English Literature

A literary essay comparing two texts (The Kite Runner and a novel/play of your own choice) ? Your essay will: o Contain a teacher-approved thesis resulting from teacher/student conferencing o Be approximately 8-10 pages double-spaced (2500-3000 words) o Follow MLA format o Be submitted with all writing process notes

English 2-3 must read “The Monkey’s Paw”. After reading, students are to identify (underline, highlight, bold…etc) as many literary terms in the story (minimum of 10 terms). Create a list of the terms and explain how each one is being used in the text. Then, students are to compose a list of 3 themes/central ideas found in their story. For each theme students are asked to compose a paragraph response (7 sentences) explaining how the theme is used/portrayed in the text. Make sure to use textual evidence for support. Similarly, students will then compose a list of 3 Literary Terms that help portray or illustrate each of the themes they found. Students are to explain how the term was used and how it best shows the theme, with textual evidence for support (5 sentences). In total students should have a list of 10 literary terms found in the text, 3 theme paragraphs and 3 literary term paragraphs.

What should you do? Write a literary analysis essay that utilizes the frameworks of multiple schools of literary criticism to compare and contrast the quests of the heroes in the following works of art: 1. Albert in Richard Hills’ Albert and his Women and Albert and more women. 2. Helene Cixous in her feminist essay “The Laugh of Medusa” 3. Katherine Johnson in the movie Hidden Figures Your paper should start with an introduction that briefly describes the three artifacts you will examine. It should also end with a clear thesis statement about the quests of the heroes and how it is represented in different contexts and which of these representations appeals to you the most. Your body paragraphs should compare the heroes’ quests in terms of different schools of literary criticism. • You should rely on psychoanalytic criticism and Christopher Campbell’s steps of a hero’s journey to explain Albert’s quest. • To understand Cixous’ quest you should apply the framework of feminist criticism. • In analyzing the movie, you should apply the principles of culture centered criticism enhanced with some of the ideas of visual rhetoric criticism to zoom in on Katherine Johnson’s quest.

This can be between 2-3 paragraphs or little over. Make sure to quote from “The Yellow Wallpaper” and from Feminist Criticism. Link to story: “The Yellow Wallpaper” by Charlotte Perkins Gilman https://www.gutenberg.org/files/1952/1952-h/1952-h.htm ?According to the section on “Feminist Criticism” from your text (A16-A17), “Like Marxist criticism[…], feminist criticism derives from a critique of a history of oppression, in this case the history of women’s inequality.” Gilman’s “The Yellow Wallpaper”is often pointed to by critics as one of the most powerful stories displaying a feminist critique of a patriarchal (male-dominated/male-goverened) society. Where do we see this in the story? How does Gilman depict men and women, their relationships and dynamic? How might the story be seen as a feminist critique?

I have an assignment of a presentation I will send you the pages of the book and you will write the presentation from the information of the book. I want you to write everything that I would say in the presentation. First you will summarize the topic, then give examples and explain them. Also I want you to explain the topic in your own wording and make it easy and understandable don’t use too many complex words.

In the course of our study of literature this term, we have focused on how literary writers produced writings that are a response to a culture or society’s way of seeing the world. For this paper assignment, I want you to extend our readings and discussions to our own contemporary social and global conflicts that we are witness to in the world today. Process To do this, you should become as familiar as you can with the scope of daily national and international news events. As often as possible, preferably on a daily basis, peruse the headlines and news stories of The New York Times at nytimes.com. Identify news stories whose themes you can relate in some way to one or more of the literary texts we’ve read in the course. Think about ways in which you might relate the literature we’ve read to some aspect of these news stories – what issues, questions, and conflicts resonate in both the news issue and the literature you’ve read? Once you decide on a news topic that interests you and one that parallels in some way the writings we’ve studied, learn more about the issue by clicking the Times Topics tab located in the row of files on the top left of the New York Times online screen on the first (main) page (just above the newspaper’s banner). On the Times Topics page, you’ll find a searchable index of all the archived stories about that topic. Read as many articles and relevant links as you are able to in order to gain a wide and deep knowledge about the topic. (Note: Eventually you will run out of allowable articles and be asked to purchase a subscription. You are not expected to purchase anything to complete the assignment. After you’ve fully utilized the Times Topics tool, you may research other news sources if needed but any alternative news source you use should be approved through me.) Paper Write a 900-1200 word (3-4 page typed, double-spaced, 11 or 12-size font) discussion of how your reading of two of the assigned literary texts helps us to better understand the complex nature of a significant news event. Start by describing why the news event is significant and then develop a discussion about how the literary texts you’ve chosen especially resonate with the contemporary topic. What is similar in both the texts and the contemporary event? What are some notable differences in the texts and the contemporary event? How can you help your reader better understand the contemporary event thru the lens of the texts? Be as creative with your choice of texts and discussion as you wish, but you must ground your discussion by quoting and paraphrasing directly from the literary texts as often as possible. Be sure to give your paper an attractive title that reflects the main idea of your discussion. Proofread your paper carefully for correct English grammar and conventions.

Discussion Board #2 (250 words – 10 points)- due Thursday 7/23 at 11:59 pm. Respond to one of the following: What exactly do you think is Paul’s problem? Why do his teachers dislike him and why does he not see another way out? What do you think he is responding to in choosing his end? In answering this question, refer, using short quotations, to 3 details you notice in ONE specific paragraph. OR: a.) what are the father’s “politics” in the story and how is O’Connor commenting on them. b) starting with Blake, we learned that childhood is an “idea.” Explain what I might mean by this and use details from the story (and possibly earlier readings in the semester) to support it, or c.) how is race/racism part of the context of this story? For your response, find two posts on the question you answered. Do you agree/disagree and why? Be specific in your answer.

Welcome to the end of the course! The rest of our material is devoted to bringing the different components of your research papers together and polishing them up. As always, if you have any questions please let me know as soon as possible, and feel free to post questions on the Discussion Board as well. Ultimately, this essay should have 5 parts. Introduction Summary and analysis of one article on “The Red Wheelbarrow”(Any article about the poem will be fine.) Summary and analysis of another article “The Red Wheelbarrow”(Same as above any article about the poem will be fine.) Your own analysis of “The Red Wheelbarrow” Brief conclusion Because of what has happened to all classes this semester, don’t be concerned with page length for this essay. You want to have all five parts of the essay, but there is no specific length or word count. So let’s talk about putting this all together. When we started this paper project, you posted a Discussion on what you thought the poem “The Red Wheelbarrow” was about. After that, you conducted academic research on the poem. You found articles discussing what the poem is about. Most recently, you worked summarizing and analyzing those articles. To finish the essay, you’re going to combine that information into an essay with an introduction, body, and conclusion. Specifically, this lecture will focus on four things. Introduction. Conclusion. Transitions. Checklist. Introduction: In standard academic writing, an introduction is supposed to do three things. 1) Introduce the topic. 2) Provide a thesis statement. 3) Get the reader’s attention. It can do these in any order, and sometimes you can accomplish all three with more or less the same sentence. But let’s look at them separately. For the last one, getting the reader’s attention, while you don’t have to open your essay with some amazing fact or powerful quote, you do want to bring the reader in with something interesting. You could mention something about the author’s life, or something about what a person has said about the text or perhaps some facts regarding the publication history of the poem. You also need to provide a thesis that explains what your essay is about. Please note: While I obviously know what your essays will do since I assigned the topic, you do not want to write as if it’s for a class or for an assigned topic. In other words, don’t write “for my essay I chose…” or “for this assignment I looked at…” or “for my two critical sources I found…” or anything like that. Your thesis therefore must inform the reader as to what you plan to do in the essay. It doesn’t need to be complicated. You might write something like “While it can be argued that “The Red Wheelbarrow” is a poem about the importance of beauty, it is also interesting to note what previous critics have said.” This would tell your reader that you are going to make a point that the poem is about beauty, but you’re also going to look at other interpretations. Conclusion: Many of you have been told throughout your academic educations to restate your thesis in the conclusion. While that’s ok, if your essay is relatively short (less than, say, 15 pages), and if it was well written, you really don’t have to do that. Your reader just read it. He/She knows what you said. No need to repeat it. It’s better to just wrap it up. One good method is to refer back to something you mentioned in the introduction (this is called the “framing” pattern, because your intro and conclusion frame the essay). But in any case, don’t spend too much time on the conclusion. By the time you get there, you generally want to finish writing, and your reader generally wants to finish reading. Transitions: As you move from one section of the essay to another, you want to use transitions to guide your reader along. So after your introduction, perhaps something like “In the 97 years since Williams published this poem, it has received a considerable amount of critical attention. One such analysis is…” As you move from the first critic to the next, you might write something like: “Another critic who has analyzed Williams’s text is…..” As you move from the critics to your own point, you might write something like “While most critical analyses of this text have noted its attention to an image, few have observed that Williams is also talking about simple beauty” The idea behind these transitions, like the overall thesis in the introduction, is to prepare your readers for what is coming next. Checklist: The following checklist can be used for almost all the essays you will write, not just this one. Obviously, you should proofread carefully (having other people read your work is one of the best ways). We talked about the “divided draft” technique, which can take a bit longer for these longer essays, but is still very effective. As always, feel free to e-mail me any questions or to post them on the Discussion Board. Good luck brining the essay together, and best of luck finishing the semester. Paper Checklist Paper presentation Does the paper look “correct?” Are Font, margins, spacing, heading, page numbers correct? Does the paper have paragraph breaks? Title Does the paper have a title? Is the title properly formatted? (NOT underlined, italicized, in quotations marks, in bold, larger in font) Is the title interesting? Introduction Does the intro do the three things an intro should do? Introduce the topic Provide a thesis Get the reader’s attention Paragraphing Are there separate paragraphs? Are there transitions between paragraphs? Are there topic sentences in the beginnings of paragraphs? Quoting Are all quotes properly introduced and cited? Do the quotes fit, make sense, and add to the essay? Do the quotes dominate the essay? Does it have a separate Works Cited? Style Sentences Do your sentences vary in length? Do your sentences vary in the way they begin? Vocabulary Do you use exciting vocabulary? Do you avoid clichés? Do you repeat certain words or phrases?

https://www.genopro.com/genogram/ (Links to an external site.) PLEASE READ THIS WEBSITE. IT WILL GIVE YOU CLEAR INSTRUCTIONS. A genogram is a helpful tool in understanding family structure and dynamics. It is a visual mapping of ALL identifying data including: Names, ages, School/Occupation, Medical, Deaths and reasons, marriages/div (and dates), where reside, where from – AND KEY. Be Professional with clarity, and details in your mapping. Additionally, it is beneficial for social workers to be aware of their own family structure and dynamics. Each student will complete a genogram, going back at least 3 generations (you, your parents, grandparents, great grandparents). If you have children or grandchildren, please be sure to include them as well. You may use another family, or change the names to keep it confidential. Please read the assignment and make sure your genogram contains COMPLETE information: Names, DOB, Marriages, deaths, where live, occupations, schooling, illnesses, addictions, relationships. This genogram will be shared with at least one other student on the date indicated in the schedule and the genogram may be written NEATLY in pencil if you prefer. The videos show the INTRO of getting your started – READ YOUR INTRO BOOK – CHAPTER ON GENOGRAMS AND Family EcoMap. Genogram creation in 4 minutes (Links to an external site.) Genogram creation in 4 minutes GENOGRAMS: When a picture is worth a thousand words. (Links to an external site.) GENOGRAMS: When a picture is worth a thousand words. PLEASE USE THE BRADY BUNCH FAMILY ECOMAP MODEL FOR YOUR FAMILY – INCLUDING A “KEY” FOR YOUR COLOR CODED LINES. will give information for both maps

Prepare an essay highlighting the most relevant aspects of the readings made throughout the course. In the essay it must denote synthesis capacity, as well as writing and coherence with the ideas that it seeks to express.