Literature

Analyze the importance of satire in this week’s play. Where do the authors include satire, and what aspects of society are they criticizing or mocking? Evaluate the authors’ attempts at satire and the use of the Southern vernacular dialect to convey meaning. Provide examples from the text to support your points. Task 1: Create a new discussion topic on or before the required date/time by clicking the ‘**REPLY HERE**’ post. In your reply, you will post your answers to the above questions. Your response should be a minimum of five sentences. Going over the minimum sentence requirement is acceptable. It is suggested that you use MS Word or another word processing application that can check spelling/grammar and can show the word count prior to posting.

Major Artist research paper, This paper should be more than just being “about” the artist. More than a biography. Identify a theme or central idea about the artist or his/her artwork (your thesis) as it relates to a theme (identity, race, gender) and then build the paper around that idea. Include 4 references (four — websites will only count as sources if they are online versions of print material) and that any direct borrowing of wording from these sources will be indicated by quotation marks and listed on the works cited page. Step 2: Write the analysis (remember, this is not a biography paper so your thesis needs to be about the art) Research information about the artist and their background Identify a common theme within the artist works What is the context of their work? Cultural? Spiritual? Political? Historical? Use MLA format (Times New Roman 12-point size font, double-spaced, appropriate in-text citations, Works Cited page, etc…)

Write a 150 word analysis that answers the following question- Hemingway is often accused of being a chauvinistic writer. After reading this story—do you think this is a fair critique? Does he have a preference for his male character? Is the female character fully formed and believable? A minimum of one (1) Figurative/Connotative Device found in the work should be mentioned. Include a minimum of one (1) quote from the work with author name/page number reference in parentheses following the quote.

Looking Closely at Genre Genre cannot be reduced to individual parts or units of meaning. And yet, the way that genre operates in general is tied to the look and feeling of a film’s cinematography, acting style, lines of dialogue, lighting, and sound. So in this exercise the goal is to break a scene down into its most basic elements and then write about how those elements operate in the service of the larger purpose of the social problem film.  Step One:  Select which of the two films you want to work with?The Bigamist or White Dog?. Watch the film and consider a few possible good candidates for analysis. The questions that you are using to associate the film’s components to the genre are generated on Tuesday through the readings. So pay close attention there and try to make those connections happen in the margins of the annotation due on Tuesday. Pick a scene or sequence. A full scene might turn out to be too long and if that’s the case, break off a segment of the scene to focus in on. Step Two: You’ll want to do a basic shot breakdown using notation of your own. Here’s what the format of such notation usually looks like, but you can create your own in your notebook, as a word or sheets document, or whatever works for you to get the pieces laid out. You don’t upload this or show it to us. But you actually may find that pieces of it are helpful as an illustration, too. It’s a choice you’ll make, but know that we won’t ask to see it as evidence of this assignment. This version comes from FILM 20A: Step Three: Now turn to your blank page and begin to write. Begin by stating clearly and in very direct terms what aspects of the scene are most closely connected to the impression of this genre. You will find this easier to do if you reach for something that will be supported by some of the evidence that you are seeing. This piece of writing does not need to be very long. It should be shorter than 500 words and it should not require any plot summary or any description that takes you away from the scene. It needs to address the question: what are the components of this scene that are most closely tied to the film’s adherence to or departure from genre? What do you see or hear that lends connection to the viewer’s understanding of this film’s supposed social commentary or close relationship to a real social issue? What, we want to know, is connecting STYLE to PURPOSE?

Personal Formatting Requirements UseUse double-spacing, standard one-inch margins, and a font no larger than the equivalent of Times New Roman 12.Your final draft should contain between 750 and 2,500 words. PleasePlease save your document using your student number, the appropriate exam number, and your last name, all connected by underscore symbols. Final Review Ask  Ask yourself all of the following questions before you even consider submitting your essay for grading. If your answer to even one of these questions is no, then you still have some work to do. DoesDoes my introduction attempt to “hook” the reader?Does my essay have a clear and specific thesis statement?Does my essay accurately tell my story? Does my essay indicate why I’m telling my story?Have I described only my own experiences?Have I used the first-person point of view (the pronoun “I”) throughout the essay?Have I clearly indicated where paragraphs begin and end?Does each of my paragraphs support my thesis statement?Does my conclusion summarize and give closure to my essay Have Have I effectively proofread my essa?Have I met the length requirement?Is my essay formatted according to the instructions?

Second writing assignment: comparison Due date: 10 Nov 2020 on CULearn   For this exercise, you will be comparing[1] two passages of your choice which you feel have overlapping themes or preoccupations. You will thus be using and extending the skills from the first assignment of connecting a chosen passage to pertinent themes and preoccupations. The expected length is around 800 words, though each submission will be graded on its merits.[2] Here are the steps for doing this assignment: 1.     Choose two short passage which you believe express or reflect the same concept, idea, or theme.[3] Or they may be passages which provide different perspectives on the same character. These may come from the Iliad or the Odyssey, and you can either stick with one poem or mix them. 2.     Create outlines of both passages in bullet point form. This is the same exercise as in the first assignment, except you do not need to submit these outlines. 3.     Consider each passage in connection with the common concept or character. What similarities and differences are there in how the two passages explore or shed light on the common concept or character?[4] 4.     Write your comparison: You will want to briefly describe each passage (what do they say, what happens in them, what ideas are expressed), then describe the different views they present of the common concept or character. The first part of this should make use of the same skills as in the exegesis, while the second part is new. 5.     Submit only your comparison by uploading a Word document into the CULearn dropbox for this assignment. For the part of this assignment that is similar to the first one, we will look for similar things in grading. For the comparison itself, we will be looking for clarity and precision: tell your reader exactly what is similar and what is different, and also back up your statements with evidence by pointing out exactly where in the passages you see these similarities and differences.   Some suggestions for topics and passages (feel free to make use of or ignore these): –        On fame and honour: What does Achilles think about it? Does Achilles in the first half of the Iliad think differently about it from Achilles after the death of Patroclus? After the visit of Priam? What do other characters think about it (Hector and Sarpedon might be good candidates)? What do characters in the Odyssey think about fame? [1] I’ve been told that some English teachers reserve compare for “point out similarities” and use contrast for “point out differences.” I think that’s a bit silly, so interpret my use of the word compare as “say something interesting and relevant in connection with whatever you are comparing.” [2] Meaning, it could well be shorter, but I’d be surprised if something much shorter would be able to do a good job, though I’m open to being surprised. [3] You should use your experience from the first assignment to decide on an appropriate length of passage that you will be able to adequately cover. I have also left out the stipulation that the concept or idea be “important for the poem,” since, if it comes up twice, it’s probably important. There are suggested passages and topics later in this document. [4] Don’t feel obliged to mechanically come up with both similarities and differences, though I will say that a good comparison typically includes enough on similarities to establish that both passages are talking about the same thing, and also enough differences to be interesting. If there are no interesting differences, then it may be better to choose different passages.   On the role of women: Do the two Homeric poems depict women differently? What do women do in the two poems, what do they say, and what do they think? Do different women make different use of their roles (Helen compared to Penelope, or Circe, or Nausikaa … )? –        On objects and things: What role do objects play in the poems, what meanings do they carry? Think for instance of the sceptre in Iliad book 1, or Odysseus’ scar, or the shield of Achilles, or any number of things that populate the poems alongside their human counterparts. –        On the gods: Compare the depictions or descriptions of what the gods are like and what they can do. Are there places where Zeus asserts his absolute power? Are there places where this power is disputed or subverted? How do the poems depict the power and responsibility of the gods for the lives and acts of mortals? –        On minor and lower-class characters: What are the different ways in which these non-heroic characters are depicted across the Homeric poems? What about within a single poem: are there lower-class characters that behave differently, or reflect different versions of being poor or “unimportant”? –        On life and death: What are some different perspectives on life and death? What does Achilles think, or Glaucus and Sarpedon, or Hector? Do the spirits in the underworld of the Odyssey have a different perspective?

CDP 222 Novel Study Assignment Due:  Nov 25 Presentation: during class 7:00-10:00 (EST)   Select a novel from the list, or receive approval for another title – consider what the children you teach and/or are connected to are reading for school and/or for pleasure? Some examples include: Harry Potter series by J.K Rowling Chronicles of Narnia series by C.S Lewis The Theory of Hummingbirds by Michelle Kadarusman Geronimo Stilton series by Elisabetta Dami Inkling by Kenneth Oppel Charlotte’s Web by E.B White The Giver by Lois Lowry The Outsiders by S.E Hinton Trumpet of the Swan by E.B White Hunger Games series by Suzanne Collins Divergent series by Veronica Roth Boy in the Stripes Pajamas by John Boyne Amal Unbound by Aisha Saeed Charlie and the Chocolate Factory by Roald Dahl A Separate Peace by John Knowles Walkabout by James Vance Marshall Your own selection… These are the steps to complete the assignment: 1.     Read the article: https://www-tandfonline-com.libaccess.senecacollege.ca/doi/pdf/10.1080/00094056.2004.10522794?needAccess=true 2.   * Read the novel and complete the chart (Table 1) from the article (p. 150) 3.    * Select quotes from the novel and create a chart similar to Table 3 (p. 154) 4.     *Connect reading your novel to the support of School Age development in the social, emotional, cognitive, and moral domains. Use the course PPTs and textbook Children by Santrock 5.     *Conduct other research to support your analysis and connections. Use articles, newspapers, media posts, podcasts… or something else you find. 6.     *Write a reflection about how this novel study assignment has impacted your teaching. 7.     Present your Novel Study to your classmates (maximum 10 minutes).   Worth 20%    Grading: Completion of Table 1                                                                             /5 Completion of Table 3                                                                             /5 Connect novel to the developmental domains (social, emotional, cognitive, moral) using course PPT and textbook                                                                         /5 Connection to outside research                                                                /5 Reflection                                                                                               /5 Presentation                                                                                           /5 APA                                                                                                        /5 Spelling and grammar                                                                             /5                                                                                                                 /40                                                                                                               = 20%

Either side is OK. Make sure to stick with the outline below. Choose one from these Positions FOR Objectivity:  Descartes’ Scientific Method / Empiricism Marx’s Historical Materialism / Ideology Critique Vs. Choose one from these Positions AGAINST Objectivity:  Nietzsche’s Existential Perspectivism (Subjectivity) Abram’s Phenomenology (Intersubjectivity) Hence, these are the possible debate options: (select one) ?Science vs Perspectivism ?Science vs Phenomenology ?Historical Materialism vs Perspectivism ?Historical Materialism vs Phenomenology  PROMPT: Write an 800-900 word essay in which you argue FOR or AGAINST the conclusion that objectivity is the best way to know the truth about reality. Use one well-developed example to make your case. Use (only) texts assigned or discussed in this class to make your argument.  USE THIS PARAGRAPH OUTLINE: 1.Introduction: (a) Briefly distinguish three ways of getting at the truth about reality: “objectivity,” “subjectivity,” and “intersubjectivity.” (b) State your thesis clearly, indicating the position you will take for or against objectivity and the opposition you will take up in response to your argument. And (c) Preview: Promise to demonstrate the strength of [your position] over [your opposition’s position] by comparing and contrasting their views on [the truth about example X].  2.Argument for your position: Explain how your position reveals truth in general. Develop (in depth) an example that supports your thesis: This is the truth about X.  3.Consider your opposition: Explain how the opposition’s position reveals the truth in general. Using the same example provide a contrasting (in depth) depiction of the truth about X. 4.Analysis: Compare & Contrast: (a) Explain the truth revealed by your position that is not revealed by the opposition’s position; (b) consider the truth revealed by your opposition’s position that is not revealed by your position. 5.Conclude with a comparative judgment & implications: (a) State the comparative advantage your position has over the other: and (b) speculate about the good consequences that will follow from it.  Need brief refresher on how to write an argumentative essay: OWL Writing Lab

Paper must follow this format: Please focus on the question: What is the genetic basis of language Background/Introduction:  Why is this a useful area of research?  What is the main idea of the paper? Methods: Are the methods appropriate?  Give an overview of the approach. Describe any new techniques used. What was the treatment and what was the control?  In papers without methods, describe whether the results support the thesis of the paper.  Are they complete, or is something missing? Results: What do the results show?  Make sure you present the important findings. Discussion: Do these results confirm or refute the hypothesis?  Discuss any methodological shortcomings such as sample size and proper controls.  Are the methods sufficient to answer the question (i.e. test the hypothesis)?  Is there a larger significance to the results?  What research would need to be done to answer further questions implied by this paper?  Are there wider implications for science, society or healthcare?  Is there implicit bias in the paper?   Implicit bias can include how subjects were chosen, type of subjects chosen, or sources of funding for the study.

this essay is about irony in the book oedipus rex, There are many reasons why an author might use irony: Irony can heighten suspense. Irony can add humor. Irony can assist in developing the depth of a character. Irony can express theme Irony can assist in foreshadowing Analyze how the playwright uses irony (situational, dramatic, and verbal) throughout the play, and analyze how its use Makes Oedipus a less (or more) sympathetic character OR Highlights Oedipus’ tragic flaw You should first think about how you want to organize your essay. This is easy because you will discuss each of the different types of irony. The challenge, however, is in deciding if the irony makes Oedipus more or less sympathetic and how (ex: it is ironic that Oedipus leaves Corinth to avoid his fate, and the oracle comes true anyway; however, how does that make him more sympathetic?) Or, you may want to think about Oedipus’ hamartia. Is he too proud? Is he too easily angered? Is he too quick to jump to conclusions? Whatever you think his flaw is, how is it showcased by the enormous amount of irony in the play? Remember, in each of your body paragraphs, you must have purpose statements that go back to your thesis and answer this second part of the prompt. Example thesis statements: Through Sophocles’ use of verbal, situational, and dramatic irony, Oedipus becomes a seemingly more sympathetic character leading up to the culmination of his demise. The generous use of verbal, situational, and dramatic irony highlights Oedipus’s hubris, and through his over-confidence and pride, his hamartia causes him to become the tragic hero of his prophesied fate. **(remember you do not have to use all three types of irony, SO your thesis may only have verbal or situational irony instead of the three; it could also be just one of them listed such as dramatic irony in the underlined words above). ***NOTE When citing quotes from Oedipus Rex, you will put Sophocles and the page number in parentheses. Ex: Jocasta says, “For God’s love, let us have no more questioning! / Is your life nothing to you?” (Sophocles 1112). A backslash shows where one line ends and another begins. You do put a space before and after the slash . Anything over three lines of verse needs to be blocked. this is what was provided