human. Also offer at least one example to support your assertion regarding this theory.
3. The Humanities has long concerned itself with questions of critical thought. Rene Descartes was a philosopher who contended that thought itself justified existence. Explain Descartesâ proposition. Indicate how and why he suggests thought to be sufficient as a proof of human existence. Also examine his assertion for legitimacy. Do you find that thought alone can prove our existence, or is some type of perceptual justification required (even from another person)? Explain. Finally examine how this contention might be viewed from a religious perspective; Descartes was devout but used philosophy rather than faith to justify his assertions. Many at the time viewed this as a sacrilege; where do you stand regarding this?
4. The archetype of the âHeroâ has become very important and ever-present within the study of mythology among cultures. Comment on how this archetype functions in cultural history, and consider what the myth of the hero offers to the cultures associated with its embrace. Offer at least two examples of the hero myth that you are familiar with from Western culture, and illustrate how these myths follow similar patterns or present similar moral underpinnings.
5. The nature of childhood is a very important element in the content of Romantic poetry. In the work that we have studied by William Blake, The Little Black Boy, the outlook of a child is central to the interpretive meaning of the poem. Examine what the perspective of childhood is intended to facilitate in this poem. Why is this a necessary element of the writing, and what role does it play in influencing the response of the reader? Also illustrate through the writing, what the poem intends to suggest about the outlook of children compared to that of adults.
6. The French poet Charles Baudelaire was convicted of indecency.
A compilation run through of basic literary analysis techniques intended for use with freshman composition students. Sources include the Bedford Guide for College Writers (Lottery examples).
1. Â Â In a well-developed paragraph of 6-8 sentences, write a paragra.docxbraycarissa250
Â
1.   In a well-developed paragraph of 6-8 sentences, write a paragraph in which you answer one of the prompts below. Please incorporate a quotation from both the play and the language from the critical methodology textÂ
2. Â Â SELECT A 2nd PROMPT TO RESPOND TO IN A WELL-DEVELOPED PARAGRAPH OR 6-8 SENTENCES.Â
Please see
TOPIC OPTIONS
below.
Please review theÂ
overview of critical methodologies
(BELOW)
For more information on Critical Methodologies, please read the introduction to the Critical Methodologies
Overview of Critical Methodologies
Imagine 3 pairs of glasses, and each pair of glasses represents a different âlensâ through which the wearer of the glasses can view the world. Â Same world...different view based on the color of the lens. Â
Critical methodologies (also known as critical approaches) function in the same way. Â In a nutshell, critical methodologies are different LENSES through which a reader can examine a particular text (short story, poem, play, novel, etc.). Â Alison Booth and Kelly J. Mays, the editors of our textbook, classify critical approaches into four major categories: Â
Critical approaches that emphasize the text,
Critical approaches that emphasize the source,
Critical approaches that emphasize the receiver, and
Critical approaches that highlight historical and ideological criticism.
Each major category houses a number of critical approaches.
Emphasis on the Text - This approach limits the consideration of outside elements- author background, social factors, etc.
New Criticism - does not take into consideration source (author) or reader (you)
Structuralism
Poststructuralism
Deconstruction
Narrative Theory
Emphasis on the Source - This approach takes into consideration the author and authorâs intention in writing the work.
Biographical Criticism
Example: Lorraine Hansberryâs personally experience fighting restrictive covenants
Example: Â Toni Morrisonâs own journey of racial self-discovery in the South
Psychoanalytic Criticism (Freudian, Jungian and Myth, and Lacanian)
Freudian - our human psyches share similar histories)
Jungian -
the concept of the universal conscious/collective unconscious
universal patterns and forms of human experiences known as âarchetypes.â
examples: Â rebirth story, heroâs quest, doubling, etc.
Northrop Frye - archetypal criticism
Big question: Â Are there âshared, fundamental truthsâ that cross the boundaries of race, culture, nationality? Â Examples - Flood myth
Emphasis  on the Receiver -The emphasis of this approach is the way in which the reader âreceives,â interprets, and appreciates the text.
Reader-Response Criticism
Historical and Ideological Criticism - This approach takes into consideration the historical and cultural context(s) of a work.
Marxist Criticism
Feminist Criticism
Gender Studies and Queer Theory
African American and Ethnic Literary Studies
New Historicism
Cultural Studies
Postcolonial .
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Â
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Â
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Â
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Â
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Â
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
Â
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
Â
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Chapter 3 - Islamic Banking Products and Services.pptx
Â
Literature Question.pdf
1. Literature Question
literature question and need an explanation and answer to help me learn.
TOPICS for Reading Response 4 (choose ONE)
Topic 1: Reflect on Browning's âSoliloquy of the Spanish CloisterLinks to an external site.â
(poem located in this module - M2:L4). In your discussion, respond to all of the following:
Are readers given any significant clues that might explain why the speaker of the poem so
powerfully dislikes Brother Lawrence?
What is the context for the speakerâs monologue? Are these words his thoughts? Are they
spoken? Where? To whom?
How do the speakerâs diction and expressions and the form of the poem contribute to our
understanding of his character?
OR
Compare Browningâs âSoliloquy of the Spanish Cloisterâ to Dorothy Parkerâs âA Certain
LadyLinks to an external site..â
How do these two poems reveal the characters of their speakers to the reader?
In what ways are they similar and different? Is one more surprising than the other?
Topic 2: The relationship between human persons and the culture they inhabit, possess, and
pass on is a central element of âThe Latin Deli: An Ars Poeticaâ (849). In your discussion of
Ortiz Cofer's poem, respond to the following:
What is the relationship between language and culture in this poem?
Is this poem a narrative? How much of the poem is descriptive?
What is the relationship between the woman who tends the deli and the deli itself? Do they
represent different things? How do they create the culture that the poem describes?
Is it important that the shop is a deli? Would the sense of the poem change if the shop sold
something other than food? What is the âhungerâ of the old man in line 31?
Topic 3: Read Tracy K. Smith's poem, âSci-Fiâ (822). Consider the poemâs final premise,
where we are told that in the future even space will be âscrutable and safeâ (21). Now work
backward from that premise: According to the poem, what are the conditions of existence
that make things âsafeâ? (I.e., what does the world need to be like to be safe?) And does this
vision of a safe existence seem very satisfying? You might also consider the following
questions:
What is the speaker's tone (passionate and emotional? cold and detached?)
Does the future, as presented in the poem, seem positive, negative, or a mix of both? Cite
2. specific examples.
Are there elements of âSci-Fiâ that do not really seem futuristic at all, but potentially
happening right now? Consider something like âFor kicks, weâll dance for ourselves / Before
mirrors studded with golden bulbsâ (11â12): is this actually a reference to how social
media, or the cult of celebrity, might work for people in the present?
What seems to happen to âhistoryâ according to the poem? How is the idea of past (or what
has come before) represented in the poem? (And does history seem to have a place in this
predicted future?) Consider too a line like, âthe dinosaurs gave way / To mounds and
mounds of iceâ (lines 5â6). What does the phrase âgave wayâ convey? (A sense of
inevitability? Passivity? The individualâs helplessness against the steady progress of time?)
Of all the possible aspects of the future that the poem might have focused on, why do you
think only these certain elements were chosen, including âwomen,â âsex,â and what weâll do
âfor kicksâ (lines 7â11)?
What does the speaker seem to suggest about humankind's impending relationship to
technology?
Topic 4: Consider the concept of the fluidity of gender identity, that an individual's gender
exists on a vast spectrum. In âThe Kind of Man I Am at the DMVâ (816), Waite intentionally
obfuscates the speaker's chosen gender while clearly interrogating the male/female
dichotomy. What gender do you think the speaker identifies with? (note: there is no "right"
answer here--multiple interpretations are possible, as long as they are supported by the
text). Examine the poem closely, and remember that the speaker is separate from the poet.
Respond to all of the following: Why does the poem insist on the male/female gender
dichotomy? What do you think Waite is suggesting about that dichotomy?
Consider the way the speaker describes the boy in stanza 2. What do you think the speaker
is suggesting about masculinity?
How do you interpret the final three lines of the poem?
And/Or
Read this poem against Marge Piercyâs âBarbie Dollâ (1205). What do the two poems
suggest about gender roles and heteronormativity?
Read Judith Ortiz Coferâs poem âThe Changelingâ (811). Use âThe Changelingâ and âThe Kind
of Man I Am at the DMVâ to investigate the way gender roles are constructed by society and
maintained by individuals.
Topic 5: Christopher Marloweâs âThe Passionate Shepherd to His Loveâ (827) epitomizes
the pastoral tradition in lyric poetry. Taking on the persona of the shepherd, Marlowe
draws on imagery from rural life to paint an idealized picture of love. In âThe Nymph's
Reply to the Shepherdâ (828),
Sir Walter Raleigh mocks Marlowe's idealized portrait of both love and rural life, imitating
the conventions of pastoral poetry in order to make fun of it.
How does the nymphâs reply deflate the shepherdâs ideas of love?
According to Raleigh, what does the pastoral vision ignore?
After you have read Raleighâs parody of âThe Passionate Shepherd to His Love,â do you find
Marloweâs poem less effective? More effective? Discuss.
Topic 6: Choose a poem in Chapter 12 or in the Exploring Gender album. Prompt: Write a
3. âminiâ essay in which you show how and why the speaker experiences a conflict between
particular ways of looking or being.
Also look at how the speaker's attitude toward--or thoughts about--something changes, or
how our vision of the speaker's character changes over the course of a poem.
Be sure to clearly identify the speaker's conflict and what changes during the poem.
Your writing will be reviewed according to the following criteria:
Write well-developed paragraphs relevant to the prompt(s) (minimum 300 words).
Be sure that your thesis is explicit and supported with one to two quotations from the
literature.
Do not write in first or second person.
Follow the rules of Standard English. Please proofread your writing before clicking the
âsubmitâ button!
When you include a quotation from the literature in your mini-essay, please place an in-text
citation (also called a parenthetical citation) immediately after you close the quotation
marks and before you place a period at the end of your sentence. That way, anyone in the
class (including me!) can easily find the quotation in the literature if necessary. If you're not
sure what to place inside the parentheses, there is instruction in the textbook in Chapter 33:
Quotation, Citation, and Documentation.
When you include in-text citations, there must be a Works Cited listing at the bottom of
your post.
Be sure to follow the "Quote Sandwich" when you insert quotations.
Requirements: