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The document provides guidance for an assignment on analyzing a primary source from American children's culture. It offers feedback on what aspects of the assignment were done well and provides suggestions on how to strengthen the analysis. The suggestions include comparing the primary source to similar sources that came before and after, analyzing any existing scholarly work about the primary source, and citing evidence to support arguments rather than making overly general statements. The document also addresses common citation issues and encourages choosing a gendered object from one's childhood for the next analysis.
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This document provides instructions and prompts for students to help them choose a topic for an upcoming research and argument project related to the current US presidential election. It guides students through a free writing exercise to generate lists of important issues and values, things they would be willing to die for, topics mentioned by presidential candidates, and a combined list. Students are asked to consider which topics they would be most interested in researching for a month. The document instructs students that the project will involve a neutral, fact-based research memo and an argumentative piece staking out their own position on the chosen topic. It provides due dates and grading criteria for the project.
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Primary Sources 2007
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Artifact Analysis WorksheetAn artifact is something made by a hu.docx
Artifact Analysis Worksheet
An artifact is something made by a human.
It can be a form of art or a form of self-expression that has meaning to you. It can be anything that a human conceived of as art and deliberately crafted.
For this assignment, you are being asked to share your artifact with your classmates. Please consider this as you select your artifact by choosing something you are comfortable sharing and avoiding potentially offensive material.
In the Learning Resources area, there is also a document on “reading” images and text. It includes many questions which can guide deeper analysis of your artifact.
Share your artifact or a link to your artifact in the space below.
Include a description of the artifact and include research on the background of the artifact. For example, information about the artist involved.
*** Make sure to cite your sources by including a list of any outsides sources of information you are using to answer this question. Remember, research is always a good thing as it shows effort.
What does this artifact mean to you? Please explain.
To explore this, consider these additional questions:
How has it inspired or moved you? Has this artifact helped make your life or the life of others better? How does it connect to your life or to the educational journey you are starting along with your classmates?
Many people have artifacts displayed in their home; for example, a certain painting on their wall. In a way, we’ll be creating a virtual gallery of artifacts by sharing our choices as a class in the Class DocSharing area.
How does your artifact fit into our class gallery? How do you think your artifact communicates your life perspective to the class? How do you think others will interpret your choice of artifact?
Discuss in your own words, how technology has changed human art making and human art sharing. How do you, or could you, use technology in making your own art?
You will submit your completed worksheet as your Week 2 Assignment using the link at the bottom of the assignment page in the classroom.
Additionally, for Week 3, you will post your artifact in the DocSharing area. You will find instructions about how to do this on the next page. Only post the artifact, not the completed worksheet.
Again, you need to do both of these:
Submit for Week 2 AND post to DocSharing for Week 3.
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Then, click on the Class DocSharing area to enter this space.
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ENG 283: Close Reading Assignment (5pts)
Taylor 2
Directions:
1) Focus on one text from the list below:
Silko, “Pueblo Ecology”
Creation/Trickster Narrative(s)
de Vaca, “The Relation of Cabeza de Vaca”
Rowlandson, “Captivity and Restoration”
Bradford, “Of Plymouth Plantation”
Edwards, “Sinners in the Hands of an Angry God”
2) Perform a close reading on a section or group of sections from a text. To do so:
Focus by identifying a significant pattern, repetition, anomaly, theme, device, etc.
a. What stands out to you or what do you notice? For example, “imagery,” “diction,” “contrast,” “conflict,” OR “repetition …” List the instances as you prepare to draft.
b. Plan to discuss each example in its own body paragraph.
c. In each body paragraph, discuss what you see as the purpose of the pattern, repetition, anomaly, theme, device, etc.? What does it show, add, symbolize, suggest, or show? Do this for each example in its own paragraph.
2) Ask a question about the pattern (see below).
*Ultimately, your close reading will help you answer one of the prompts below OR explore a new idea of your choice.These questions are intentionally broad; be specific in your essay by offering your own unique interpretation of the literary devices in a text. Be sure to define your terms and devices.
Based on your close reading of a text:
1. What is at the heart of American confessions?
2. What is the confessional tradition “about”?
3. What does the early-American literary tradition suggest about the power of place and/or space?
4. What is the American origin story? What has a work of early-American literature suggested about American beginnings?
5. Based on your reading, what is the pursuit? What has a work of early-American literature suggested about the pursuit? How is it defined?
6. Based on your reading, how were aspects of early-American identity created and remade? Challenged? What does a work of early-American literature suggest about the making, limits, and possibilities of identity?
7. What does the early-American literary tradition suggest about rebellion and/or resistance?
8. What does a work of early-American literature suggest about the power of belief?
9. What is the role of voice, authorship or authority in a work of early-American literature? (May include the power of orality/the power of speech.)
10. Based on your reading, what do you see as a key conflict or tension during the early-American period?
11. What is a recurrent theme in early-American literature?
12. How do early-American authors negotiate audience (the reader) and to what end?
13. What is the role of food, nature/environment, clothing, or another related aspect in early-American literature (can relate to one of the above)?
14. A student-generated question (from discussion or group work).
15. Another topic of your choice.
Structure
Opening Paragraph** (will eventually become a formal introduction):
a. One sentence that states your text and the literary device ...
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