Literature

Write a 1,250-word essay on one of the topics below. You must use at least three outside sources (not including the one listed below and not including your textbook). Cite your sources according to MLA style, and please type in 12-point Times New Roman font with 1-inch page margins. Follow the formatting instructions on the Essay Reference Guide, and include a Works Cited page at the end with alphabetized entries for your outside sources and your text. Please submit your Thinking Storm tutor’s notes alongside your final draft of Essay #4. Ultimately, there should be two documents in the Assignments folder: your tutor’s draft and your final draft. Biographical: Subject Robert Frost’s “Design” to a biographical reading. Consider its meditations on life, death, and fate (or, alternatively, the natural order of the world) and relate this to details of Frost’s life. How might his upbringing and the events in his life have influenced this poem? What does this poem teach us about Frost’s views on life? Be sure to analyze the symbolism in the poem to uncover more about the meaning of “Design” and the way Frost viewed the world.

What is your favorite Robert Frost poem and why?

ONLY QUOTE FROM “The Vanity of all Worldly Things” by Anne Bradstreet. NO OTHER SOURCES. For this assignment, begin by going back through the specific text you’ve chosen and performing an analysis of its literary elements. For this, you’ll need to engage in close reading. In order to complete a textual analysis, you need to consider how individual elements of the text combine to create the whole. In order to do that, you will look at each individual element on its own. Essentially, you are mining the text for additional, specific details that you may have overlooked before. In your analysis, please include sections on the following: Setting: What is the setting? Why is it important? Is there any information given about time and location? Is there anything implied? Why might this be significant? Character: Who are the major characters? What are their defining characteristics? Do any characters change significantly throughout the text? Does it seem like a certain character is meant to represent something? Plot: What is the basic outline of what happens in the text? What are the most important moments in the text? Include information about any exposition, rising action, climax, falling action, and resolution. Point-of-view: what is the POV? Why is it important? What style of narration is presented? How does this affect the text overall? Theme: What point or lesson is the author trying to highlight in this text? Are there multiple themes? Are these themes easily recognizable? How might viewers relate to these themes? Symbolism: Is there anything in the text that seems to stand for something else? Are there certain figures or objects of importance? Why might these items be made to stand out?  You might also include information about imagery, writing style, tone, and/or diction in addition to (or in place of) any of the elements listed above. Structure This analysis should be at least 700 words in length, and should be written in essay/paragraph form using the 3RD PERSON POV academic voice. Please address all significant elements of the text, based on the above list. An effective approach might be to devote a paragraph to each element. MLA Style Your paper must be formatted according to MLA format (this includes having a header, double spacing throughout the document, appropriate font, etc.) Include at least one quotation or paraphrase in each element section with appropriate usage and citation, according to MLA formatting standards. You must include a Works Cited page at the end of your paper. For more information about MLA style, you should view the Purdue OWL’s pages on MLA.

This literary criticism essay explores a common theme or motif in at least two works of literature. This essay explores its topic in greater depth than the previous short essays, and must use supporting sources. Your essay should explore the following: (1) Similarities and differences between how these works treat your theme, topic, or motif. (2) The significance of your theme, topic, or motif. (3) The main point you want to make about the theme, topic, or motif—in other words, an argumentative thesis statement. (4) Details from the literary works that support your thesis statement. This essay should follow the basic introduction, body, conclusion structure learned in College Composition. Since this is a literary criticism essay, your analysis and argument should be rooted in a close reading of your literary sources. For this essay, you’ll also need to use supporting sources. In many cases, you’ll find that scholarly research has been done on your specific literary works. In other cases, you may look for research related to the genre, theme, or historical context of these works. Your sources must include at least 2 works of literature that we have studied during this course. Your sources must also include at least 2 academic journal articles or academic nonfiction books. PLEASE READ THIS PART I HAD ALREADY STARTED THE ESSAY JUST NEED IT TO BE FINISHED AND ADD IN MORE DETAIL WITH MORE SOURCES. I WILL ATTACH MY ESSAY ALONG WITH THE TWO READINGS WHICH ARE SNOW WHITE AND WINNEBAGO TALES. PLEASE FEEL FREE TO CONTACT ME

Your research paper should be double-spaced, in 12-point Times New Roman or Cambria font, with 1-inch margins all around. When citing resources, you must adhere strictly to APA style (all papers must include a title page and reference page, although you will not be required to provide an abstract). The paper must have a minimum of 8 full double-spaced pages of meaningful discussion (title page and reference page do not count as part of the 8 pages). The paper must include a minimum of 6 references (outside of the course text), with at least two references from peer-reviewed academic journals (peer-reviewed references should be highlighted in bold type in the reference list). You must not to write in first person. All papers must be in a .doc format.

What are the most important issues in Arctic Canada today? What would it be like to visit there? (each year, more “southerners” find that out for themselves). What’s the future of traditional Inuit culture, language, and economic development? These are all complex questions, much as they would be anywhere else on earth, but made more so by the unique gifts and difficulties of the Arctic. Goods and services are expensive — goods have to be flown or shipped up, and getting services provided — from water delivery to health care — is also more costly, simply in terms of either A) Training and education so that more Inuit and other residents can do the jobs needed; or B) Flying trained people up there. On my way back from my last summer’s voyages, I met a young man who was one of Nunavut’s fire inspectors; his job was to inspect all public buildings and accommodations — schools, health centers, and so forth — for fire safety. He had to be flown into and out from dozens of small hamlets, accommodated (doubtless at an Inns North, where a room can run $200 a night, and a single meal costs $60) and fed throughout the year, just to perform a service that, down south, would require nothing more than a pickup truck, gas, and maybe a night or two at a Motel 6. And there’s much that needs doing. Every social and ecological issue we have down here is present, and often more severe. Secondhand smoke from cigarettes, to take one example, is many times worse in northern houses that are pre-fabricated to be practically airtight. Suicide has touched nearly every family. The general lack of jobs — unemployment in many communities hovers around 30% or higher — fuels drug and alcohol abuse among the young. The sheer cost of getting from one place to another makes even a simple family holiday a costly challenge. Within Inuit culture, which emphasises the value of community, these problems resonate in a singular manner — one way I’ve put it is simply to say that, among the Inuit, there simply are no bystanders. To be proximate to pain, or loss, is to feel it deeply, fundamentally — and that pain can drive people to many hard passes. And, if a young Inuk does find his or her way to university or a career, this often comes at the cost of having to live many miles from family and friends. And of course, the issue of COVID-19 poses a unique problem for Nunavut. Even though, as of today (April 20th) there have been no reported cases in Nunavut, there have been cases in neighboring Nunavik and Northwest Territories. Northern teachers, many of whom had gone south for Spring Break, were initially recalled back, before the Education Minister changed his mind and decided to cancel the rest of the school year. So how can we learn more — and possibly do more — about some of these problems facing the North and its peoples? We can start by reading the Nunatsiaq News, as well as other sources (CBC North, the Alaska Dispatch News, Eye on the Arctic). We can also make virtual visits to many communities, to their schools and health centres, as well as gather information from the Government of Nunavut (GN) in Iqaluit. One of the issues worth special consideration is the impact of the great expansion in Arctic expedition cruises — there are good articles on the subject here and here and here, and AECO — the Association of Arctic Cruise Operators — offers guidelines and information on their site. See also this video produced by VICE news, which features an interview with my friend Ena Maktar of Pond Inlet. This season, of course, there are no cruise ships, due to COVID-19. Not only is the size and arrangement of space inside such ships a potential hazard for their passengers, but the virus would pose a particularly severe problem in the Arctic, where many indigenous peoples have a lower resistance to such viruses. The 1918 flu pandemic in Labrador, for instance, killed as much as 90% of the population of some Inuit settlements. For now, thankfully, Nunavut remains COVID-free, and cruise ships are staying home.

Using information from Aniko Bodroghkozy’s article, “Is This What You Mean by Color TV?”, reflect on why NBC’s Julia became so controversial in regards to its depictions of both race and gender.

How would you describe your writing confidence before and after this coursework? How does this apply to your work on your final essay?

Autobiography in South Africa “very often explores identity which is hybrid, expressing the heterogeneous or diverse contexts (e.g., urban and rural; local and overseas) in which the writer is placed . . . and which impart to him or her an unstable, shifting identity”  Using this statement as a point of departure, write an essay on the usefulness of the term hybrid to describe Sindiwe Magona’s identity as portrayed in To My Children’s Children. Discuss uncertainty and in-betweenness, as well as the author’s use of the phrase “losses, lacks, lapses.” Do not simply retell the story. Rather, talk about it in critical terms. For example, speculate on the polarities that form the author’s emerging identity. Consider how the author grapples with disparate elements and influences in the world from which she must make herself. Discuss the choices she faces and how she deals with them.

Reading The Odyssey and Tao Te Ching, by Lao Tzu, write an essay on What does it mean to live a good life? Think about “a life well lived,” life lessons, the purpose of life, etc.  Analyze each and compare with regard to the meaning of living a good life. You must use three or four different sources. One type of source will be the primary texts, so that makes two. Use at least one more to help you make your argument. Provide some historical and cultural background for each of the reading assignments, so that might be a fifth source. You can use any of the secondary source provided below. Provide a clear controlling idea or argument, quotes from the texts that support your own lucid, interesting and relevant analyses. Odyssey sources: https://www.learner.org/series/invitation-to-world-literature/the-odyssey/ https://youtu.be/8Z9FQxcCAZ0 http://www.mythweb.com/odyssey/Odyssey.pdf   Tao Te Ching sources: http://www.newworldencyclopedia.org/entry/Dao_De_Jing https://www.snsociety.org/reading-the-tao-te-ching/  https://youtu.be/iJ37fndI3bU