Part 1
Globalization is the motivating force behind the business environment in the 21st century.
Debate the following the veracity of the following statement:
Globalization only significantly affects the CEOs of multinational corporations and high-net-worth individuals.
If your last name begins with A-M you are to argue that the statement is true. If your last name begins with N-Z you are to argue that the statement is false. Reference your reading material. Remember that any debate requires that you try to persuade the reader to your point of view. Here are a few hints for your success:
· Make sure to end your discussion with your best argument.
· Use stronger definitive word choice for your best arguments.
· Open your argument with you second best supporting point.
· Put your weakest point in the middle and choose words which are descriptive to make it more interesting.
· NEVER USE “I think”, “I believe,” “I feel” or personal pronouns of any kind. Unfortunately unless you are an expert your opinions are not very convincing.
· Be creative with your ideas to keep the reader interested in your point of view.
· Do not make this a presentation, report or quotes.
· USE YOUR OWN WORDS AND SELECT THEM PURPOSEFULLY.
The category for the argument is to be true in nature for the last name begins with A-M
References
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=36&ved=0CDYQFjAFOB4&url=http%3a%2f%2fwww.saylor.org%2fsite%2ftextbooks%2fFundamentals%2520of%2520Global%2520Strategy.docx&ei=8bxsVKfJNoKyogTfpICwAQ&usg=AFQjCNHlvHlxI7dvdIWPmXi2YVjeGmRiLg
http://www.manufacturing.net/articles/2010/06/the-pros-and-cons-of-globalization
http://www.slideshare.net/efendievaz/globalization-29110435
http://www.npr.org/blogs/thesalt/2014/03/03/285335070/in-the-new-globalized-diet-wheat-soy-and-palm-oil-rule
http://www.n2growth.com/blog/the-impact-of-globalization-on-business/
Part 2
Remember our up and coming leader in the multinational organization from last week?
What advice would “you” give “you” about how globalization affects your job? What skills and characteristics do you need to know to continue your success?
FYI:Organization Situation
A North America division (approximately 400 employees) of an international company is experiencing rapid growth through it success strategies and through a series of acquisitions. The leadership team has doubled and the next level of management has tripled with further increases expected to support overall growth of the company. You have
been told that you will be promoted to the next level of management. You want to “stand out” and keep moving up the ladder in your career.
References
http://hbswk.hbs.edu/item/7324.html
http://hbswk.hbs.edu/item/6839.html
http://hbswk.hbs.edu/item/6761.html
http://www.mckinsey.com/insights/leading_in_the_21st_century/developing_global_leaders
http://www.ddiworld.com/DDI/media/trend-research/global-leadership-forecast-2014-2015_tr_ddi.pdf?ext=.pdf
Research Essay Plan
.
Classroom Observation Free Essay Example. Dissertation observation Essay Example Topics and Well Written Essays .... Observation paper example. Observation Essay Examples: free Samples .... Child observation report sample. Child Observation Essay Example for .... Impressive Observational Essay Thatsnotus. Observation Analysis Essay Example StudyHippo.com. 003 Preschool Child Observation Examples 133947 Essay Example Thatsnotus. Essay - 33 Examples, Format, Pdf Examples. Personal Observation Essay How to write, Outline, Introduction, Format. Kindergarten Classroom Observation Report Essay - Words Bartleby. What is an example of observation. Can you give an example of .... Reflection on my observations at school. Preschool Observation Experience - Free Essay Sample. Writing a First-Class Observation Essay - FreshEssay.net. Observation essays. Observation Essay. 2019-01-16. Observation and analysis essay. Montessori Class Observation Essay - websitereports243.web.fc2.com. Perfect Observation Plan 2 - Scholary Essays. Child observation essay. Child Observation Of A Child. 2022-10-21. English Classroom Observation Free Essay Sample on Samploon.com. 002 Observation Essay Example Thatsnotus. Observation essay introduction examples. 2 Observation Essay Examples .... Observation Essay: Writing Tips and Ideas Examples. A Report on Child Observation Project in a Preschool Class Kibin .... Business paper: Child observation essays. ️ Example of child observation paper. Observation and Child free essay .... Custom Academic Paper Writing Services - essay observational - 2017/10/09. Observation Essay - 10 Examples, Format, Pdf Examples. 006 Observational Essay Classroom Observation Preschool Paper Example .... How to write an introduction for an observation essay - mfawriting811 .... How To Write A Proper Observation Essay - Adair Hand. Observation report-1 Observation Essay Samples Observation Essay Samples
There are many of childrens books out there, but its important t.docxssusera34210
There are many of children's books out there, but it's important to evaluate children's literature critically before introducing it. Suffice it to say that not all books are created equal. Students read many types of literature throughout school. To appreciate a variety of literature and to complete assignments involving these works, students need to understand how to read critically. Learn how to read literature critically to evaluate and interpret an author’s work.
In literature, readers must pay attention to plot, or the events that take place to create meaning. The plot takes place in the setting, which also adds to the meaning of the story. When reading, ask yourself how the setting adds to the different situations and important events of the story.
In most plots, characters are introduced and usually depict traits of human nature. Characters may represent only a few traits, or they may represent very complex conflicts and emotions. A character can be the narrator, or a person (or more than one person) who tells the story. The narrator or narrators will see events from a certain perspective and have attitudes toward the events and other characters. This is called point of view, and this perspective is a key issue in figuring out the meaning of the work.
Fiction will have figurative language, too, which will be used to describe and understand characters. Fiction attempts to represent reality in some way. Often, reality is represented in different ways through symbols and codes of human meaning and systems. Fiction, for example, may represent every day events and stick closely to place and time. Then again, fiction may represent moral or spiritual aspects through symbols, characters, or improbable events. Authors use fiction to offer a complex understanding of the world. As you read fiction, try to notice the differences and similarities between the world the author creates and the world you inhabit.
Critical thinking in literature also develops a keen awareness of the use of
language, not merely from the aesthetic point of view but keeping in mind today’s
world and its developments, the inevitable political point of view. Students realize that
language is not a neutral phenomenon explaining some already existing reality but
words weave layers of meanings creating and generating their own reality.
Examining Figurative Language
Figurative language, sometimes difficult to teach, can be taught easily with games. Students can learn how to analyze figurative language by middle school, whether it occurs in prose or poetry. Types of figurative language and their definitions.
Alliteration is the repetition of consonants in the first letter of words
Hyperbole is an exaggeration
Idiom means sayings or expressions that have figurative meaning
Imagery involves using one or more of the five senses (sight, touch, taste, hearing, and smell) to describe characters, places or things in literature or poems
Metaphor is the comparison of two unlike thing ...
American Protest Literature - Literary Analysis Argument Essay .docxgreg1eden90113
American Protest Literature - Literary Analysis Argument Essay
Assignment Description
Whether it looks backward in order to move America forward, builds connections across movements, demands empathy from readers, transforms its creators, crafts a politics of form, appropriates the master’s tools, or makes words into weapons, American protest literature tries to remake “a world beautiful,” as London puts it. The protest cycle beats on, boats against the current.
– Zoe Trodd xxviii
Trodd’s anthology American Protest Literature sets a variety of texts and protest art forms in conversation with each other. She describes these as falling into several “politics” for change. These are:
· The Politics of Connection
· The Politics of Form
· The Politics of Appropriation
· The Politics of Memory
For this project, you will write a four-to-five-page essay that analyzes and interprets four works and finds a unifying theme among them. You may use writings from the textbook itself (whether they were among the selected course readings or not) or you may explore other outside texts provided they are published sources that were written or created as a part of the social movements studied in the course. You will need at least five total sources of outside research for your essay documented in your Works Cited page.
You may do this assignment one of two ways:
1. You may choose a social movement and describe how each of the four works you select contributes to the movement using the “politics” Zoe Trodd explains in her introduction to the text. How does each depict aspects of the movement and what strategies, tactics, or techniques does it use to influence the movement for change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
2. Choose at least four pieces of protest literature from the entire range of movements in the course, or you may introduce texts you have researched that also contributed to these historical social movements. Find a unifying “politic” or strategy (for example: politics of memory or form) for all of them and discuss how that strategy or tactic uniquely contributed to the individual movements for which they were created. How does their unifying technique contribute to the body of protest literature that brought social change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Your work is to interpret the works to find unifying themes or tactics among them and then argue for their unique contribution to their related social movement. Do not focus too much on summarizing; instead, interpret and explain to your reader how the strategies are expressed in the work and how the works intersect with one another. Bring Trodd’s “politics” to the surface through.
Rubric For The Evaluation Of Studying Religion” PaperCRITERIA.docxSUBHI7
Rubric For The Evaluation Of “Studying Religion” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(6 Points)
Write a 750- to 1,050-word paper that addresses the following topics:
· What is essential (in the practices and beliefs) for a tradition to be called a religion?
· Illustrate your points by referring to the commonalities of the three Western religions.
· How do different fields of study approach religion?
· What are some critical issues in the academic study of religion?
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 2.4 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
2.5 to 5.4 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
5.5 to 7 points
Comments on Content
? of 7 points
You have fulfilled all/most/some of the objectives of the assignment with this ___ word paper. You had a section on …
ORGANIZATION
( 2 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .5 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not restate the main points and show how they explain the big idea.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.6 to 1 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.1 to 1.5 points
Comments on Organization
? of 1.5 points
You do/do not have a clear organizational flow. You do/do no ...
What is a literature review A literature review is NOT.docxphilipnelson29183
What is a literature review?
A literature review is NOT a book review; it is a review of the literature. THE literature, in this
case, means all of the research you have collected. Your secondary sources only. The
scholarship.
So, why am I doing this?
Because good researchers—good writers—do it. You may be tempted to just jump directly from
gathering materials to writing an essay (or you may have been tempted to skip the research part
altogether); however, before you can write an essay, you need to identify a purpose for your
writing and develop a plan for using your sources. You need to synthesize; the lit review is that
synthesis. This is also an important step in proving your expertise before I allow you to edit and
annotate a fairy tale.
So, what am I looking for?
Basically, you are looking for patterns of association; you want to look at the body of scholarship
(the literature) you have collected and decide how it all works together. You need to see the
literature as a body of research rather than separate pieces. The scholarship is written by real
scholars who are familiar with one another’s work and sometimes know each other personally; it
is a kind of elaborate conversation. You are listening to that conversation, waiting for a good
opportunity to jump in.
So, I have six pieces of literature to review, right?
Well, you have AT LEAST six pieces. It will actually be easier to write a lit review of more
sources; eight or ten sources would be a good number. This does require more research and more
time for reading, but the payoff is greater expertise and more to discuss in the review.
Okay, so what do I do first?
First, make sure you have gathered the literature. For this assignment, I am only permitting you
to use the CSCC Library databases to gather your sources. Specifically, you will look at the
Academic Search Complete, MLA International Bibliography, and Literary Reference Center
databases; if these don’t turn up 6-10 good sources for you, then you can search other databases
(and I have posted a video showing you how to do this research, so make sure you watch it). You
are NOT permitted to locate web based sources, even via Google scholar. And I am asking you
not to use books, simply to save time.
And then?
Once you have all of the literature, you should read it and understand it. It isn’t absolutely
necessary to pore over each page of each source—this would likely be hundreds of pages of
difficult reading. Use your reading skills—the first two or three pages usually contain the thesis
and main arguments—the last couple of pages will often contain some kind of summary or
conclusion. Look for important headings in between. I strongly suggest highlighting the thesis
(probably more than a single sentence) and the main points (topic sentences) and any interesting
passages you may want to reference later.
But how do I write the lit review?
You should begin by grou.
Essay on The Art of Writing
Inductive Bible Study Essay
Illustration Paragraph
Surrealism Essay
Essay on Intrinsic motivation
Picture Book Analysis Essay
Language Acquisition Essay
Motivation in the Classroom Essay
Introspection Essay
Classroom Observation Free Essay Example. Dissertation observation Essay Example Topics and Well Written Essays .... Observation paper example. Observation Essay Examples: free Samples .... Child observation report sample. Child Observation Essay Example for .... Impressive Observational Essay Thatsnotus. Observation Analysis Essay Example StudyHippo.com. 003 Preschool Child Observation Examples 133947 Essay Example Thatsnotus. Essay - 33 Examples, Format, Pdf Examples. Personal Observation Essay How to write, Outline, Introduction, Format. Kindergarten Classroom Observation Report Essay - Words Bartleby. What is an example of observation. Can you give an example of .... Reflection on my observations at school. Preschool Observation Experience - Free Essay Sample. Writing a First-Class Observation Essay - FreshEssay.net. Observation essays. Observation Essay. 2019-01-16. Observation and analysis essay. Montessori Class Observation Essay - websitereports243.web.fc2.com. Perfect Observation Plan 2 - Scholary Essays. Child observation essay. Child Observation Of A Child. 2022-10-21. English Classroom Observation Free Essay Sample on Samploon.com. 002 Observation Essay Example Thatsnotus. Observation essay introduction examples. 2 Observation Essay Examples .... Observation Essay: Writing Tips and Ideas Examples. A Report on Child Observation Project in a Preschool Class Kibin .... Business paper: Child observation essays. ️ Example of child observation paper. Observation and Child free essay .... Custom Academic Paper Writing Services - essay observational - 2017/10/09. Observation Essay - 10 Examples, Format, Pdf Examples. 006 Observational Essay Classroom Observation Preschool Paper Example .... How to write an introduction for an observation essay - mfawriting811 .... How To Write A Proper Observation Essay - Adair Hand. Observation report-1 Observation Essay Samples Observation Essay Samples
There are many of childrens books out there, but its important t.docxssusera34210
There are many of children's books out there, but it's important to evaluate children's literature critically before introducing it. Suffice it to say that not all books are created equal. Students read many types of literature throughout school. To appreciate a variety of literature and to complete assignments involving these works, students need to understand how to read critically. Learn how to read literature critically to evaluate and interpret an author’s work.
In literature, readers must pay attention to plot, or the events that take place to create meaning. The plot takes place in the setting, which also adds to the meaning of the story. When reading, ask yourself how the setting adds to the different situations and important events of the story.
In most plots, characters are introduced and usually depict traits of human nature. Characters may represent only a few traits, or they may represent very complex conflicts and emotions. A character can be the narrator, or a person (or more than one person) who tells the story. The narrator or narrators will see events from a certain perspective and have attitudes toward the events and other characters. This is called point of view, and this perspective is a key issue in figuring out the meaning of the work.
Fiction will have figurative language, too, which will be used to describe and understand characters. Fiction attempts to represent reality in some way. Often, reality is represented in different ways through symbols and codes of human meaning and systems. Fiction, for example, may represent every day events and stick closely to place and time. Then again, fiction may represent moral or spiritual aspects through symbols, characters, or improbable events. Authors use fiction to offer a complex understanding of the world. As you read fiction, try to notice the differences and similarities between the world the author creates and the world you inhabit.
Critical thinking in literature also develops a keen awareness of the use of
language, not merely from the aesthetic point of view but keeping in mind today’s
world and its developments, the inevitable political point of view. Students realize that
language is not a neutral phenomenon explaining some already existing reality but
words weave layers of meanings creating and generating their own reality.
Examining Figurative Language
Figurative language, sometimes difficult to teach, can be taught easily with games. Students can learn how to analyze figurative language by middle school, whether it occurs in prose or poetry. Types of figurative language and their definitions.
Alliteration is the repetition of consonants in the first letter of words
Hyperbole is an exaggeration
Idiom means sayings or expressions that have figurative meaning
Imagery involves using one or more of the five senses (sight, touch, taste, hearing, and smell) to describe characters, places or things in literature or poems
Metaphor is the comparison of two unlike thing ...
American Protest Literature - Literary Analysis Argument Essay .docxgreg1eden90113
American Protest Literature - Literary Analysis Argument Essay
Assignment Description
Whether it looks backward in order to move America forward, builds connections across movements, demands empathy from readers, transforms its creators, crafts a politics of form, appropriates the master’s tools, or makes words into weapons, American protest literature tries to remake “a world beautiful,” as London puts it. The protest cycle beats on, boats against the current.
– Zoe Trodd xxviii
Trodd’s anthology American Protest Literature sets a variety of texts and protest art forms in conversation with each other. She describes these as falling into several “politics” for change. These are:
· The Politics of Connection
· The Politics of Form
· The Politics of Appropriation
· The Politics of Memory
For this project, you will write a four-to-five-page essay that analyzes and interprets four works and finds a unifying theme among them. You may use writings from the textbook itself (whether they were among the selected course readings or not) or you may explore other outside texts provided they are published sources that were written or created as a part of the social movements studied in the course. You will need at least five total sources of outside research for your essay documented in your Works Cited page.
You may do this assignment one of two ways:
1. You may choose a social movement and describe how each of the four works you select contributes to the movement using the “politics” Zoe Trodd explains in her introduction to the text. How does each depict aspects of the movement and what strategies, tactics, or techniques does it use to influence the movement for change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
2. Choose at least four pieces of protest literature from the entire range of movements in the course, or you may introduce texts you have researched that also contributed to these historical social movements. Find a unifying “politic” or strategy (for example: politics of memory or form) for all of them and discuss how that strategy or tactic uniquely contributed to the individual movements for which they were created. How does their unifying technique contribute to the body of protest literature that brought social change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Your work is to interpret the works to find unifying themes or tactics among them and then argue for their unique contribution to their related social movement. Do not focus too much on summarizing; instead, interpret and explain to your reader how the strategies are expressed in the work and how the works intersect with one another. Bring Trodd’s “politics” to the surface through.
Rubric For The Evaluation Of Studying Religion” PaperCRITERIA.docxSUBHI7
Rubric For The Evaluation Of “Studying Religion” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(6 Points)
Write a 750- to 1,050-word paper that addresses the following topics:
· What is essential (in the practices and beliefs) for a tradition to be called a religion?
· Illustrate your points by referring to the commonalities of the three Western religions.
· How do different fields of study approach religion?
· What are some critical issues in the academic study of religion?
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 2.4 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
2.5 to 5.4 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
5.5 to 7 points
Comments on Content
? of 7 points
You have fulfilled all/most/some of the objectives of the assignment with this ___ word paper. You had a section on …
ORGANIZATION
( 2 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .5 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not restate the main points and show how they explain the big idea.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.6 to 1 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.1 to 1.5 points
Comments on Organization
? of 1.5 points
You do/do not have a clear organizational flow. You do/do no ...
What is a literature review A literature review is NOT.docxphilipnelson29183
What is a literature review?
A literature review is NOT a book review; it is a review of the literature. THE literature, in this
case, means all of the research you have collected. Your secondary sources only. The
scholarship.
So, why am I doing this?
Because good researchers—good writers—do it. You may be tempted to just jump directly from
gathering materials to writing an essay (or you may have been tempted to skip the research part
altogether); however, before you can write an essay, you need to identify a purpose for your
writing and develop a plan for using your sources. You need to synthesize; the lit review is that
synthesis. This is also an important step in proving your expertise before I allow you to edit and
annotate a fairy tale.
So, what am I looking for?
Basically, you are looking for patterns of association; you want to look at the body of scholarship
(the literature) you have collected and decide how it all works together. You need to see the
literature as a body of research rather than separate pieces. The scholarship is written by real
scholars who are familiar with one another’s work and sometimes know each other personally; it
is a kind of elaborate conversation. You are listening to that conversation, waiting for a good
opportunity to jump in.
So, I have six pieces of literature to review, right?
Well, you have AT LEAST six pieces. It will actually be easier to write a lit review of more
sources; eight or ten sources would be a good number. This does require more research and more
time for reading, but the payoff is greater expertise and more to discuss in the review.
Okay, so what do I do first?
First, make sure you have gathered the literature. For this assignment, I am only permitting you
to use the CSCC Library databases to gather your sources. Specifically, you will look at the
Academic Search Complete, MLA International Bibliography, and Literary Reference Center
databases; if these don’t turn up 6-10 good sources for you, then you can search other databases
(and I have posted a video showing you how to do this research, so make sure you watch it). You
are NOT permitted to locate web based sources, even via Google scholar. And I am asking you
not to use books, simply to save time.
And then?
Once you have all of the literature, you should read it and understand it. It isn’t absolutely
necessary to pore over each page of each source—this would likely be hundreds of pages of
difficult reading. Use your reading skills—the first two or three pages usually contain the thesis
and main arguments—the last couple of pages will often contain some kind of summary or
conclusion. Look for important headings in between. I strongly suggest highlighting the thesis
(probably more than a single sentence) and the main points (topic sentences) and any interesting
passages you may want to reference later.
But how do I write the lit review?
You should begin by grou.
Essay on The Art of Writing
Inductive Bible Study Essay
Illustration Paragraph
Surrealism Essay
Essay on Intrinsic motivation
Picture Book Analysis Essay
Language Acquisition Essay
Motivation in the Classroom Essay
Introspection Essay
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docxdurantheseldine
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between virtue and pleasure? Give and
explain one direct quote from the reading as part of your response.
2. Think of a famous person (politician, celebrity.
How Can A Literature Review Writing Be Introduced.pdfMatt Brown
Writing a literature review can be difficult, but with the right approach, it can be a simple way to improve your academic writing. Here are four suggestions for writing a concise and effective literature review.
This Module in Advanced Research intends to assist undergraduate students in editing their first part of their Research in journal type and narrow down a broad topic of their discussion. The lesson is good for 1 hour and 30 minutes with inclusion of objectives and assignment for the next lesson.
Writing Assignment: Annotated Bibliography (AB)
Due Dates (by 11:59PM):
Rubin AB entry:
1/30
AB Draft
(3 entries):
2/25
OPTIONAL:
AB Final Draft
(5 entries): 3/ 10
AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult.
Writing Assignment: Annotated Bibliography (AB)
Due Dates (by 11:59PM):
Rubin AB entry:
1/30
AB Draft
(3 entries):
2/25
OPTIONAL:
AB Final Draft
(5 entries): 3/ 10
AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult ...
This assignment requires students to further research one of the top.docxmichelle1011
This assignment requires students to further research one of the topics covered during the semester and write an essay arguing a particular interpretation of the literature surrounding that issue and social movement. Please see the attached document for details and guidelines on this assignment.
American Protest Literature - Literary Analysis Argument Essay
Assignment Description
Whether it looks backward in order to move America forward, builds connections across movements, demands empathy from readers, transforms its creators, crafts a politics of form, appropriates the master’s tools, or makes words into weapons, American protest literature tries to remake “a world beautiful,” as London puts it. The protest cycle beats on, boats against the current.
– Zoe Trodd xxviii
Trodd’s anthology
American Protest Literature
sets a variety of texts and protest art forms in conversation with each other. She describes these as falling into several “politics” for change. These are:
The Politics of Connection
The Politics of Form
The Politics of Appropriation
The Politics of Memory
For this project, you will write a four-to-five-page essay that analyzes and interprets four works and finds a unifying theme among them. You may use writings from the textbook itself (whether they were among the selected course readings or not) or you may explore other outside texts provided they are published sources that were written or created as a part of the social movements studied in the course. You will need at least
five total sources
of outside research for your essay documented in your Works Cited page.
You may do this assignment
one of two ways:
You may choose a social movement and describe how each of the four works you select contributes to the movement using the “politics” Zoe Trodd explains in her introduction to the text. How does each depict aspects of the movement and what strategies, tactics, or techniques does it use to influence the movement for change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Choose at least four pieces of protest literature from the entire range of movements in the course, or you may introduce texts you have researched that also contributed to these historical social movements. Find a unifying “politic” or strategy (for example: politics of memory or form) for all of them and discuss how that strategy or tactic uniquely contributed to the individual movements for which they were created. How does their unifying technique contribute to the body of protest literature that brought social change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Your work is to interpret the works to find unifying themes or tactics among them an.
Essay #1Taking a Position on Food Due by 1159pm on Sunday.docxSALU18
Essay #1:Taking a Position on Food
Due by 11:59pm on Sunday April 23rd
We manipulate the planet and all of its creatures. We create, we consume, we build, and we
destroy, but how often do we consider the processes and people that provide unceasingly for our
unquenchable appetites? How often do we consider the consequences? This essay asks that you
consider the inner (and outer) workings of the US food system and then take a position on a
narrowed down aspect of it.
During this project we might ask ourselves any combination of the following: where does our food
come from, and at what cost? How have our foods been processed, conceived, even constructed, and then shipped and
stored? How do we treat the animals we eat? How should we treat them? How are they killed? How conscious are
we of the world we are taking from every single day? Where do we fit in? What do we have to say?
To accomplish your task, you will be using pairings of articles I provide in order to take part in
an ongoing conversation about food. These readings will require you to look closely at what we
eat and how our consumption shapes the world, in both positive and negative ways.
You will need to first consider our relationship with food and the consequences of our eating
habits, on individuals, societies, and the planet that we share, then narrow down your focus to an
individual and focused topic/idea, which you will then research independently so that you might
enter into a scholarly conversation. The goal of this essay is to either make your own claim about
your subject, or to support an already established claim with rational and logical reasons and
evidence in order to convince your reader to take up the same position that you hold.
This essay need not be a soapbox for any political agenda; instead, we are looking for a balance
in rhetorical strategies. Using ethos, pathos, and logos effectively means respecting all viewpoints
while backing up your claims with reputable sources and logical insights/analysis.
In the wise words of Christopher Hitchens: “That which can be asserted without
evidence, can be dismissed without evidence.”
While I value each and every one of your opinions, scholarly readers are less forgiving. Imagine
your audience to be educated readers who are familiar with the topic and themes we will be
exploring. These readers will expect you to back up your claims, and to use reputable sources.
See the end of this prompt for paper specifics / requirements.
Reading and Research
I am providing you with a group of food-related readings. Some of the readings will be
mandatory, as in I expect everyone to read them and use them in their papers. The others are
paired options that you will choose from. Each reading will be labeled on the Module I introduce
it as either mandatory or optional. They are also listed at the end of this prompt.
Make sure to take detailed notes of the sources you do read. It is alw ...
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docxgreg1eden90113
Essay 2: Enter the Conversation
Percentage of Final Grade: 15% or 150 points
Learning Objectives:
·
Students will understand academic writing as a conversation about topics of consequence.
· Students will understand their responsibilities as writers – to accurately cite the work of other writers, to provide their audience with reliable information, and to consider multiple points of view.
· Students will understand academic writing as governed by the conventions of specific discourse communities.
· Students will become more critical readers, learning strategies for previewing, annotating, summarizing analyzing, and critiquing texts.
· Students will acquire informational literacy – the ability to locate and evaluate source material.
· Students will improve their ability to write clear and compelling thesis statements.
· Students will develop the skill of constructive critique, focusing on higher order concerns during peer workshops.
· Students will understand the distinction between revising and editing.
Assignment:
For Essay 2, you will summarize and then respond to
one of the readings from this unit (or the video,
College Inc.). In your essay, you will summarize the reading/video and then respond to it by discussing how your own experiences and knowledge have led you to either agree, disagree, or both agree and disagree with the author
and by including the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Most of the readings can be found in your textbook. However, I also assigned a couple of outside readings and the video,
College, Inc.,
which are posted under Course Content.
In addition to the assigned readings (or the video), you may choose any of the other readings from Chapter 17 in
They Say / I Say. Choose the one that you best understand. Carefully read the example essays that I have posted under Course Content, as they will help you to understand the expectations for the assignment.
Essay 2 is similar to the previous essay, with two additions:
1. Rather than responding to the selected reading/video with your own opinion only, you will add other people’s voices to the conversation by including two secondary sources (i.e., in addition to the selected reading/video). You will use quotes both from the selected reading/video and from your secondary sources to support your assertions.
Your secondary sources can be another reading from this unit. For example, in “Two Years Are Better Than Four,” Liz Addison is responding to Rick Perlstein’s argument in “What’s the Matter with College?” Therefore, you might choose to discuss their opposing views. Instead, you might choose articles you find through one of the library databases, an article in another textbook, a radio show, a podcast, or a video. You are not required to use scholarly sourc.
Your initial post should be 2-3 paragraphs in length.Inclu.docxdanhaley45372
Your initial post should be
2-3 paragraphs
in length.
Include one peer reviewed journal article to support your post. You can search for a journal article from Welder Library EResources. (Ex: Risk of social media or social media polices, etc.).
Your
initial post is due by Thursday
. This allows you and your classmates time to read and reply.
Make sure to demonstrate critical thinking and analysis by using research and personal work experiences.
For full credit, you are required to
respond
to a minimum of two classmates
. Please begin your reply by addressing the student by name. Your
responses
must be completed by Sunday at midnight
.
Please refer to the rubric for the grading requirements. You can view the rubric by clicking on the wheel in the upper right corner and selecting "show rubric."
Scott Lefor,
The release of information to the public – including through social media – can impact everything from a company’s image before the public to an individual’s image before a company. Jackson et al. (2020) note that while “strategic HR use of social media can build the employer’s reputation in the labor market and help HR professionals to reach candidates and current employees,” the use of social media can also “lead to the disclosure of trade secrets” or present a negative image of the company (p. 21). While companies place substantial hours and dollars into cultivating a favorable brand image before the public, a careless comment or complaint by an employee or contractor on social media can go viral and counteract such marketing efforts. In such cases, companies may find themselves forced to address such comments or complaints before the public in an attempt to save the brand image they have worked so hard to build.
In addition to impacting the image of a company, careless social media posts can also impact potential and current employees before the company. According to Melton and Miller (2015), while “most students appear to know that the content they post” on social media could be viewed negatively by “potential employers,” many students continue to do so (p. 678). Through social media, what would have been a careless comment if spoken aloud becomes a permanent statement viewable by countless individuals. Furthermore, comments and images referencing illegal activities or poor decision-making and communicating abilities become enshrined for potential and current employers to reference and base hiring and firing decisions upon.
It is worth noting that careless comments via social media can go beyond “negative,” and can sometimes involve trade secrets (as noted). While negative comments can cast a shadow over a company’s brand, comments revealing trade secrets can jeopardize long-term strategies, losing hard-won competitive edges. As referenced above, Melton and Miller (2015) assert that even though individuals know of such risks, many continue to post comments that can be understood to be “careless.”
In short, informa.
Your initial post should be made during Unit 2, January 21st at 4.docxdanhaley45372
Your initial post should be made during
Unit 2, January 21st at 4:00 pm.
Submissions after this time will not be accepted.
Please respond to the following questions:
In 6-7 sentences, compare and contrast one of the dance television shows referenced in this unit (try to choose a show that has not already been referenced by another student) to that of the American Dance Marathons, considering such questions as:
How does the socioeconomic and sociopolitical climate of the time affect how dance is presented and how the participants are treated/portrayed?
Discuss the Issue of exploitation, who was exploited, who did the exploiting, and how?
What aspects were theatre, and what aspects were real? How were these exaggerated?
What are the reinforced stereotypes present in the competitions?
Tell us about the idea that drama sells.
Use specific terminology and concepts discussed in class thus far. Make sure that you are citing all sources, or being clear that your statement is your idea/belief/observation.
.
More Related Content
Similar to Part 1Globalization is the motivating force behind the busines.docx
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docxdurantheseldine
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between virtue and pleasure? Give and
explain one direct quote from the reading as part of your response.
2. Think of a famous person (politician, celebrity.
How Can A Literature Review Writing Be Introduced.pdfMatt Brown
Writing a literature review can be difficult, but with the right approach, it can be a simple way to improve your academic writing. Here are four suggestions for writing a concise and effective literature review.
This Module in Advanced Research intends to assist undergraduate students in editing their first part of their Research in journal type and narrow down a broad topic of their discussion. The lesson is good for 1 hour and 30 minutes with inclusion of objectives and assignment for the next lesson.
Writing Assignment: Annotated Bibliography (AB)
Due Dates (by 11:59PM):
Rubin AB entry:
1/30
AB Draft
(3 entries):
2/25
OPTIONAL:
AB Final Draft
(5 entries): 3/ 10
AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult.
Writing Assignment: Annotated Bibliography (AB)
Due Dates (by 11:59PM):
Rubin AB entry:
1/30
AB Draft
(3 entries):
2/25
OPTIONAL:
AB Final Draft
(5 entries): 3/ 10
AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult ...
This assignment requires students to further research one of the top.docxmichelle1011
This assignment requires students to further research one of the topics covered during the semester and write an essay arguing a particular interpretation of the literature surrounding that issue and social movement. Please see the attached document for details and guidelines on this assignment.
American Protest Literature - Literary Analysis Argument Essay
Assignment Description
Whether it looks backward in order to move America forward, builds connections across movements, demands empathy from readers, transforms its creators, crafts a politics of form, appropriates the master’s tools, or makes words into weapons, American protest literature tries to remake “a world beautiful,” as London puts it. The protest cycle beats on, boats against the current.
– Zoe Trodd xxviii
Trodd’s anthology
American Protest Literature
sets a variety of texts and protest art forms in conversation with each other. She describes these as falling into several “politics” for change. These are:
The Politics of Connection
The Politics of Form
The Politics of Appropriation
The Politics of Memory
For this project, you will write a four-to-five-page essay that analyzes and interprets four works and finds a unifying theme among them. You may use writings from the textbook itself (whether they were among the selected course readings or not) or you may explore other outside texts provided they are published sources that were written or created as a part of the social movements studied in the course. You will need at least
five total sources
of outside research for your essay documented in your Works Cited page.
You may do this assignment
one of two ways:
You may choose a social movement and describe how each of the four works you select contributes to the movement using the “politics” Zoe Trodd explains in her introduction to the text. How does each depict aspects of the movement and what strategies, tactics, or techniques does it use to influence the movement for change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Choose at least four pieces of protest literature from the entire range of movements in the course, or you may introduce texts you have researched that also contributed to these historical social movements. Find a unifying “politic” or strategy (for example: politics of memory or form) for all of them and discuss how that strategy or tactic uniquely contributed to the individual movements for which they were created. How does their unifying technique contribute to the body of protest literature that brought social change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Your work is to interpret the works to find unifying themes or tactics among them an.
Essay #1Taking a Position on Food Due by 1159pm on Sunday.docxSALU18
Essay #1:Taking a Position on Food
Due by 11:59pm on Sunday April 23rd
We manipulate the planet and all of its creatures. We create, we consume, we build, and we
destroy, but how often do we consider the processes and people that provide unceasingly for our
unquenchable appetites? How often do we consider the consequences? This essay asks that you
consider the inner (and outer) workings of the US food system and then take a position on a
narrowed down aspect of it.
During this project we might ask ourselves any combination of the following: where does our food
come from, and at what cost? How have our foods been processed, conceived, even constructed, and then shipped and
stored? How do we treat the animals we eat? How should we treat them? How are they killed? How conscious are
we of the world we are taking from every single day? Where do we fit in? What do we have to say?
To accomplish your task, you will be using pairings of articles I provide in order to take part in
an ongoing conversation about food. These readings will require you to look closely at what we
eat and how our consumption shapes the world, in both positive and negative ways.
You will need to first consider our relationship with food and the consequences of our eating
habits, on individuals, societies, and the planet that we share, then narrow down your focus to an
individual and focused topic/idea, which you will then research independently so that you might
enter into a scholarly conversation. The goal of this essay is to either make your own claim about
your subject, or to support an already established claim with rational and logical reasons and
evidence in order to convince your reader to take up the same position that you hold.
This essay need not be a soapbox for any political agenda; instead, we are looking for a balance
in rhetorical strategies. Using ethos, pathos, and logos effectively means respecting all viewpoints
while backing up your claims with reputable sources and logical insights/analysis.
In the wise words of Christopher Hitchens: “That which can be asserted without
evidence, can be dismissed without evidence.”
While I value each and every one of your opinions, scholarly readers are less forgiving. Imagine
your audience to be educated readers who are familiar with the topic and themes we will be
exploring. These readers will expect you to back up your claims, and to use reputable sources.
See the end of this prompt for paper specifics / requirements.
Reading and Research
I am providing you with a group of food-related readings. Some of the readings will be
mandatory, as in I expect everyone to read them and use them in their papers. The others are
paired options that you will choose from. Each reading will be labeled on the Module I introduce
it as either mandatory or optional. They are also listed at the end of this prompt.
Make sure to take detailed notes of the sources you do read. It is alw ...
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docxgreg1eden90113
Essay 2: Enter the Conversation
Percentage of Final Grade: 15% or 150 points
Learning Objectives:
·
Students will understand academic writing as a conversation about topics of consequence.
· Students will understand their responsibilities as writers – to accurately cite the work of other writers, to provide their audience with reliable information, and to consider multiple points of view.
· Students will understand academic writing as governed by the conventions of specific discourse communities.
· Students will become more critical readers, learning strategies for previewing, annotating, summarizing analyzing, and critiquing texts.
· Students will acquire informational literacy – the ability to locate and evaluate source material.
· Students will improve their ability to write clear and compelling thesis statements.
· Students will develop the skill of constructive critique, focusing on higher order concerns during peer workshops.
· Students will understand the distinction between revising and editing.
Assignment:
For Essay 2, you will summarize and then respond to
one of the readings from this unit (or the video,
College Inc.). In your essay, you will summarize the reading/video and then respond to it by discussing how your own experiences and knowledge have led you to either agree, disagree, or both agree and disagree with the author
and by including the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Most of the readings can be found in your textbook. However, I also assigned a couple of outside readings and the video,
College, Inc.,
which are posted under Course Content.
In addition to the assigned readings (or the video), you may choose any of the other readings from Chapter 17 in
They Say / I Say. Choose the one that you best understand. Carefully read the example essays that I have posted under Course Content, as they will help you to understand the expectations for the assignment.
Essay 2 is similar to the previous essay, with two additions:
1. Rather than responding to the selected reading/video with your own opinion only, you will add other people’s voices to the conversation by including two secondary sources (i.e., in addition to the selected reading/video). You will use quotes both from the selected reading/video and from your secondary sources to support your assertions.
Your secondary sources can be another reading from this unit. For example, in “Two Years Are Better Than Four,” Liz Addison is responding to Rick Perlstein’s argument in “What’s the Matter with College?” Therefore, you might choose to discuss their opposing views. Instead, you might choose articles you find through one of the library databases, an article in another textbook, a radio show, a podcast, or a video. You are not required to use scholarly sourc.
Your initial post should be 2-3 paragraphs in length.Inclu.docxdanhaley45372
Your initial post should be
2-3 paragraphs
in length.
Include one peer reviewed journal article to support your post. You can search for a journal article from Welder Library EResources. (Ex: Risk of social media or social media polices, etc.).
Your
initial post is due by Thursday
. This allows you and your classmates time to read and reply.
Make sure to demonstrate critical thinking and analysis by using research and personal work experiences.
For full credit, you are required to
respond
to a minimum of two classmates
. Please begin your reply by addressing the student by name. Your
responses
must be completed by Sunday at midnight
.
Please refer to the rubric for the grading requirements. You can view the rubric by clicking on the wheel in the upper right corner and selecting "show rubric."
Scott Lefor,
The release of information to the public – including through social media – can impact everything from a company’s image before the public to an individual’s image before a company. Jackson et al. (2020) note that while “strategic HR use of social media can build the employer’s reputation in the labor market and help HR professionals to reach candidates and current employees,” the use of social media can also “lead to the disclosure of trade secrets” or present a negative image of the company (p. 21). While companies place substantial hours and dollars into cultivating a favorable brand image before the public, a careless comment or complaint by an employee or contractor on social media can go viral and counteract such marketing efforts. In such cases, companies may find themselves forced to address such comments or complaints before the public in an attempt to save the brand image they have worked so hard to build.
In addition to impacting the image of a company, careless social media posts can also impact potential and current employees before the company. According to Melton and Miller (2015), while “most students appear to know that the content they post” on social media could be viewed negatively by “potential employers,” many students continue to do so (p. 678). Through social media, what would have been a careless comment if spoken aloud becomes a permanent statement viewable by countless individuals. Furthermore, comments and images referencing illegal activities or poor decision-making and communicating abilities become enshrined for potential and current employers to reference and base hiring and firing decisions upon.
It is worth noting that careless comments via social media can go beyond “negative,” and can sometimes involve trade secrets (as noted). While negative comments can cast a shadow over a company’s brand, comments revealing trade secrets can jeopardize long-term strategies, losing hard-won competitive edges. As referenced above, Melton and Miller (2015) assert that even though individuals know of such risks, many continue to post comments that can be understood to be “careless.”
In short, informa.
Your initial post should be made during Unit 2, January 21st at 4.docxdanhaley45372
Your initial post should be made during
Unit 2, January 21st at 4:00 pm.
Submissions after this time will not be accepted.
Please respond to the following questions:
In 6-7 sentences, compare and contrast one of the dance television shows referenced in this unit (try to choose a show that has not already been referenced by another student) to that of the American Dance Marathons, considering such questions as:
How does the socioeconomic and sociopolitical climate of the time affect how dance is presented and how the participants are treated/portrayed?
Discuss the Issue of exploitation, who was exploited, who did the exploiting, and how?
What aspects were theatre, and what aspects were real? How were these exaggerated?
What are the reinforced stereotypes present in the competitions?
Tell us about the idea that drama sells.
Use specific terminology and concepts discussed in class thus far. Make sure that you are citing all sources, or being clear that your statement is your idea/belief/observation.
.
Your initial post should be at least 450+ words and in APA forma.docxdanhaley45372
Your initial post should be at least
450+ words
and in APA format (including Times New Roman with font size 12 and double spaced). Post the actual body of your paper in the discussion thread then attach a Word version of the paper for APA review
2 Replies each with minimum
100 words
.
.
Your initial post should be made during Unit 2, january 21st at 4.docxdanhaley45372
Your initial post should be made during
Unit 2, january 21st at 4:00 pm.
Submissions after this time will not be accepted.
Please respond to the following questions:
Using the “Tools to Analyze Dance on Screen” document (based off of the video about film analysis), find and provide a link to a music video (not yet shown in class or by another student). Analyze how the video is representing the “brand” for the artist, what the video is representing, and how dance is used to accomplish this. What does this video say about their values and interests and who they are?Analyze by focusing on some of the following: the use of the camera, editing, and art direction, in addition to the dancing/movement and use of the body. Use specific terminology and concepts discussed in class thus far. Make sure that you are citing all sources, or being clear that your statement is your idea/belief/observation.
.
Your initial post should be made during, Submissions after this time.docxdanhaley45372
Your initial post should be made during, Submissions after this time will not be accepted.
Please respond to the following questions:
Consider the movie caricature assigned to your last name, provide a brief description/definition of the caricatures and provide a movie/television/cartoon/internet character that fits this caricature, and one that counters it. Provide a brief explanation of how both do/do not fit. Make sure that you are citing all sources, or being clear that your statement is your idea/belief/observation.
Last names starting with A-E:
The Tom Caricature
Last names starting with F-J:
The Mammy Caricature
Last names starting with K-O:
The Brute/Buck Caricature
Last names starting with P-S:
The Coon Caricature
Last names starting with T-Z:
The Jezebel
.
Your essay should address the following.(a) How is the biologic.docxdanhaley45372
Your essay should address the following.
(a) How is the biological and social elements distinguished in Language?
(b) Explain briefly the phonology, syntax and semantics of language.
(c) The common features of language and pre linguistic mentality.
(d) What has language got that prelinguistic mentality lacks?
(e) What are the features of consciousness tat language lacks?
(f) What are the functions of language and explain the difference between representation and expression.
(g) Show the features of language that is active in creating society.
(h) Sho how commitments are part and parcel of using langue.
(i) How does language enable us to construct social institutions?
The essay should be written in nontechnical, straightforward, ordinary language. The essay should be a approximately a 1000 words, without errors that might impede their understanding as a reader. If you use a technical term please immediately say how the term is to be understood.
.
Your initial post is due by midnight (1159 PM) on Thursday. You mus.docxdanhaley45372
Your initial post is due by midnight (11:59 PM) on Thursday. You must write at least 400 words on Olive Senior's "The Pain Tree" and Ana Menéndez's "Her Mother's House" (in other words, at least 200 words for each story).
Instead of relying on plot summary you will support your interpretation by using and analyzing textual evidence. When you quote the story make sure you cite the page number: for instance, after the quotation put the page number in parenthesis (60). Avoid writing out "on page 60". When you quote a passage from the story make sure you introduce the context and that you are analyzing the meaning of what you quoted.
I encourage your own formulations, but address the following prompts (you can address them in any order and be sure to write at least three or more paragraphs):
In the short stories, you are going to encounter protagonists attempting to reconnect and remember (as in "putting together again") their Caribbean "home" spaces. How have their perceptions of their Caribbean homelands been shaped by their parents? What new perceptions do they gain and how does this transform their view of themselves and their history?
Victor Shklovsky argues that
ostranenie
("making strange" in Russian, and also translated as estrangement/defamiliarization) is the essence of literature. Where in the two stories do we encounter descriptions of estranged perception? Analyze the significance of these moments in the stories. Be sure to consult and cite Shkovsky's essay (especially his definition of
ostranenie
on page 80) to support your analysis.
For our annotation assignment, we learned how to notice patterns and overlooked meanings that helped us understand "Sonny's Blues" more fully. In "The Pain Tree" and "Her Mother's House" what patterns, connections or implied meanings did you notice structuring the stories?
.
Your individual sub-topic written (MIN of 1, MAX 3 pages)You.docxdanhaley45372
Your individual sub-topic written (MIN of 1, MAX 3 pages)
Your portion of the White Paper must include one of the following:
1. Introduction/Summary
2. History/Background and Context
3. Problem (Defined)
4. Discussion to relate point of view from sources used
5. Writer takes a position
6.
Solution
/s
7. Conclusion.
.
Your HR project to develop a centralized model of deliveri.docxdanhaley45372
Your HR project to develop a centralized model of delivering HR services has progressed through very critical stages of the project thus far. It is now time to present actionable, decision-making information to project leaders. This can be best accomplished when projects have been successfully managed, devoid of any major risks, and have been properly closed out and finalized.
Write a five to six (5-6) page paper in which you:
1. Explain what it means to successfully direct and manage project work and identify and discuss 3-4 strategies you might use to manage and sustain progress in your HR project. Be specific.
2. Identify and discuss a minimum of 3 strategies that could be used to address and resolve any risks within the control of the project. HINT: See Exhibit 14.5 in the textbook. Is any one of the strategies you selected more important than the others? Why?
Exhibit 14.5
RISK EVENT RESOLUTION STRATEGIES RISKS WITHIN PROJECT CONTROL
Understand and control WBS
Closely monitor and control activity progress
Closely manage all project changes
Document all change requests
Increase overtime to stay on schedule
Isolate problems and reschedule other activities
Research challenging issues early
RISKS PARTIALLY WITHIN PROJECT CONTROL
Establish limits to customer expectations
Build relationships by understanding project from client’s perspective
Use honesty in managing client expectations
Work with client to reprioritize cost, schedule, scope, and/or quality
Carefully escalate problems
Build team commitment and enthusiasm
RISKS OUTSIDE PROJECT CONTROL
Understand project context and environment
Actively monitor project environment
Understand willingness or reluctance of stakeholders to agree to changes
3. Describe 2-3 actions a project manager may take as they begin to close out the project. Be sure to justify using the actions you discuss.
4. Review Project Management in Action: The Power of Lessons Learned (pages 518-520 in the textbook) and provide an overview to the project team on the significance of the information. Be specific.
Pg 518-520 from book
PROJECT MANAGEMENT IN ACTION The Power of Lessons Learned Projects are discrete. They have a beginning and an end, at which time the project team disbands and moves on to other things. Despite the fact there has inevitably been significant tacit learning during the project, there is often only a limited capture of this into a sharable form for future reuse. Too often, as the project team dissolves, the learning fades into the memories of individuals minds. This makes it extremely difficult for others to benefit in the future from the insights learned. The usual excuses for this loss echoing through the corridors include just too hard, not enough time, team disbanded before we had the chance, and many more. The key error here is the incorrect assumption that learning during or from projects is an added bonus or a nice- to-have luxury. This is not the case in best.
Your Immersion Project for this course is essentially ethnographic r.docxdanhaley45372
Your Immersion Project for this course is essentially ethnographic research. When you hear the words
ethnography
or
ethnographic research
, you may think of Margaret Mead or Franz Boas performing their research on cultures outside their own countries and living among their research subjects. Contemporary ethnographic research includes many other types of research scenarios, such as urban ethnography, neighborhood studies, and even microstudies of groups as small as families and individuals.
Ethnography
is any systematic study of people and cultures, usually conducted through observation, interviews, dialogues, participation, and historical research. Ethnography is used across disciplines as varied as anthropology, linguistics, sociology, advertising, and of course, human services and social work.
Your Immersion Project is just that—a study of a population group with the goal of better understanding the culture of the group. As you complete this project over the course of the semester, keep in mind one of the classical hallmarks of ethnographic research, pioneered by Boas: The beliefs and activities of humans have to be interpreted within their own cultural terms and not evaluated or judged through the cultural lens or terms of the observer or researcher. That is, human beliefs and behavior are culturally relative.
This week, you submit your Immersion Project Paper, one of two culminating parts of your Final Project for this course (along with your narrated PowerPoint, which is due in Week 10).
This 7- to 10-page paper will be a culmination of what you have experienced and explored throughout your work on this project. Since everyone’s experience will be different, the content of the paper will vary for each student; however, there are two sections that everyone should include:
Reflection on your Immersion Project:
Observation: What observational activity did you attend and what insight did it give you into your selected population?
Dialogue: How did you carry out your dialogue? Reflect on your experience and what insight it gave you into your selected population.
Reaction and Critical Analysis of your experience: This section should incorporate your reflections on your experiences, what you learned about the group, what you learned about yourself, and how your perceptions of this group have changed over time.
Several areas to address in this section:
Description of the group
Values/belief orientation
Social interactions (relationships within and between group members)
Religious/spiritual beliefs
Roles and expectations
Language and communication
.
Your country just overthrew its dictator, and you are the newly .docxdanhaley45372
Your country just overthrew its dictator, and you are the newly elected President. Unfortunately, due to the divisions in the country and the years of war, economic, military, and political structures are non-existent. A group of loyalists to the old dictator have been detonating bombs, murdering civilians, assassinating leaders, and terrorizing towns with help from a neighboring country's dictator.
Create a comprehensive plan for your new government. While creating this government identify 1) the governing style of your government and the principles that govern your leaders (see rubric); 2) the functions of various branches of government; 3) how to maintain public good in domestic areas through at least two programs; 4) an economic structure that is most beneficial to your citizens; 5) ways to create national unity; 6) ways to combat terrorism and violence; and, 6) international organizations to join
.
Your have been contracted by HealthFirst Hospital Foundation (HHF),.docxdanhaley45372
Your have been contracted by HealthFirst Hospital Foundation (HHF),?
Your have been contracted by HealthFirst Hospital Foundation (HHF), a charitable organization that provides services to community clinics in Atlanta, Georgia. Due to the organization's tremendous growth, it will need to computerize its operations. By doing so, HHF will be able to continue to meet the needs of both its benefactors and their employees. To this end, it has decided to move its operation to a more modern facility, where it will install a Local Area Network (LAN), and you will be managing the network implementation.
Department # of Employees
Administration 18
Human Resources 9
Accounting 13
Hospital Relations 12
Media Relations 4
Board Room 0
MIS 6
Total 62
Feasibility of the proposed change
HHF has examined its resources and budgetary constraints and determined that the installation of the LAN is feasible. There is a need to maintain as low a budget as possible.
Project Goals
The goals for the LAN project are as follows:
Fully functional networked system
Design a boardroom in which any department's information can be accessed and expressed
Illustrate the complete network and boardroom design
Maintain as low a price as possible
Current state
The new facility consists of 5 six-cubicle work areas and a separate MIS Department and a boardroom. (See the schematic below) Each work area also includes a closed office for the department head.
Deliverables
The deliverables are outlined below:
Begin compiling your project plan by choosing network servers, routers, and hubs. Describe your network model, topology, and selections with an explanation of your choices in a memo to Roger Chen, the chief information officer at HHF. Be sure to use terms and concepts that you have learned in this course.
.
Your group presentationWhat you need to do.docxdanhaley45372
Your group presentation
What you need to do
Your presentation
groups
You can self-select groups (no more than 6)
Or I will put you into groups
Each group will present for a maximum of 20 minutes
You can self-select your topic
Everyone gets the same mark
Do not complain to me about the social loafers
Your presentation
Follow the rubric
Follow the format as presented in the applied cultural proficiency lectures
Let’s review..
How to get the most marks: (part a)
How to get the most marks in part b
During your tutorials, you will be required to peer review the other presentations. You need to demonstrate an understanding of the determinants of health in the presentation (0/10) and to demonstrate an understanding of the APIE system (0/10). See the rubric to get the best points:
Putting it all together
For your group assignments…
Choosing your topic:
Go to Australian Indigenous HealthInfoNet (http://www.healthinfonet.ecu.edu.au/)
Choose a topic that interests you
Choose a program that interests you
Your presentation might look like this:
6
Pick one of these
https://healthinfonet.ecu.edu.au/
Aunty Kerrie & Papa Ron
Aunty Kerrie & Papa Ron
Then you work your way
through the APIE
Check it out to see if you want to do it…
Your presentation MIGHT look like this…
Using the tools from the lectures…
assessment
How did the programmers decide it was a problem?
Eg, did they measure anything with the ABS? use any of the other assessment tools?
if the programmers did not demonstrate it, how do you think they should/might have assessed this problem?
Examples from the lectures:
Y
feel
hear
see
e.g. did the programmers ask the community?
Should they have?
How did they know it was a problem?
Did they do a holistic assessment?
Why was there a need in this community?
Why was there .
Your contribution(s) must add significant information to the dis.docxdanhaley45372
Your contribution(s) must add significant information to the discussion. Your reply should be a very minimum of 250 words.
Research, read, and then write in your own words. Explain examples and incorporate evidence. Cite your sources within your sentences.
Provide complete citations at the end of your posts. A complete citation includes both the website’s title and
Do not copy and paste stuff….that will cause you to lose points and far more importantly, you will have lost the richness of understanding this information.
ADD COMMENT AND INFORMATION TO THE TEXT BELOW
Many people are skeptical that climate change is even occurring on our beautiful planet. Some places worldwide feel its effects through increased temperatures, which is desirable to some. However, many other places, like the lovely island Fiji, are suffering from the effects of climate change. A Youtube video, “Climate Change Fiji,” posted by the user
UN Climate Change
describes the terrible circumstances faced by civilians who are forced to flee their homes due to rising sea levels (www#1). The loss of beach shores has resulted in a drastic decrease in marine life and land species who rely on coastal areas to survive. According to an article posted by author Sarah Taylor, to the site
EuroNews,
titled “Fiji prepares for ‘Climate Refugees’,” since the 19th century, sea levels have risen by around 25 centimeters worldwide (www#2). This rise in sea levels is attributed to the seemingly neverending rise of greenhouse gas emissions into our atmosphere. Another Youtube video, “Climate Change and Fiji,” posted by the user
COP23fj
emphasizes that Fiji is only one of many other Pacific Islands to be battling climate change (www#3). However, Fijians have taken the lead as the spokespeople for all Pacific Islanders to feel protected and not neglected.
These negative biological implications seem to occur in other places around the world, right? Wrong. Our very own city, San Diego, has been facing and will continue to tackle the negative effects of climate change. A typed interview conducted by the Environmental Health Coalition with Kayla Race exemplifies the many ways climate change appears in our communities, including prolonged heat waves, more intense wildfires, increased water costs, and disruptions on electricity (www#4). My family and I have personally been affected by the increased water (and energy) costs and the interruptions on our electricity. We don’t use our AC system and rely on fans for a cool down from our heatwave, yet are charged more than during the year and face blackouts quite often. A video posted in 2017 by the San Diego Union-Tribune, explains the differences between catastrophic and existential climate change (www#5). Catastrophic damage is survivable by humans, while existential climate change threatens the immediate safety of humans. Many still do not believe that these repercussions are created by car emissions into the air, affecting our atmospher.
Your good friends have just adopted a four-year-old child. At th.docxdanhaley45372
Your good friends have just adopted a four-year-old child. At this point, the only socialization decision they have made is that the child is going to preschool. Imagine that you are an expert in your chosen field. Your friends have come to you for advice and to devise a plan to raise their child. They ask you to be frank with them and give them specific examples to support your opinions. They are determined to raise this child to the best of their ability. Since they are new parents, they need advice on everything!
The summative assignment is to develop a user-friendly PowerPoint handbook of suggestions. The handbook will demonstrate your understanding of the material by applying the major topics discussed in the course to a real situation.
The PowerPoint presentation for the Final Project must include:
Title slide (one slide)
Introduction of the material for the new adoptive parents (one to two slides)
At least 15 slides summarizing each of the items listed below (one to two slides for each item). Please note that the content of each slide should appear in the notes section, while the slide itself should contain the information that would be presented to the parents.
An image that represents each item
Conclusion slide that clearly explains why the parents should review this material (one to two slides)
Reference slide with at least three scholarly sources and the course text properly cited (one slide)
Writing the PowerPoint Presentation of the Final Project
Summarize Bronfenbrenner's ecological model and describe why it is important for them to be aware of this theory (one to two slides).
Suggest and explain a parenting style/philosophy (authoritarian, authoritative, or permissive) that you believe will be most beneficial for the child and the family (one to two slides).
Explain which childcare (nanny, center-based, or family-based care) option (before/during/after preschool) you think is best for the child and why (one to two slides). Be sure to include discussion of the social factors that influence the likelihood of the family selecting a particular form of childcare.
Share specific suggestions, including at least two to implement safe technology use in the home. Explain how the media can (both positively and negatively) influence the child (one to two slides).
Discuss the importance of culture and ethnicity in the development of the self-concept. Share your ideas of ways that the new parents can create opportunities for the child to learn about his or her culture (one to two slides).
Describe at least two researched methods to increase the child's self-esteem and positive attitude (one to two slides).
Differentiate between the importance of socialization that occurs in the home and at school. Explain the importance of each venue as a positive haven for the child (one to two slides).
Explain the importance of the teacher’s role in the child's life. Give examples of how the school and the teacher will affect the child's soci.
Your good friends have just adopted a four-year-old child. At this p.docxdanhaley45372
Your good friends have just adopted a four-year-old child. At this point, the only socialization decision they have made is that the child is going to preschool. Imagine that you are an expert in your chosen field. Your friends have come to you for advice and to devise a plan to raise their child. They ask you to be frank with them and give them specific examples to support your opinions. They are determined to raise this child to the best of their ability. Since they are new parents, they need advice on everything!
The summative assignment is to develop a user-friendly PowerPoint handbook of suggestions. The handbook will demonstrate your understanding of the material by applying the major topics discussed in the course to a real situation.
The PowerPoint presentation for the Final Project must include:
Title slide (one slide)
Introduction of the material for the new adoptive parents (one to two slides)
At least 15 slides summarizing each of the items listed below (one to two slides for each item). Please note that the content of each slide should appear in the notes section, while the slide itself should contain the information that would be presented to the parents.
An image that represents each item
Conclusion slide that clearly explains why the parents should review this material (one to two slides)
Reference slide with at least three scholarly sources and the course text properly cited (one slide)
Writing the PowerPoint Presentation of the Final Project
Summarize Bronfenbrenner's ecological model and describe why it is important for them to be aware of this theory (one to two slides).
Suggest and explain a parenting style/philosophy (authoritarian, authoritative, or permissive) that you believe will be most beneficial for the child and the family (one to two slides).
Explain which childcare (nanny, center-based, or family-based care) option (before/during/after preschool) you think is best for the child and why (one to two slides). Be sure to include discussion of the social factors that influence the likelihood of the family selecting a particular form of childcare.
Share specific suggestions, including at least two to implement safe technology use in the home. Explain how the media can (both positively and negatively) influence the child (one to two slides).
Discuss the importance of culture and ethnicity in the development of the self-concept. Share your ideas of ways that the new parents can create opportunities for the child to learn about his or her culture (one to two slides).
Describe at least two researched methods to increase the child's self-esteem and positive attitude (one to two slides).
Differentiate between the importance of socialization that occurs in the home and at school. Explain the importance of each venue as a positive haven for the child (one to two slides).
Explain the importance of the teacher’s role in the child's life. Give examples of how the school and the teacher will affect the child's socializa.
Your goals as the IT architect and IT security specialist are to.docxdanhaley45372
Your goals as the IT architect and IT security specialist are to:
Develop solutions to the issues that the specified location of IDI is facing.
Develop plans to implement corporate-wide information access methods to ensure confidentiality, integrity, and availability.
Assess risks and vulnerabilities with operating IT facilities in the disparate locations where IDI now functions and develop mitigation plans and implementation methods.
Analyze the strengths and weaknesses in the current systems of IDI.
Address remote user and Web site user’s secure access requirements.
Develop a proposed budget for the project—consider hardware, software, upgrades/replacements, and consulting services.
Prepare detailed network and configuration diagrams outlining the proposed change to be able to present it to the management.
Develop and submit a comprehensive report addressing the learning objectives and your solutions to the issues within the scenario.
Prepare a 10- to 15-slide PowerPoint presentation that addresses important access control, infrastructure, and management aspects from each location.
.
Your essay should address the following problem.(a) What is .docxdanhaley45372
Your essay should address the following problem.
(a) What is the idea of power and specifically the idea of political power?
(b) What is bio-power, what is French thinkers Foucault ideas of power.
(c) What is the idea of a background/network power?
(d) How does the existence of background/network power explain who or what is exercising this power?
(e) State the paradox in political power.
(f) Can democratic societies be made consistent with religious societies?
(g) What in summary is the conclusion of the discussion of political power in the text book?
.
Your future financial needs will be based on the income you can reas.docxdanhaley45372
Your future financial needs will be based on the income you can reasonably expect to receive in your field and planning.
Assignment Information
Using the
template provided
, estimate what your budget may look like in the future. Include expenses such as:
Computer hardware and software
Continuing education
Certification and Recertification
Field or Lab Equipment
Any other needs to maintain professional credibility and marketability
This is the Template
CS204 Budget Worksheet
Monthly Expenses
Amount
Mortgage or rent
Taxes: property
Money to Savings Account
Food
Insurance
Health bills (not covered by insurance)
Car loan
Car expenses
Credit card bills
School loans
Other loans
Professional equipment expenses
Other professional development expenses
Child care
Clothing
Children's Education
Entertainment
Vacations
Charity
Miscellaneous
Total Monthly Expenses:
Yearly Income:
Monthly Income from Job:
Any other monthly income (child support, dividends, and interest):
Total Monthly Income*:
Total Monthly Income:
Total Monthly Expenses:
Difference:
.
Your friend Lydia is having difficulty taking in the informati.docxdanhaley45372
Your friend Lydia is having difficulty "taking in" the information in her history class, so she asks you to use your expertise in psychology to offer some suggestions on how to improve her memory performance.
Discuss how attention, deep processing, elaboration, and the use of mental imagery can affect the encoding process. Utilize your readings, lecture, and powerpoints and examples that you might have to help with your post.
Please submit a minimum of 250 words and cite your resources. Turnitin will be utilized. Please make sure, you write your post in your own words.
.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
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.
Operation “Blue Star” 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.
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Part 1Globalization is the motivating force behind the busines.docx
1. Part 1
Globalization is the motivating force behind the business
environment in the 21st century.
Debate the following the veracity of the following statement:
Globalization only significantly affects the CEOs of
multinational corporations and high-net-worth individuals.
If your last name begins with A-M you are to argue that the
statement is true. If your last name begins with N-Z you are to
argue that the statement is false. Reference your reading
material. Remember that any debate requires that you try to
persuade the reader to your point of view. Here are a few hints
for your success:
· Make sure to end your discussion with your best argument.
· Use stronger definitive word choice for your best arguments.
· Open your argument with you second best supporting point.
· Put your weakest point in the middle and choose words which
are descriptive to make it more interesting.
· NEVER USE “I think”, “I believe,” “I feel” or personal
pronouns of any kind. Unfortunately unless you are an expert
your opinions are not very convincing.
· Be creative with your ideas to keep the reader interested in
your point of view.
· Do not make this a presentation, report or quotes.
· USE YOUR OWN WORDS AND SELECT THEM
PURPOSEFULLY.
The category for the argument is to be true in nature for the last
name begins with A-M
References
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=we
b&cd=36&ved=0CDYQFjAFOB4&url=http%3a%2f%2fwww.say
lor.org%2fsite%2ftextbooks%2fFundamentals%2520of%2520Gl
3. leadership-forecast-2014-2015_tr_ddi.pdf?ext=.pdf
Research Essay Plan
Paragraph #1 - Introduction. Must include songwriter’s name
and title of song. Must include a
thesis that represents a debatable (two-sided) position. Must
clearly state which two
approaches to literary criticism will be used.
Short Essay #1
Paragraph #2 Introduction to first approach. Should include a
preview of the 3 points to be
covered supporting the relationship between the approach and
the song/songwriter.
Connection to thesis must be clearly stated.
Paragraph #3 – Specific support offered to explain relationship
between lyrics and research.
Paragraph #4 – Specific support offered to explain relationship
between lyrics and research.
Paragraph #5 – Specific support offered to explain relationship
between lyrics and research.
Paragraph #6 – Conclusion to first approach. Should restate the
3 points covered and remind
4. the reader of the relationship between the approach and the
song/songwriter. Connection to
thesis must be clearly stated.
Short Essay #2
Paragraph #7 - Introduction to second approach. Should
include a preview of the 3 points to be
covered supporting the relationship between the approach and
the song/songwriter.
Connection to thesis must be clearly stated.
Paragraph #8 – Specific support offered to explain relationship
between lyrics and research.
Paragraph #9 – Specific support offered to explain relationship
between lyrics and research.
Paragraph #10 – Specific support offered to explain relationship
between lyrics and research.
Paragraph #11 – Conclusion to second approach. Should restate
the 3 points covered and
remind the reader of the relationship between the approach and
the song/songwriter.
Connection to thesis must be clearly stated.
Conclusion
Paragraph #12 and #13 – Restate thesis. Reiterate at least three
5. points that the two
perspectives have in common. Must include lyrics here to
reiterate common points
Paragraph #14 – Restate thesis again. Offer personal reaction
or reflection. Answer “So what?”
Works Cited Page
Lyrics with line numbers
Literary Criticism
Written by Mark Lund, Carver Center for the Arts and
Technology,
Table of Contents
1. Introduction
2. Formalistic
3. Biographical / Historical
4. Archetypal
5. Deconstruction
6. Feminist
6. 7. Philosophical
8. Psychological
9. Sociological
10. Glossary
11. Works Cited
12. Credits
http://www.teachrobb.com/documents/Criticism.htm#Introductio
n
http://www.teachrobb.com/documents/Criticism.htm#Formalisti
c
http://www.teachrobb.com/documents/Criticism.htm#Historical
http://www.teachrobb.com/documents/Criticism.htm#Archetypal
http://www.teachrobb.com/documents/Criticism.htm#Deconstru
ction
http://www.teachrobb.com/documents/Criticism.htm#Feminist
http://www.teachrobb.com/documents/Criticism.htm#Philosophi
cal
http://www.teachrobb.com/documents/Criticism.htm#Psychologi
cal
http://www.teachrobb.com/documents/Criticism.htm#Sociologic
al
http://www.teachrobb.com/documents/Criticism.htm#Glossary
http://www.teachrobb.com/documents/Criticism.htm#Works
http://www.teachrobb.com/documents/Criticism.htm#Credits
7. Introduction: What is Literary Criticism?
Literary criticism is the study, analysis, and evaluation of
imaginative literature.
Everyone who expresses an opinion about a book, a song, a
play, or a movie is a critic, but not
everyone's opinion is based upon thought, reflection, analysis,
or consistently articulated
principles. As people mature and acquire an education, their
ability to analyze, their
understanding of human beings, and their appreciation of
artistic craftsmanship should increase.
The study of literature is an essential component in this- growth
of reflection.
Sometimes students object to analysis and ask, "Why do we
have to analyze everything?
Why can't we just enjoy the books we read in English?" These
are good questions, and there are
some good answers for them. First, talking about an experience,
actual or vicarious, is one way
of increasing enjoyment. Second, sometimes talking about an
experience involves recreating it
in words, but it can also involve the search for meaning, in
short, analysis. Finally, as Socrates
8. said, "The life which is unexamined is not worth living."
Analysis, or examination, increases
awareness and understanding; it is part of the maturation
process. The analysis of literature has
always been part of a liberal education. When a work of
literature is studied without reference to
history or to the life of the author, the approach is intrinsic, or
formalistic. However, literature is
related to two other humanistic disciplines: philosophy and
history. Philosophy explores basic,
general ideas, such as truth, beauty, and goodness. History
attempts to ascertain what happened
in the past and why it happened. Philosophy may help readers
to understand the general ideas, or
themes, of a literary work. History helps to elucidate the life
and times of the author.
Traditionally, literary studies were conducted within the three
humanistic disciplines of
literature, history, and philosophy. In the twentieth century, the
social sciences have been used
to develop new approaches to criticism. Psychology has helped
to illuminate the motivations of
characters and the writers who create them. Sociology has
9. revealed the relationships between
the works the author produces and the society that consumes
them. Anthropology has shown
how ancient myths and rituals are alive and well in the plays,
poems, and novels that are popular
today.
Literary criticism has been a social institution for many
centuries. Different ages take
different approaches, but the activity is constant. Authors are
aware of criticism so that it is
probably not entirely fair to say that the literary critic reads
meanings into the texts that were
never intended by the author. Literary criticism is not "reading
between the lines" -it is reading
the lines very carefully, in a disciplined and informed manner.
This is why it is possible to speak
of some of the approaches discussed in this booklet as elements
of literature. That is, it is valid
to speak of archetypal elements in a literary text, sociological
elements in a literary text, and
formal elements in a literary text. The approaches to literature
do not put the elements there;
they are already there. The approaches help to reveal and
10. clarify them.
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The Formalistic Approach
The formalistic approach began with Aristotle (384-322 BC), a
philosopher of ancient
Greece, who in his book The Poetics attempted to define the
form of tragedy. Aristotle wrote
that the tragic hero was an essentially noble individual who,
nevertheless, manifested a flaw in
character that caused him or her to fall from a high position to a
low position. The flaw in
character (hamartia) was a kind of blindness or lack of insight
that resulted from an arrogant
pride (hubris). During the course of the tragic action, the hero
came to a moment of insight-
today it might be seen as an epiphany-that Aristotle called
anagnorsis. Thus the tragic plot
moves from blindness to insight. As an imitation (mimesis) of a
serious action, the tragic plot
11. had to be written in a dignified style. The effect of the tragedy
was supposed to be catharsis or
the purging of the emotions of pity and fear. All the elements
of tragedy went together to
produce a formal unity: this is the essence of the formalistic
approach.
The twentieth century formalistic approach, often referred to as
the New Criticism, also
assumes that a work of literary art is an organic unity in which
every element contributes to the
total meaning of the work. This approach is as old as literary
criticism itself, but it was
developed in the twentieth century by John Crowe Ransom
(1888-1974), Allen Tate (1899-
1979), T.S. Eliot (1888- 1965), and others.
The formalist critic embraces an objective theory of art and
examines plot,
characterization, dialogue, and style to show how these
elements contribute to the theme or unity
of the literary work. Moral, historical, psychological, and
sociological concerns are considered
extrinsic to criticism and of secondary importance to the
12. examination of craftsmanship and form.
Content and form in a work constitute a unity, and it is the task
of the critic to examine and
evaluate the integrity of the work. Paradox, irony, dynamic
tension, and unity are the primary
values of formalist criticism.
Because it posits an objective theory of art, there are two
axioms central to formalist
criticism. One of these is The Intentional Fallacy which states
that an author's intention (plan or
purpose) in creating a work of literature is irrelevant in
analyzing or evaluating that work of
literature because the meaning and value of a literary work must
reside in the text itself,
independent of authorial intent. Another axiom of formalist
criticism is The Affective Fallacy
which states that the evaluation of a work of art cannot be based
solely on its emotional effects
on the audience. Instead, criticism must concentrate upon the
qualities of the work itself that
produce such effects. The formalistic approach stresses the
close reading of the text and insists
that all statements about the work be supported by references to
13. the text. Although it has been
challenged by other approaches recently, the New Criticism is
the most influential form of
criticism in this century.
Formalism is intrinsic literary criticism because it does not
require mastery of any body
of knowledge besides literature. As an example of how
formalistic criticism approaches literary
works, consider Shakespeare's Macbeth. All the elements of the
play form an organic whole.
The imagery of the gradual growth of plants is contrasted with
the imagery of leaping over
obstacles: Macbeth is an ambitious character who cannot wait to
grow gradually into the full
stature of power, but, instead, must grasp everything
immediately. A related series of clothing
images reinforces this point: because Macbeth does not grow
gradually, his clothing does not fit.
At the end of the play, his "Tomorrow and tomorrow and
tomorrow" soliloquy drives home the
point as we see, and pity, a man trapped in the lock-step pace of
14. gradual time. Formalistic critics
would immediately see that the repetition of the word
"tomorrow" and the natural iambic stress
on "and" enhance the meaninglessness and frustration that the
character feels. References to
blood and water pervade the play, and blood comes to
symbolize the guilt Macbeth feels for
murdering Duncan. Even the drunken porter's speech provides
more than comic relief, for his
characterization of alcohol as "an equivocator" is linked to the
equivocation of the witches.
Shakespeare's craftsmanship has formed an aesthetic unity in
which every part is connected and
in which the whole is greater than the sum of the parts.
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Historical and Biographical Approaches
Historical criticism seeks to interpret the work of literature
through understanding the
times and culture in which the work was written. The historical
critic is more interested in the
meaning that the literary work had for its own time than in the
15. meaning the work might have
today. For example, while some critics might interpret
existential themes in Shakespeare's
Hamlet, a historical critic would be more interested in analyzing
the play within the context of
Elizabethan revenge tragedy and Renaissance humor
psychology.
Biographical criticism investigates the life of an author using
primary texts, such as
letters, diaries, and other documents, that might reveal the
experiences, thoughts, and feelings
that led to the creation of a literary work. For example, an
investigation of Aldous Huxley's
personal life reveals that Point Counterpoint is a roman a clef:
the character Marc Rampion is a
thinly disguised imaginative version of Huxley's friend, D.H.
Lawrence.
Historical criticism and biographical criticism are used in
tandem to explicate literary
texts. Sometimes the very premise of a novel may seem more
probable if the circumstances of
16. composition are understood. For example, students often
wonder why the boys in Lord of the
Flies are oil the island. Their plane has crashed, but where was
it going, and why? The book
may be read as a survival adventure, but such a reading would
not account for the most important
themes. Knowing that William Golding was a British naval
commander in World War II and
knowing some of the facts of the British involvement in the war
help in an understanding of the
novel. The most important fact relating to the premise of the
novel is that during the London
Blitz (1940-1941) children were evacuated from the
metropolitan area: some were sent to
Scotland, some to Canada and Australia. Golding imagines a
similar evacuation happening
during his scenario of World War III. The itinerary of the
transport plane is detailed at the
beginning of the novel: Gibraltar and Addis Ababa were stops
on an eastward journey, probably
to Australia or New Zealand. The aircraft was shot down, and
the boys are stranded on a Pacific
atoll. In the age of the intercontinental ballistic missile, the
evacuation seems impossible, but the
17. novel was published in 1954 when atomic weapons were still
delivered principally by bombers.
The history of the rise of Hitler and World War n also helps
readers to understand why Ralph's
democratic appeasements crumble under the ruthless aggression
of Jack's regime.
In short, the historical approach is vital to an understanding of
literary texts. Sometimes,
knowledge of history is necessary before the theme of the work
can be fully grasped.
[Table of Contents]
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The Archetypal Approach
The archetypal approach to literature evolved from studies in
anthropology and
psychology. Archetypal critics make the reasonable assumption
that human beings all over the
world have basic experiences in common and have developed
similar stories and symbols to
express these experiences. Their assumption that myths from
distant countries might help to
18. explain a work of literature might seem a little far-fetched.
However, critics of this persuasion
believe it is valid.
Carl Jung (1875-1961), a student of Freud, came to the
conclusion that some of his
patients' - dreams contained images and narrative patterns not
from their personal unconscious
but from the collective unconscious of the human race. It was
Jung who first used the term
archetype to denote plots, characters, and symbols that are
found in literature, folk tales and
dreams throughout the world. Some of the principal archetypes
are described in the following
paragraphs.
The Hero and the Quest
According to Joseph Campbell, the story of the hero is the
monomyth, or the one story at
the bottom of all stories. The hero is called to adventure. This
means that the hero must go on a
quest. The first stage of the quest is separation: in this stage
the hero separates from familiar
surroundings and goes on a journey. The second stage of the
19. quest is initiation: the hero may
fight a dragon, conquer an enemy or in some other way prove
his or her courage, wisdom and
maturity. The final stage is the return: the hero must return to
society to use the courage and
wisdom gained in the initiatory phase. Often the initiation
involves a journey to the underworld,
and the return phase is regarded as a kind of rebirth. This links
the myth of the hero to the next
archetypal motif. (Mary Renault's The King Must Die (1958) is
a good actualization of this
pattern.)
The Death and Rebirth Pattern
Many myths from around the world reflect the cycle of the
seasons. Sometimes mythic
thought requires a sacrifice so that the seasons can continue. A
sacrificial hero (in myth it is
usually a god or king) accepts death or disgrace so that the
community can flourish. Although
the sacrifice is real, it is not necessarily to be regarded as final:
the god who dies in the winter
may be reborn in the spring. Characters like Oedipus and
Hamlet, who sacrifice themselves to
20. save their kingdoms, are based on the archetype of the dying
god. Shirley Jackson's "The
Lottery" reflects this archetypal pattern in a contemporary
setting.
Mother Earth Father Sky
A surprising number of cultures regard the earth as the mother
of all life, and she is
sometimes seen as the original divinity who was wedded and
superseded by the archetypal male
divinity, the sky god. The offspring of the earth mother and the
sky father are all of the creatures
that inhabit the world. Earth mother characters in literature are
characterized by vitality,
courage, and optimism. They represent embodiments of the life
force. Shug Avery in Alice
Walker's The Color Purple represents a modern version of the
earth goddess: she gives Celie the
courage to live.
Culture Founder, Trickster, Witch
Culture founders are heroes who invent rules, laws, customs,
and belief systems so that
21. society can function and people can live. Prometheus was the
great culture founder of the
Greeks. He created mankind and invented writing,
mathematics, and technology so that human
beings could survive. Because he stole fire from the gods and
gave it to men, he also became a
sacrificial hero, condemned to be tortured in the Caucasus
Mountains until he was freed by
Heracles. Modern characters who derive from the culture hero
archetype would include Mr.
Antrobus in The Skin of Our Teeth and Finny in A Separate
Peace. Both of these characters are
creative inventors, organizers, and leaders. The antithesis of
the culture hero is the trickster.
Representing the forces of chaos, the trickster delights in
mischief. At times the trickster may
appear evil, but the essential quality embodied by this archetype
is childishness. Hermes is the
trickster in Greek myth; Loki, in Norse myth. Native American
myths have many trickster
figures. In William Golding's Lord of the Flies Ralph's culture-
founding efforts are constantly
subverted by Jack, a trickster figure who is motivated only by
the idea of fun. The female
22. trickster contrasts with the earth goddess figure in that she
devotes herself to pleasure rather than
nurturing: she is referred to as the outlaw female or witch.
Medea comes close to epitomizing
this archetype.
Four Elements = The World
Earth, water, fire, air: these are the symbolic elements that
compose the world. Earth
usually has the connotations of nurturing life. Water may
purify, and flowing rivers represent
the flow of life; but water may also destroy when it is
uncontrolled, as in a flood. Fire represents
destruction, but it can also purify and make way for the new.
Air is the spiritual element; words
denoting the spirit are often derived from the words for wind.
The other term for archetypal criticism is myth criticism.
Literary critics, poets, and
storytellers all use myths in the creation and interpretation of
literature. This reflects their belief
that the old myths, far from being falsehoods, reveal eternal
truths about human nature.
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Deconstruction
Most people would identify the current era of literature as the
modern period;
surprisingly, literary critics and historians do not.
Contemporary literature (1945 to the present)
is called Postmodernist. Modernism as a literary term is applied
to the writers of the first half of
the twentieth century who experimented with forms of writing
that broke age-old traditions:
writers like T.S. Eliot, James Joyce, Virginia Woolf, Langston
Hughes, and William Faulkner.
These writers viewed human beings as trapped in tragic
paradoxes that could only be expressed
by difficult and unorthodox styles. The writings of the
modernists are regarded as classics of the
twentieth century, but contemporary writing has moved beyond
them. The tragic stance has
given way to irony, and the break up of the culture is treated
with sardonic humor. Since 1945
everything is disposable: books, culture, social mores, even-
with nuclear weapons- planet Earth
24. itself. Television, with its thousands of stories and its parodies
of literary classics, cuts against
the privileging of any story as a work of art. In the Postmodern
Age, there is no literature, there
are only stories; there is no wisdom, there is only information,
and information is, almost by
definition, disposable.
Tom Stoppard's play Rosencrantz and Guildenstern Are Dead
illustrates some of the
principal qualities of Postmodern literature. Aristotle's notion
of the noble hero is undercut by
two bumbling antiheroes who don't have enough individual
identity to be able to tell themselves
apart. They intrude from the margins of Shakespeare's Hamlet,
wander and wonder aimlessly,
and are finally packed off to a meaningless execution,
disposable tools in a nasty internecine
conflict. Shakespeare's play has form and purpose; the hero has
a role to play in life, even
though he may have doubted this at the beginning of the play.
Stoppard's heroes make jokes
about death, about fate, about everything. Stoppard's plot
25. doesn't really go anywhere because
like Pirandello's six characters and Beckett's two tramps,
Rosencrantz and Guildenstern are
characters in search of a plot. Worse, they are characters in
search of personalities. In the film
version, pages of dramatic scripts float and swirl about all the
scenes like autumn leaves or trash
escaped from the recycling bin. The tragic world of Hamlet is
subverted by the ironic
Postmodern interlopers, proving that even a mighty
Shakespearean text can be deconstructed,
that is, reduced to meaninglessness. Deconstruction is the
movement in criticism that best
expresses the Postmodern consciousness. It has supplanted New
Criticism in most of the
literature departments of American colleges and universities.
Deconstruction might be regarded as the antithesis of
formalism. Where the formalist
critic seeks to demonstrate the organic unity of a literary work,
the deconstructionist tries to
show how attempts at unified meaning are doomed to failure by
the nature of language itself.
Thus, to deconstruct a literary work is to show that it is self-
26. contradictory.
Originating in a radical skepticism about the capacity of
language to mean anything,
deconstruction thrives on the paradoxes of twentieth century
thought. As Freudian psychology
destroyed the notion that the conscious self controls the person,
as Einsteinian physics
undermined ideas of objectivity, deconstruction assaults the
belief that language is unequivocal
in its meaning and that literary works have a stable meaning
intended by the author. Formalist
critics accepted the intentional fallacy because they thought that
the literary text could stand on
its own without reference to authorial intention, but for the
deconstructionist literary texts
crumble into contradictions under analysis.
Before deconstruction became a trend in criticism, even before
the word deconstruction
entered the language, Lawrence Durrell (1912-1990), wrote
what might be regarded as the
classic deconstructive narrative, The Alexandria Quartet.
27. Completed in 1960 and composed of
four novels that relate the same events from different points of
view, the Quartet does not
attempt to establish one version of the story as definitive.
Rather, in a relativistic universe
perspective rules the world: one step to the left or right and the
whole picture changes.
[Table of Contents]
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Feminist Criticism
During the 1960s a new school of criticism arose from the
struggles for women's rights.
While social and economic justice were the most obvious goals
of the feminist cause, many
women realized that the roots of the inequality were cultural.
This perception led to the
development of feminist literary criticism. Using
psychological, archetypal, and sociological
approaches, feminist criticism examines images of women and
concepts of the feminine in myth
and literature.
28. Feminist critics have shown that literature reflects a patriarchal,
or male dominated,
perspective of society. Patriarchalism is an ideology that
causes women to be depicted in two
ways: as goddesses when they serve the patriarchal society in
the role of virtuous wives and
mothers as prostitutes and witches when they do not. Plays and
novels often reveal both views
of women. Thornton Wilder parodies these stereotypes with the
characters of Mrs. Antrobus and
Lily Sabina in the play The Skin of Our Teeth. Wilder does not
spare the patriarchal Mr.
Antrobus, whose foibles are plain for all the audience to see.
A fresh approach to the investigation of literature, feminist
criticism often focuses on characters
and issues that have been neglected or marginalized in previous
studies. So much has been
written about Prince Hamlet, that feminist interpretations of the
motivations and conflicts of
Queen Gertrude and Ophelia are often striking in their
originality. Similarly, Charlotte Gilman-
Perkins "The Yellow Wallpaper" brings feminist criticism to the
29. foreground. It is this freshness
of approach that makes feminist criticism one of the most
exciting contemporary approaches to
literature.
As a form of sociological criticism, feminist criticism shares
some qualities with Marxist
approaches. Both are critical of society, as it is presently
constituted. Both are concerned with
the lives of those oppressed or marginalized by the dominant
culture. Both investigate literature
as a means of bringing about changes in attitudes and ultimately
in society.
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The Philosophical Approach
The philosophical (or moral) approach to literature evaluates
the ethical content of
literary works and concerns itself less with formal
characteristics. Philosophical criticism always
assumes the seriousness of literary works as statements of
values and criticisms of life, and the
30. philosophical critic judges works on the basis of his or her
articulated philosophy of life.
Assuming that literature can have a good effect on human
beings by increasing their compassion
and moral sensitivity, this form of criticism acknowledges that
books can have negative effects
on people as well. For this reason, philosophical critics will
sometimes attack authors for
degenerate, decadent, or unethical writings.
While this description may make philosophical critics seem
similar to censors, these
critics rarely call for burning or banning of books. Unlike
censors, they try to deal with the
whole literary work rather than with passages taken out of
context. Some people might criticize
J .D. Salinger's The Catcher in the Rye because Holden
Caulfield is a poor role model. The book
might also be attacked because of its profane language. In fact,
these aspects of the novel have
led to its being banned in many school districts throughout the
United States. Although the
philosophical critic may find both of these aspects of the novel
disturbing, he or she might still
31. believe that, on balance, the book was to be commended for its
indictment of hypocrisy and
materialism. For the philosophical critic, it is not a question of
objectionable characters and
passages; it is a question of the totality of the work. Instead of
banning books that they find to be
without redeeming social merit, philosophical critics write
scathing reviews explaining why they
consider the books they are attacking to be decadent or
unethical. In the twentieth century,
philosophical critics have tended toward a humanistic belief in
reason, order, and restraint. This
explains their reluctance to ban books despite their moral
concerns: if human beings are rational,
as the philosophical critic believes, they will listen to reason
when it is spoken; and they will
reject evil and embrace the good.
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The Psychological Approach
32. The psychological approach has been one of the most
productive forms of literary inquiry
in the twentieth century. Developed in the late 1800s and early
1900s by Sigmund Freud (1856-
1939) and his followers, psychological criticism has led to new
ideas about the nature of the
creative process, the mind of the artist, and the motivations of
characters.
Freud's principal ideas are essential to an understanding of
modern literature and
criticism. Although the works of Freud consist of many
complex volumes, there are four main
ideas that have been so influential that it is hard to believe they
were not always with us.
The Unconscious
According to Freud, human beings are not conscious of all their
feelings, urges, and
desires because most of mental life is unconscious. Freud
compared the mind to an iceberg: only
a small portion is visible; the rest is below the waves of the sea.
Thus, the mind consists of a
small conscious portion and a vast unconscious portion.
Repression
33. Observing the conservative, prudish upper middle classes of the
late nineteenth century,
Freud came to the conclusion that society demands restraint,
order, and respectability and that
individuals are forced to repress (or sublimate) the libidinous
and aggressive drives. These
repressed desires, however, emerge in dreams and in art. The
artist and the dreamer are both
creators; both have a need to express themselves by creating
beautiful or terrifying images and
narratives. But the lust and aggression may not be represented
directly. This leads to the use of
symbols and subtexts in dreams and literature.
The Tripartite Psyche
Freud developed his psychoanalytic theory around three
principles: the ego, the id, and
the superego. The ego is conscious and represents the part of
the mind that interacts with the
environment and with other people in social situations. As the
conscious waking self, the ego is
the reasonable, sane, and mature aspect of the mind capable of
mastering impulses and dealing
effectively with the stresses of daily life. Common parlance
may show disrespect for the "big
34. ego," but for Freud the supercilious attitude denoted by this
phrase would, paradoxically, be an
indication - of a weak ego. The id is unconscious and is
comprised of the basic drives of hunger,
thirst, pleasure, and aggression. The id is removed from reality,
that is, from the outer world of
society and environment. The id is the mind of the infant,
demanding instant gratification,
incapable of tolerating the delayed gratification that makes the
ego socially acceptable. At first,
Freud thought that the id had only one principle, the pleasure
principle, also known as the libido
or sex drive. However, he found he could not account for
aggression, violence, and self-
destructiveness without postulating a second principle, the
aggressive drive, also known as the
death wish. The superego is the final part of the tripartite
psyche. Representing parentally
instilled moral attitudes, the superego may seem to be like the
conscience. Like the id, however,
the superego is largely unconscious. Sometimes the superego is
thought to represent an idealized
image (ego-ideal) towards which the ego strives. During the
35. normal course of development, an
individual gains in ego strength and is able to master basic
drives and mediate the demands of
the id, the superego, and the environment.
Many works of literature contain characters who embody mental
forces. Some of these
works were written long before Freud formalized his
psychological theory. Three famous works
of Victorian literature were published at about the time Freud
was developing his ideas: Oscar
Wilde's The Picture of Dorian Gray (1891), Robert Louis
Stevenson's Dr. Jekyll and Mr. Hyde
(1886), and Joseph Conrad's "The Secret Sharer" (1912).
Probably the most notorious id
character ever created, Mr. Hyde incarnates the aggressive drive
of the unconscious; however,
Dr. Jekyll makes it clear in his statement of the case that he
admired Hyde's tremendous love of
life. In a similar way, the captain in Conrad's story recognizes
that Leggatt has killed a man, but
he allows Leggatt to swim to a nearby island because he
admires the freedom and self-possession
36. of Leggatt. Both Dr. Jekyll and the captain live in L-shaped
dwellings: like Freud's iceberg, part
of the dwelling is seen and part remains hidden. Wilde's Dorian
Gray resorts to hiding his
portrait (which shows his moral state) in the attic. In each of
these works, an ego character must
mediate between the social environment and the desires of the
id character. The id is not so
much immoral as amoral. It is the way in which the ego
character deals with the drives of the id
that constitutes the moral action of the story.
The Oedipus Complex
In Greek myth, Oedipus was a king of Thebes who, having been
abandoned in childhood
and consequently ignorant of his own identity, unknowingly
killed his father and married his
mother. In describing the psychosexual development of
children, Freud analyzed the powerful
feelings that develop between mother and son. Freud believed
that boys develop strong
attractions to their mothers during the phallic period (3-6), with
a corresponding rivalry
developing between the boy and his father. Usually these
conflicts are resolved as the boy
37. matures and develops love interests outside the home, but some
neuroses of adult life are
supposed to result from insufficiently resolved Oedipal
conflicts.
The Oedipus Complex has been very controversial and some
psychoanalysts have
modified or rejected it. Alfred Adler (1870-1937), one of
Freud's pupils, reinterpreted the
Oedipus Complex when he developed his own theory of the
Inferiority Complex. Adler believed
that the primary motivation for human beings is not the libido,
as Freud had posited, but the will
to power. For Adler, then, the Oedipus Complex is essentially a
power struggle between the boy
and the father, in which the boy tries to overcome feelings of
inferiority by successfully
capturing the mother's attention. Adler also coined the term
masculine protest to refer to the
rebellion of by young women (and some young men) against the
inferior status that women have
in many societies. Masculine protest consists of aggressive
behavior towards others in an
attempt to allay feelings of inferiority.
38. Writers were interested in the powerful conflicts that arise in
families long before Freud,
but writers of the twentieth century exploring these conflicts in
their works will be labeled
Freudian whether they acknowledge the influence of Freud or
not. D.H. Lawrence's Sons and
Lovers explores the influence of a possessive mother on her
sons; the same author's story " The
Rocking- Horse Winner" depicts a boy who believes he can win
his mother's love by being lucky
in gambling on racehorses. Frank O'Connor's "My Oedipus
Complex" is a humorous treatment
of Freud's ideas. The same author's "Masculine Protest" makes
use of the Adlerian notion of the
inferiority complex.
The literature of the past has been reexamined in the light of
psychoanalysis. Freud
himself started this trend when he named a complex after
Oedipus: this reinterpreted the play. In
fact, the play was profoundly psychological in its original
39. conception. Oedipus goes to Delphi
and receives, prophecies from the gods: what better way to
express the working of the
unconscious? Jocasta tells Oedipus that many men have
dreamed of sleeping with their mothers:
dreams do reveal unconscious desires. Finally, having sorted
out his identity, Oedipus, analyst
and patient in one paradoxical person, blinds himself and leaves
the stage to wander the world, a
sadder and a wiser man.
Since the late 1940s Shakespeare's Hamlet has been interpreted
as having an Oedipal
Complex. He expresses love for his mother, and seems
obsessed by the idea of Claudius and
Gertrude sleeping together. His jealousy and aggression
towards Claudius are overt. Of course,
c Claudius is not Hamlet's father but his stepfather. Hamlet
idealizes and adores his real father.
These facts do not deter the psychological interpreters. Perhaps
the concept of masculine protest
is as, applicable to the playas the Oedipal conflict. Hamlet
feels that Gertrude is weak; worse, he
40. feels implicated in her weakness. Much of the play dwells on
Hamlet's feelings of weakness and
inferiority, and his aggressive behavior at the end may be
interpreted as masculine protest.
Poets, dreamers, and madmen all tap the fountainhead of the
unconscious, the source not
only of aggressions and desires but of the will to live. The
psychological approach to literature
delves into the symbolic fictions that arise from the primordial
springs of the imagination and
attempts to explain them to the rational, waking selves who
inhabit the daylight world.
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The Sociological Approach
Sociological criticism focuses on the relationship between
literature and society.
Literature is always produced in a social context. Writers may
affirm or criticize the values of
the society in which they live, but they write for an audience
and that audience is society.
41. Through the ages the writer has performed the functions of
priest, prophet and entertainer: all of
these are important social roles. The social function of
literature is the domain of the
sociological critic.
Even works of literature that do not deal overtly with social
issues may have social issues
as subtexts. The sociological critic is interested not only in the
stated themes of literature, but
also in the latent themes. Like the historical critic, the
sociological critic attempts to understand
the writer's environment as an important element in the writer's
work. Like the moral critic, the
sociological critic usually has certain values by which he or she
judges literary work.
Marxist Criticism
One of the most important forms of sociological criticism is
Marxist criticism. Karl
Marx (1818-1883) developed a theory of society, politics, and
economics called dialectical
materialism. Writing in the nineteenth century, Marx criticized
42. the exploitation of the working
classes, or proletariat, by the capitalist classes who owned the
mines, factories, and other
resources of national economies. Marx believed that history
was the story of class struggles and
that the goal of history was a classless society in which all
people would share the wealth
equally. This classless society could only come about as a
result of a revolution that would
overthrow the capitalist domination of the economy.
Central to Marx's understanding of society is the concept of
ideology. As an economic
determinist, Marx thought that the system of production was the
most basic fact in social life.
Workers created the value of manufactured goods, but owners of
the factories reaped most of the
economic rewards. In order to justify and rationalize this
inequity, a system of understandings or
ideology was created, for the most part unconsciously.
Capitalists justified their taking the lion's
share of the rewards by presenting themselves as better people,
more intelligent, more refined,
43. more ethical that the workers. Since literature is consumed, for
the most part, by the middle
classes, it tends to support capitalist ideology, at least in
countries where that ideology is
dominant.
Marxist critics interpret literature in terms of ideology. Writers
who sympathize with the
working classes and their struggle are regarded favorably.
Writers who support the ideology of
the dominant classes are condemned. Naturally, critics of the
Marxist school differ in breadth
and sympathy the way other critics do. As a result, some
Marxist interpretations are more subtle
than others. Take the Marxist approach to Shakespeare's The
Tempest for example. The standard
Marxist party line would be to interpret Prospero as the
representative of European imperialism.
Prospero has come to the island from Italy. He has used his
magic (perhaps a symbol of
technology) to enslave Caliban, a native of the island. Caliban
resents being the servant of
Prospero and attempts to rebel against his authority. Since
44. Prospero is presented in a favorable
light, the Marxist critic might condemn Shakespeare as being a
supporter of European capitalist
ideology. A more subtle Marxist critic might see that the play
has far more complexity, and that
Caliban has been invested with a vitality that makes it possible
for audiences to sympathize with
him. Certainly, the Marxist view of the play brings out ideas
that might be overlooked by other
kinds of critics and, thus, contributes to the understanding of
the play.
Sociological criticism, then, reflects the way literature interacts
with society.
Sociological critics show us how literature can function as a
mirror to reflect social realities and
as a lamp to inspire social ideals.
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Glossary
45. abstruse: difficult to understand; abstract
Adlerian: of, or relating to, the pschological theories of Alfred
Adler ( 1870 -1937)
stressing the will to power as the primary human motivation
aesthetics: the philosophical study of beauty and the arts
amoral: without a sense of morality
anagnorisis: the moment of revelation at the end of a tragedy
antithesis: polar opposite
artifact: an object made by human beings for an intended use
criterion: a standard or guideline for evaluation
deconstruction: a literary approach that seeks to undermine the
notion that a literary text
has a fixed meaning
ego: the Freudian term for the conscious, waking self
epiphany: a sudden moment of clarity or recognition
existentialism: philosophy stressing the radical freedom of the
individual; according to
this philosophy human life has no meaning except that created
by
individuals
46. expressive theory: the idea that a work of art emanates from the
experience and imagination
of the artist
extrinsic: exterior; approaches to criticism that depend upon
non-literary criteria
Freudian: of, or pertaining to, the psychological theories of
Sigmund Freud (1856-
1939) stressing the libido as the primary human motivation
hamartia: a flaw in character resulting in moral blindness
hubris: arrogant pride which leads to a fall
id: the aspect of the unconscious mind that encompasses the
libido and
aggressive drive
ideology: intrinsic system of understandings which may be
conscious or
unconscious
inferiority complex: lack of self -esteem deriving from feelings
of powerlessness
integrity: wholeness; the parts of a literary work are assumed
by New Critics to
47. constitute a meaningful whole
intentional fallacy: the theory that an author's purpose in
creating a work is irrelevant to the
interpretation of the work
intrinsic: interior; the formalist approach to criticism
emphasizes purely literary
criteria
irony: a technique in which the expected is subverted by the
unexpected
libido: Freudian term for the pleasure principle or sexual drive
mimetic theory: the idea that a work of art imitates life
modernism: literary movement of the first half of the twentieth
century characterized
by experimentalism and anxiety
New Criticism: a twentieth century formalistic approach
emphasizing organicism, irony,
and tension
objective theory: the idea that a work of art is to be analyzed
by intrinsic criteria
Oedipus Complex: the Freudian idea that young boys have
48. libidinous feelings for their
mothers with corresponding feelings of guilt and aggression for
their
fathers
organicism: the New Critical idea of the work of art as a unity
that transcends the sum
of its parts
pathetic fallacy: the New Critical rejection of effect on the
audience as a criterion for
evaluation
postmodernism: the literary period since 1950 characterized by
decentralization, skepticism
and parody
pragmatic theory: the idea that the rhetorical effect of a work
on the audience is the central
criterion for evaluation
roman a clef: [Fr. novel with a key] a novel in which the
characters are based on real
people whose names have been changed
superego: aspect of psyche that incorporates parentally-
instilled morals
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Works Cited
Guerin, Wilfred L.,et al. A Handbook of Critical Approaches to
Literature. 3rd. ed. New
York: Oxford UP, 1992.
Lynn, Steven. Texts and Contexts. New York: Harper Collins,
1994.
Meyer, Michael, ed. The Bedford Introduction to Literature.
New York: St. Martins, 1994.
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Literary Criticism:
A Primer
An English Office Publication
By
Mark Lund
Carver Center for the Arts and Technology
50. Baltimore County Public Schools
Towson, MD
1996
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What are you listening to?
Pick out your favorite song of all time. Have you ever stopped
to wonder what the
lyrics of your favorite song "really" mean? Sure, you might
think you know what the
song is about. You might even think you know what the author
wanted you to get out
of the song. But do you “really” know what the song means?
We’ve discussed in class the meaning of meaning. Who
determines the meaning of an
action, word, or symbol? Where does the meaning exist? Is the
sender’s intention more
important than the perception of the receiver? Does the meaning
exist somewhere
51. between the sender and the receiver? Does the meaning exist in
the message itself. In
the black box, maybe? Does the meaning exist in the context?
Does meaning change
from person to person or does the meaning remain the same for
all people in all times
in all cultures? These are all questions we’ve asked in class.
These questions are at the heart of literary criticism?
Your assignment is to write an essay that explains the meaning
of the song
you’ve chosen. You will need to select two different approaches
to literary criticism in
your attempt to explain what the song “really” means. You may
NOT use the formalist
approach for this assignment. Your essay will essentially offer a
comparison of the two
interpretations given to the song. You will need to show the
similarities or common
points between the two approaches in order to support your
thesis.
Your essay must include lyrics from the song as well as
reference to the artist
responsible for the lyrics. You must include the full lyrics of
the song as an appendix to
the essay. Your essay must also include research to support the
two literary approaches
you have used in examining the song. You must use at least six
different sources (3 for
each approach) in the essay. Your essay must be written
following MLA guidelines. This
class assumes that your are competent with MLA formatting and
rules - especially
works cited and in-text citations. Your essay must exhibit a
52. strict adherence to MLA
guidelines. Your essay must be at least 1200 words. See the
assignment schedule for
the due date.