Write a paper that focuses on two pieces of literature. Draw clear connections between the individual you chose, their work, and the broader context and themes that shaped their work.

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Ezra Pound and Richard Blanco

Write a paper that focuses on two pieces of literature,
Your paper should draw clear connections between the individual you chose, their work, and the broader context and themes that shaped their work. Your paper must include:

  • An engaging introduction,
  • Biographical information about each individual,
  • Each individual’s motivations or influences,
  • Each individual’s style (include appropriate literary terms),
  • Main themes presented in each individual’s work (including analysis of how the themes of modernism and/or race & ethncity are present in their work),

An engaging conclusion, and A Works Cited page in MLA format
Your paper should be 4 pages long and formatted according to MLA guidelines.

If happiness is so conditional, are the means ever justifiable? Examine the situation LeGuin presents. How do the story’s details contribute to its effectiveness? Now think about today’s culture: How do people behave IRL (in real life)?

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The Ones Who Walk Away From Omelas

Published in 1973, LeGuin’s “The Ones Who Walk Away From Omelas” offers a fantasy of a seemingly perfect society…until you look more closely: Then you discover a more sinister cast. If happiness is so conditional, are the means ever justifiable? Examine the situation LeGuin presents. How do the story’s details contribute to its effectiveness? Now think about today’s culture: How do people behave IRL (in real life)? How do contemporary cultures resonate with LeGuin’s story? In other words, what dominant U.S. beliefs, or “fantasies,” do we have in our current, complex society? By what actually rather horrible rituals do we strive to maintain their “reality”? Is American culture fair, or is it somehow perverse? (4 pages)

Write a 2 or more-page response in which you write an alternate part of the story from a different character’s perspective or a character’s different point of view.

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What the tide returns

In 2 pages or more, write an alternate part of the story from a different character’s perspective (what the tide returns by Amina Gautier in the eyes of the daughter.
Write a 2 or more-page response in which you write an alternate part of the story from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories
Your response should be a minimum of 2 pages.
Your response should have a properly APA formatted title page.
It should also be double-spaced, written in Times New Roman, in 12-point font, and with 1-inch margins.

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

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Common App Essay

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

How does Irving incorporate at least three of the above characteristics into “Rip Van Winkle”? What is the impact of these characteristics on the story or on the reader’s experience of the story?

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“Rip Van Winkle” and the Emergence of an American Mythology

This document provides an overview of the tasks and time line for completing this assignment.

Assignment Instructions

As you have learned, the stories that make up a nation’s mythology share several characteristics:

  • They are set in the past, often in remote or exciting places and times.
  • They are filled with remarkable, strange, or exaggerated characters.
  • They feature incredible, heroic, impressive, magical, or mysterious events and their consequences.
  • They convey a positive message about a nation or its people.

After reading Washington Irving’s “Rip Van Winkle,” consider it as a story that helped create an American mythology. Then answer the following question in the form of a short essay. Your essay should consist of at least five paragraphs: an introductory paragraph, three body paragraphs, and a concluding paragraph.

How does Irving incorporate at least three of the above characteristics into “Rip Van Winkle”? What is the impact of these characteristics on the story or on the reader’s experience of the story?

Be sure to cite specific examples from the text in your response.

Process

You should always use a process for your writing that includes planning and drafting. To complete this assignment, you will do the following:

  • Review the assignment instructions and grading criteria thoroughly. The writing assignment you complete in this unit will be graded against a rubric that assesses the essay in a number of categories. These categories focus both on the essay’s contents and its clarity.
  • Read the rubric on the last page of this document. Keep the criteria listed on the rubric in mind as you complete the writing assignment.
  • Remember to write in standard formal English and use the third person (no personal opinions) and the present tense.
  • Read and study “Rip Van Winkle” by Washington Irving. As you study the work, you will gather information and start to plan your approach to the essay.
  • Complete a plan for your essay.
  • Begin drafting your paper, using your plan as a guide.
  • Review and revise your first draft. You should try to have another person read your work and give you feedback as part of your revision process.
  • Write the final draft of your project. Be sure to follow these requirements and recommendations when completing your draft:
  • Open a new document. Type your name, your teacher’s name, your school name, and the date at the top of your document. To help your teacher know from whom the project came, save the file as: doc
    Example: ENG303X_04_01_Rip_Van_Winkle_Essay_M_Smith.doc Type your project in the document you create.

Time Line

You will complete this project over the course of eight lessons.

Task Start Complete
Print and review assignment instructions. Lesson: Creating an American Mythology Lesson: Creating an American Mythology
Read and study “Rip Van Winkle.” Lesson: Creating an American Mythology Lesson: Analyze “Rip Van Winkle”
Complete a plan for your essay. Lesson: Analyze “Rip Van Winkle” Lesson: “Old Ironsides”
Draft and revise your essay. Confer with your teacher if necessary. Lesson: Drafting an Essay Lesson: Creating an American Mythology Unit Review
Submit final draft for a grade.   Lesson: Creating an American Mythology Unit Test

 

How does Power imagine what sovereignty and self-determination mean? And how does the novel represent its understanding of self-determination and sovereignty through Omishto and her relationships with her mother and Ama?

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The power of sovereignty!

How does Power imagine what sovereignty and self-determination mean? And how does the novel represent its understanding of self-determination and sovereignty through Omishto and her relationships with her mother and Ama?

Utilize one reputable outside source that explains, clarifies, or otherwise bears upon the contemporary issue you choose to address.

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American Rhetoric paper.

All materials needed for this American Rhetoric paper are in the 6 attached files, which contain the paper assignment topic, The paper rubric, and then 4 provided text sources.

This research paper must utilize at least two of the four provided sources.

In addition, you must utilize one reputable outside source that explains, clarifies, or otherwise bears upon the contemporary issue you choose to address. This outside source needs to be found at (https://www.proquest.com/).

Describe the experience of African Americans during the time periods covered in this unit. Cover historical eras such as the colonial period, the Revolutionary era, the new nation, sectionalism, the Civil War and Reconstruction.

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Describe the experience of African Americans during the time periods covered in this unit.

Your essay will cover historical eras such as the colonial period, the Revolutionary era, the new nation, sectionalism, the Civil War and Reconstruction.

 

 

How does the critic approach the author and text in question? In other words, does the critic offer a particular type of approach (biographical, historical, psychological) towards O’Connor or Hemingway?

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American Lit

In your essay:
1) Summarize, but also engage with, the argument in question from your Critical Article of choice. Present his or her argumentative stance fairly while also evaluating the merit of the argument being offered. Emphasize at least a section or two of the article. Does the author make a credible case? Why or why not?

2) How does the critic approach the author and text in question? In other words, does the critic offer a particular type of approach (biographical, historical, psychological) towards O’Connor or Hemingway? Try to address this question of orientation/methodology in your essay.

3) Discuss whether your initial impressions of the reading in question were complicated or changed by the critical article in question. Be specific, and reference specific sections from both readings. This section should be your next to-last paragraph.

4) Consider where your reading and the critical article may fit in with course goals and themes. For example, how might your assigned reading and the article fit in with our readings in short fiction and late-19th-century American literature? On the other hand, how might the story and article venture off from course subject matter and readings in American literature? This section should comprise your concluding paragraph.

Unite these questions into a coherent, “flowing” essay with transitions, topic sentences, textual evidence, a thesis, and other such devices of expository writing. Use direct textual evidence, which is subsequently paraphrased, in each body paragraph to substantiate your points.

 

Think about the ideas in the two passages below, and then write an informative/explanatory essay explaining how these people successfully deceived others for many years.

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Con-artist how do they deceive.

Directions: Use information from both articles to support your analysis explaining how these people successfully deceived others for many years.

Step Two: What are two ways they deceived people + how did they get away with it?
Think about the ideas in the two passages below, and then write an informative/explanatory essay explaining how these people successfully deceived others for many years. Be sure to use information from BOTH texts in your essay.

Your response should be a minimum of 4-5 paragraphs in length.

Victor Lustig by Calvin George
In 1925, a man who called himself Victor Lustig arrived in Paris and learned about a dilemma concerning the Eiffel Tower (the huge, iron monument constructed by Alexandre Gustave Eiffel’s company for the 1889 World’s Fair. By the time that Lustig visited Paris, the rusty, dilapidated tower required expensive repairs, sparking a debate about whether the government should invest in costly maintenance or demolish the iron carbuncle.
Posing as the Deputy Director General of the Ministère des Postes et Télégraphes (the French administration of postal services and telecommunications), Lustig settled into a fashionable hotel and sent bid requests to local scrap metal dealers for the right to destroy the tower and take possession of 7,000 tons of metal. A dealer who was new to Paris paid Lustig a $20,000 bribe and an additional $50,000 to ensure that he would be awarded the contract. After Lustig acquired the $70,000, he vanished like a guilty specter.
During the following year, Lustig conned people with his Rumanian money box (a handcrafted mahogany box that appeared to duplicate money). Lustig would insert a $100 bill and a piece of paper into a narrow slot cut at one end of the box and then manipulate a complicated series of levers. Six hours later, he would turn a crank, and from another slot, the $100 bill emerged with a second $100 bill—which Lustig had hidden within the box. After confirming that both bills were genuine, gullible customers paid between $10,000 to $30,000 for the box.
Lustig’s greed became his downfall while living in the United States. In 1930, he started a counterfeiting operation with a chemist, distributing more than $100,000 per month of the phony bills. Years earlier, Lustig had swindled a Texas sheriff with the Rumanian money box. The sheriff found Lustig in Chicago, and Lustig made amends with a large cash payment; the bills were counterfeit. On the trail of unknown counterfeiters, the Secret Service arrested the sheriff for paying with counterfeit bills in New Orleans. Furious that Lustig had tricked him again, the sheriff enthusiastically provided a description of the con man. Meanwhile, millions of dollars of counterfeit money continued to flood the market.

In 1935, Lustig’s jealous girlfriend told police where they could find Lustig in New York City. Secret Service agents captured Lustig and located his subway station locker, which held more than $50,000 in counterfeit bills and the plates used to print the money.
Lustig was charged and held in a cell on the third floor of the Federal Detention Headquarters. The con man cut the bars in his window and used bedsheets to make a rope. As he climbed down the rope, he wiped windows, pretending to be a window washer. Lustig was captured a month later in Pittsburgh and sentenced to 20 years in Alcatraz.

Albert Abrams by Jonah Callus

In 1910, San Francisco native Dr. Albert Abrams
published a book called Spondylotherapy that described how to cure diseases by pounding on the spine. Some call this book Abrams’ first venture into the world of quack medicine. If
Abrams was testing the water of quack medicine with his spine pounding therapy, then he enthusiastically jumped feet first into quackery with his book New Concepts in Diagnosis and Treatment (1916). Here, Abrams described the practice of “radionics.”
According to Abrams, every disease has its unique vibratory rate, which can be detected and treated with his electronic box, the “oscilloclast.” The box could reveal a diagnosis with a drop of blood, saliva, or a hair strand. Diagnosis could be performed by placing a piece of blood-stained paper on two electrodes. Another electrode was affixed to the forehead of a healthy person called a proxy, who stood on a rubber mat facing west. The medical expert tapped the proxy’s stomach to detect areas producing a certain tone, and this result enabled diagnosis of the blood donor. Abrams claimed that his technique was so sensitive that it could reveal a person’s religion.

After diagnosis, the so-called medical expert set the oscilloclast to the same vibration rate as the disease. Then, the machine’s vibrations supposedly extinguished the disease vibrations and shattered the disease like a sledgehammer hitting a teacup. By 1923, more than 3,000 medical experts leased oscilloclasts from Abrams.
While the machines produced money for Abrams and his followers, physicians refuted the technique in medical journals. For example, the January 26, 1924 issue of The Lancet included an article by Dr. F. Howard Humphris, who described experiments performed by doctors in several states. They sent blood samples to radionics experts, who reported various human diseases. In one case, the blood had been obtained from a guinea pig, and in another case, a rooster.
Dr. Humphris also quoted an evaluation of the oscilloclast attributed to Robert A. Millikan (who was awarded the Nobel Prize in physics in 1923). “It’s a contraption,” Millikan reportedly said, “which might have been thrown together by a ten-year-old boy who knows a little about electricity to mystify an eight-year-old boy who knows nothing about it.”
Scientific American presented reports on radionics over the course of a year, concluding with the September 1924 issue. Austin C. Lescarboura (who was a member of the magazine’s Abrams Investigation Committee) wrote that the Abrams technique does not merit serious attention. “At best,” he said, “it is all an illusion. At worst, it is a colossal fraud.”
Albert Abrams died a millionaire in January 1924. In his will, Abrams directed millions of dollars to the Electronic Medical Foundation to support continuing application of radionics.