An Elephant Crackup Textual Analysis
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
TEXTUAL ANALYSIS EXERCISE
DUE ROUGH DRAFT (500-700 words) Tuesday, 1/26/21, 11:30 a.m. (via Canvas) FINAL DRAFT (500-700 words) Tuesday, 2/2/21, 11:59 a.m. (via Canvas)
TEXT
Siebert, Charles. “An Elephant Crackup?,” The New Humanities Reader, 6th ed., edited by Richard E. Miller and Kurt Spellmeyer, Cengage, 2019, 346-59.
INSTRUCTIONS
Once you have finished reading Charles Siebert’s entire essay, carefully reread the passage reproduced on the next page. Take notes as you do so, asking yourself the following questions in particular:
- What question or problem is this passage exploring?
- What are its KEY TERMS?
- Its themes?
- Its examples?
- What broader implications might the ideas contained in the passage have for the text as a whole? Then, reread the passage again. Do you need to add to any of the notes from the questions above? :
- List the FIVE most confusing words in the passage. Look up each word in your dictionary. Then, paraphrase what each means within the passage.
- Underline (and copy) the most confusing sentence. Write six to ten observations about this sentence. For example: what are the KEY TERMS? Do any words have more than one meaning, or an additional implicit meaning? How do the words connect to each other (are they opposites, synonyms, etc.)? What are the transition words (if any)? Do they suggest a logical connection within the sentence or between sentences? What words imply Siebert’s tone?
- Now, put your observations into the context of the passage as a whole: how do the first and last sentences relate to each other? How, in other words, do the ideas develop from the beginning of the passage to the end?
Choose another paragraph from the article and repeat the three steps above with that passage.
Prompt: Using quotations from this passage and at least one other, produce AT LEAST TWO substantive paragraphs of at least 250 words each in response to the following question: how could a “trans-species psyche” enable, enhance, or inhibit anthropocentric thinking?
As you write, work to ANALYZE the ideas you encountered, while avoiding SUMMARY.
➢ ANALYSIS explores and explains; it says something new. It requires that we consider implications, that we interpret the language and structure of a text. Analysis looks for patterns, dissects concepts, and explores (rather than merely presenting) evidence. It asks (and answers!) HOW and WHY questions.
Once you have taken thorough notes on each passage, complete the following pre-writing steps, including
the responses in your submitted rough draft
01:355:101:JL RUTGERS UNIVERSITY, NEW BRUNSWICK Spring 2021
➢ SUMMARY reports on what has already been said. It generally asks and answers WHAT, WHERE, WHEN, and WHO questions. Summary adds nothing new to the conversation.
PASSAGE
The other part of our newly emerging compact with elephants, however, is far more difficult to codify. It requires nothing less than a fundamental shift in the way we look at animals and, by extension, ourselves. It requires what Bradshaw somewhat whimsically refers to as a new “trans-species psyche,” a commitment to move beyond an anthropocentric frame of reference and, in effect, be elephants. Two years ago, Bradshaw wrote a paper for the journal Society and Animals, focusing on the work of the David Sheldrick Wildlife Trust in Kenya, a sanctuary for orphaned and traumatized wild elephants—more or less the wilderness-based complement to Carol Buckley’s trauma therapy at the Elephant Sanctuary in Tennessee. The trust’s human caregivers essentially serve as surrogate mothers to young orphan elephants, gradually restoring their psychological and emotional well-being to the point at which they can be reintroduced into existing wild herds. The human “allomothers” stay by their adopted young orphans’ sides, even sleeping with them at night in stables. The caregivers make sure, however, to rotate from one elephant to the next so that the orphans grow fond of all the keepers. Otherwise an elephant would form such a strong bond with one keeper that whenever he or she was absent, that elephant would grieve as if over the loss of another family member, often becoming physically ill itself. (357)
SUCCESSFUL TEXTUAL ANALYSIS EXERCISE CHECKLIST
Your Textual Analysis Exercise should…
- □ Consist of at least two substantive paragraphs, each of which begins with a topic sentence that sets out the project of that paragraph
- □ Identify at least one KEY TERM – a word or phrase that explores and explains HOW something works. KEY TERMS are NOT examples; they are ideas that help us think more carefully about examples
- □ Identify and quote AT LEAST TWO textual moments per paragraph that relate to your KEY TERM
▪ These textual moments (usually a quotation) most likely will come from the two paragraphs that you have been close reading; however, you may choose to incorporate a quotation from elsewhere in the essay, which is fine.
- □ Analyze your quoted moments, explaining how they help us better understand your KEY TERM
- □ All evidence for your claims must come from the Siebert essay Your Textual Analysis Exercise should NOT…
- □ Summarize the passages (i.e., report what is said without adding anything new) at length
- □ Attempt to address EVERYTHING in a passage (or in the author’s essay, for that matter!)
- □ Reference non-textual examples (i.e., relate something you find in the text to something not in it)
- □ Rely on factual quotations (i.e., quotations that merely report facts or examples; these will feel like they could be said by anyone rather than only the author themself)
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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