Assignment for ENGH 201-009: Fiction and Poetry
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
Please answer one question from the Fiction section of Part I and one question from the Poetry section of Part II. Each answer should be around 3 pages long (typed, double-spaced) and will contribute equally to your final mark. Please remember to back your points with quotes from each text. Thank you for your time and consideration, and best wishes. I eagerly anticipate reading your exam responses.
By Sunday, March 21, 11:59 p.m., please submit a copy of your completed exam to the relevant assignment site. I appreciate your taking the time to complete this exam.
FIRST PART FICTION
1. As accounts of African-American family life in the twentieth century, compare and contrast James Baldwin’s “Sonny’s Blues” (pp. 48-70) and Alice Walker’s “Everyday Use” (pp. 476-81). In what ways are the perspectives of these two African-American families similar or different in terms of their strengths and challenges? Please elaborate, using details from both stories.
2. Think about the violence in Edgar Allan Poe’s “The Tell-Tale Heart” (pp. 449-52) and Flannery O’Connor’s “A Good Man Is Hard to Find” (pp. 449-52). (pp. 399-409). In what ways do you think the two stories’ treatment of violence is similar or different, and why? What is the relationship between the violence in these stories and the themes in both? Please elaborate, using details from both stories.
3. In terms of gender criticism, consider Kate Chopin’s “The Storm” (pp. 121-24). What gender standards would Chopin’s story have challenged at the time? How and why may a modern reader’s reaction to the story differ from that of many readers in Chopin’s time? Please elaborate using particular details from Chopin’s story.
PART TWO: POEMS
4. As a counterpoint to Walt Whitman’s “I Hear America Singing,” consider Langston Hughes’ “I, Too” (p. 1009). (p. 889). How does Hughes, writing in 1926, respond to, or challenge, Whitman’s 1860 picture of American life? Please elaborate, using concrete examples from both poems.
5. Which of the six Robert Frost poems we read in the first half of the semester strikes you as the most comprehensive representation of Frost’s poetic style and thematic sensitivity, and why? Please explain, using specific examples from your chosen poem(s).
6. Poems like I felt a Funeral, in my Brain (p. 994), I heard a Fly buzz when I died (p. 996), and Because I could not halt for Death (p. 997) show Emily Dickinson’s frequent use of death imagery in her poetry (p. 997). What words would you use to define this poet’s perspective on death? Please explain, using concrete examples from one or more Dickinson poems.
ADDITIONAL CREDIT:
7. In 1776, George Mason penned a text that influenced the composition of the American Declaration of Independence significantly. What did this document’s title say?
8. What were the names of the two Virginia towns that used to be part of the District of Columbia?
9. Virginia has only ever had one major-league sports franchise, an American Basketball Association team that called Norfolk and Richmond home. Future NBA Hall of Famers Julius Erving and George Gervin were among the team’s most renowned members. What was this group’s name?
10. Colin Farrell, Q’orianka Kilcher, Christian Bale, and Christopher Plummer star in Terrence Malick’s award-winning picture The New World (2005), which was shot entirely on location in Virginia. What historical event in American history is this film based on?
The study of culture
The study of culture
As a genre of literary research, cultural studies is founded on the following premises:
Literature is a component of a larger social process, not something that exists in isolation.
Literature does not live in a distinct aesthetic sphere from ethical and political considerations.
It is important to try to comprehend the nature of social power as it is reflected in texts.
Deconstructionism, feminism, Marxism, and psychoanalysis should all be considered.
aims to discover the overt and covert ideals that are expressed in a cultural practice.
Literature criticism is a political act, and literary analysis is a tool for advancing social justice.
Cultural studies, like the other types of literary inquiry we’ve looked at this semester, can be a useful means of looking at and learning more about literature.
Life and Poetry of Gwendolyn Brooks
Life and Poetry of Gwendolyn Brooks
Gwendolyn Brooks (1917-2000) was a major American poet who lived from 1917 to 2000. She is known for chronicling regular people’s lives and problems, such as in her poetry about life in Bronzeville, a historically African-American Chicago neighborhood. Among her many achievements, she won the Pulitzer Prize for Poetry in 1950, making her the first African American to do so. In 1968, she was chosen Illinois’ Poet Laureate, a position she held until her death. She started a publishing firm in Chicago to assist young African-American poets in the city, and she lectured at schools and universities such as Columbia College Chicago, Chicago State University, and Columbia University.
The following is a list of Gwendolyn Brooks’ poetry that you will be reading this week:
On page 849 of your textbook, you’ll find “We Real Cool.”
On page 1072 of your textbook, you’ll find “the ceremonies for Cousin Vit.”
Go to https www.poetryfoundation.org poetrymagazine poems 28110 the-bean-eaters to read “The Bean Eaters.”
Go to https www.poetryfoundation.org poems 51835 riot to read “Riot.”
Literary Research Essay Assignment Sheet (Due Sunday, April 11, by 11:59 pm)
Literary Research Essay Assignment Sheet (Due Sunday, April 11, by 11:59 pm)
Assignment Sheet for Literary Research Essays
APPROXIMATELY 4 FULL PAGES
DUE DATE: By Sunday, April 11th, at 11:59 p.m., all assignments must be submitted to the relevant assignment site. That’s OK; just let me know if you need extra time.
GUIDELINES: Please compose a research-based essay on your favorite literary masterpiece. You may select any of the following topics as your subject: 1) one of the literary works we’re considering this semester in class, or 2) a literary work that isn’t being discussed in class this semester but is important to you. Option 2 could potentially include motion films. If you choose option 2, please obtain my permission before beginning to write about the literary work of your choosing.
This essay can be developed in a number of ways. You may give a line-by-line analysis of an important speech or piece, demonstrating how each line of the speech or chapter advances the author’s bigger themes. You could provide a literary analysis on a piece of literature, focusing on characterization, story, structure, setting, tone, language, or symbolism. You might compare and contrast two works, stating your thoughts on the key similarities and contrasts between them for example, two works by the same author, two works from the same historical period, or two works that deal with the same topic. Any of these approaches can be useful for literary analysis and research.
Your literary research essay, like your literary response essay on a work of fiction and your midterm essays, should have a thesis, a clear core idea, and all of the individual topics covered within the essay should be related to that thesis. It’s also crucial to cite specifics from the work or works you’ve chosen, quoting lines straight from the paper, to provide the reader a cause to trust in and agree with your claims. When putting your paper together, make sure to use the MLA format.
This essay will contain a research component, as previously stated. You’ll need to identify three publications that connect to the work or works of your choosing, preferably research-based, peer-reviewed, scholarly pieces. You should offer at least one quote from each of the articles you discover, and explain how and why you agree or disagree with what the author has written, just as you are asked to quote from the work or works of your choosing.
I’ll set you up with online library sessions to assist you in locating scholarly papers related to the work or works of your choice. In addition, I’ll provide my own tried-and-true methods for locating research works on the subject of literature. Please contact a Mason librarian or me if you are having problems finding articles on a work or works that you are interested in.
Because of the recent coronavirus/COVID-19 outbreak, I will be more lenient than normal with regard to the sources you use for this class, as well as all of your other classes. You are free to utilize any non-scholarly sources you locate that you believe will assist you in writing this paper. I do recommend that you consult with me about any non-scholarly materials you intend to utilize in your paper.
This assignment, our final formal writing task of the semester before the final test, gives you a once-in-a-lifetime opportunity to put all you’ve learned thus far to use. During this section of the semester, we’ll look at some sample literary research essays, and I hope that doing so will be useful to you as you start writing this essay.
“Kafka’s Greatness,” pp. 1861-65, is a review of a sample literary research paper.
“Kafka’s Greatness,” pp. 1861-65, is a review of a sample literary research paper.
One of the reasons I chose the Kennedy/Gioia Literature textbook for this semester is because it contains so many examples of how to write about literature. This is evident in the sample literary study paper on pages 1861-65.
Please review the sample research paper on your own and be aware of the following parts of a successful literary research paper, all of which must be addressed by oneself.
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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