Identifies your major sources and explains clearly to the audience what the purpose of your essay is.

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Technology and the Future

Look forward approximately 30 years (c. 2050). Using 3rd POV only, paint a picture of a vision/thesis (this is called a “synthesis”) of the future in reference to technology and likely technological changes, using this as a focus and theme for your essay. Pick a few areas to cover for your essay. You wont be able to talk about everything. Use the 3 sources in any sense you wish as evidence to anchor and help your points and observations in your essay. Focus on United States society in particular since the entire world is beyond the scope of a short essay like this.

Plan the essay first and consider the different spheres which you will address: social, cultural, economic, political, philosophical, military, artistic, etc., so that you can move through the essay in a methodical and analytical manner, guiding the reader forward from Introduction to Conclusion in an unrushed and clear way. Make sure the Intro fully identifies your major sources and explains clearly to the audience what the purpose (thesis) of your essay is.

This is not a persuasive essay. This is a synthesis prompt, drawing from the three sources in whatever manner you wish to help you construct a considered view of a potential future. Also, this is not a fantasy project. Try to really consider current factors and likely trends and developments and paint what you consider to be a realistic possible future.

Write an essay comparing August Wilson’s plays; The piano lesson and Fences

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August Wilson’s plays; The piano lesson and Fences

“Compose a Literary Analysis of the two August Wilson Plays( The piano lesson and Fences) . This essay should be 5-7 pages, MLA. YOU MUST HAVE THREE OUTSIDE SCHOLARLY SOURCES FOR THIS ESSAY, NOT INCLUDING THE PLAYS. (This means you will have FIVE or more sources on your Bibliography.)”

What is the poem’s theme or central idea? How does the author’s use of figurative language or other poetic devices and what effect do those have on the poem? How would you describe the tone of the poem? How would you describe the structure or organization of the poem?

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Analyzing Romantic Poetry

Part A
Choose one of the following poems:
“The World Is Too Much with Us” by William Wordsworth
“Mutability” by Percy Bysshe Shelley
“This Living Hand” by John Keats
“Work Without Hope” by Samuel Taylor Coleridge

Which poem did you choose, and what influenced your selection?

Part B
Once you have chosen a poem, read it carefully.
What is the poem’s theme or central idea? How does the author’s use of figurative language or other poetic devices and what effect do those have on the poem? How would you describe the tone of the poem? How would you describe the structure or organization of the poem?

Part C
After you have read the poem thoroughly, present your analysis of the poem in an essay. Think of a major claim that you can make about the poem and build an argument to support that claim using evidence from the text. (An essay that contains such an argument is called an explication of a poem.) Your claim may be a specific interpretation of the poem, a view about the poet’s attitude toward the subject, the relationship of the subject to the historical context of the poem, the significance of some element of the poem’s form, or another similar type of analysis.
Your essay should include the following:
your interpretation of the poem
textual evidence to support your interpretation
an analysis of specific elements of the poem
a discussion of how specific elements of the poem (such as theme, figurative language, or structure) affect the meaning of the entire poem
a major claim about the poem
an argument to support your claim

What type of evidence is being used? How does the author bring multiple types of evidence together? Why is their evidence trustworthy? How much evidence is provided? Why is the particular evidence relevant to the argument? How does the author present the evidence effectively?

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Reading Response

Choose one of the three articles that you feel presents evidence effectively. In a paragraph or two, provide specific examples of the evidence the author presents and explain why you feel it is convincing. Perhaps consider the following: What type of evidence is being used? How does the author bring multiple types of evidence together? Why is their evidence trustworthy? How much evidence is provided? Why is the particular evidence relevant to the argument? How does the author present the evidence effectively?

(1) Before making an argument, authors need to make sure their readers have background information and context. This might include a description of the issue, the different perspectives various groups hold, previous attempts to solve the problem, as well as recent events related to the argument, for example, recently proposed legislation. Compare and contrast the way two of the articles provide important background information for their argument. Where do the authors present the information? How much space in the essay does the author use to provide this context? Do they present the information fairly? What might their readers need to know that they perhaps leave out or do not address?

(2) Arguments are supported by reasons, and reasons are supported by evidence. For example, an argument that community college should be free might be supported by the reason that it would dramatically lower student debt. This reason — it would lower debt — would need to be supported by evidence. The evidence might come in the form of data, statistics, research studies, expert testimony, logical chains of thought, examples, hypothetical scenarios or even personal experience. For the evidence to be convincing it should be sufficient, credible, and relevant.

(3) Writers of arguments are most persuasive when they attempt to build bridges with readers of various ideologies, even those inclined to disagree with them. Julia Dhar makes this point in her TED Talk when arguing that the most persuasive speakers invite listeners into a “shared reality.” In a paragraph or two, compare and contrast the way two articles attempt to find common ground among readers of various ideological perspectives. How does each author build bridges with resistant readers (those on the opposite side of the political spectrum or simply inclined to disagree)? Select and describe specific arguments and/or passages where such common ground is built. Then explain how their attempt to build common ground strengthens their argument. How might it help persuade readers? In your opinion, did the author miss any important ideas that might further establish common ground?

Discuss how they both warn against humanity becoming less “human” and more like machines but as reflective of different technological challenges and historic time periods.

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Humane or inhumane about America past and present.

The final version of your research paper should be approximately six-seven pages and include six -seven sources that are completely referenced in MLA style. These sources should contain full bibliographic information. The draft source requirement is three but it is okay to include more. For all of the sources you will need to search the library and/or other search engines for research. Use the author’s name and title of the literary work(s) to obtain complete bibliographic information in your searches.

The research paper thesis is the last sentence of the first paragraph. It should be an original objective argument about what the literature shows regarding the humanity or inhumanity of America past and present. Be sure to cite your sources for every idea that is not your own, both when you quote an author’s words and when you borrow his or her insights. In order to construct a thesis statement, or the paper’s main argument, ascertain the main argument of each course readings. For example, compare what the essay by Oliver Sacks says to the fictional work of E.M. Forster. Discuss how they both warn against humanity becoming less “human” and more like machines but as reflective of different technological challenges and historic time periods. Be sure to include information about the time period and context of the literature and course texts. The paper should provide specific time periods and dates when comparing inhumane experiences like a pandemic today to past inhumane events in literature.

What is the tone of the review? Is it humorous, serious, pessimistic, optimistic? Something else entirely? What makes you say that?

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The Anthropocene Reviewed Reflection 1

First, take a few minutes to reflect on what you read. Next, pick one review to focus on and provide thoughtful and thorough answers to the following questions. The answers should be, roughly speaking, at least 3-5 sentences (more isn’t a bad thing!).

1. What is the main point of the review? It might be to inform, to inspire, to persuade, to change your perspective, or something else entirely.

2. What is the tone of the review? Is it humorous, serious, pessimistic, optimistic? Something else entirely? What makes you say that?
Consider the following definition of tone: “Tone in writing refers to the writer’s attitude toward the reader and the subject of the message. The overall tone of a written message affects the reader just as one’s tone of voice affects the listener in everyday exchanges” (Ober 88).
Tone reveals the author’s attitude about a subject or topic to their reader. It can be delivered in different ways, like through word choice, punctuation, and sentence structure.
It’s similar to when you’re talking to someone in person. Your facial expressions, vocal pitch, and body language might convey a certain tone that informs the language you use in conversation.
By using the right tone in your writing, your readers can better understand your emotions regarding a topic. It’s a signal to your reader about how your writing should make them feel. Your tone might be delightful or sarcastic, lighthearted or aggressive, among other types of tones, all through your writing.

3. What is one section of the review that stood out to you and why? In your answer, provide a quotation for this section and explain why you think this quotation is important.

4. Where do you see ethos, pathos, or logos in the review? Again, provide a quotation for where you see an example of ethos, pathos, or logos and explain if you think John’s use of this rhetorical appeal is effective or not and why.

5. Look back at what you wrote for number one. Do you think the review effectively accomplished its main point? Why or why not? Do you find it persuasive? Why or why not?

Identify a video advertisement at least thirty seconds in length that you would like to analyze. Explain how the ad works—what message does it send, and what elements in the ad contribute to this message?

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Visual Analysis

Identify strategies for making visual arguments.
Learn about rhetorical appeals.
Study and critique a visual advertisement.
Use specific visual details as evidence in analysis.
Instructions
First, identify a video advertisement at least thirty seconds in length that you would like to analyze. The ad should be freely accessible online, whether on YouTube or via some other site, and it can promote a product, service, person, organization, location, or anything else. Here are three examples of ads that would make appropriate choices:

Cheerios Super Bowl Ad
Chevy Sonic Skateboard Ad
Visit Daytona Beach Ad
Study the ad you’ve selected closely, noting the argument it makes, the individual claims that comprise this argument, the visual elements used to support these claims, the ad’s use of rhetorical appeals, and any logical errors you can detect. Then, write a letter to a competitor of the person/organization/company that produced the ad you’re analyzing. (For example: if you’re analyzing the Chevy Sonic ad above, you might write to Ford or Honda.) In this letter, explain how the ad works—what message does it send, and what elements in the ad contribute to this message? Frame your explanation as advice to the competitor, commenting on whether and how the competitor might respond to the message the ad is sending.

To what extent do Martin Luther King Jr.’s views about government coincide with those of Lao-tzu? Is there a legitimate comparison to be made between King’s policy of nonviolent resistance and Lao-tzu’s judicious inactivity?

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Martin Luther King Jr.

To what extent do Martin Luther King Jr.’s views about government coincide with those of Lao-tzu? Is there a legitimate comparison to be made between King’s policy of nonviolent resistance and Lao-tzu’s judicious inactivity? To what extent would King have agreed with Lao-tzu’s views? Would Lao-tzu have supported King’s position in his letter, or would he have interpreted events differently?

What is the origin of evil in Othello? Is it internal or external, the product of the individual or of society?

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Othello, Critics, and Contemplating Evil

What is the origin of evil in Othello? Is it internal or external, the product of the individual or of society? This assignment asks you to think more conceptually, so instead of thinking of character (you did this already!) think of the concept of evil (as presented in the play) and where it comes from.

This essay, as the capstone for ENG 101, asks you to not just build on your own thoughts and reading of the play,

Use your sources to present or address objections in your confutatio and to bolster the argument you are making about the text in confirmatio paragraphs. This essay asks you to engage with secondary and contextual sources around a primary source in order to provide a more sophisticated argument than was possible in your previous writing.

This assignment requires a reading of the play, and you must use three of the four: Vanita, McCloskey, Bowman, Kliger.

Requirements:

They will be in formal academic prose (refrain from using contractions or the first or second person)

MLA format: 12 pt., double-spaced, Times New Roman, a complete with an accurate Works Cited page, a word count

1,500-2000 words, not including your Works Cited page

At least 3 of the 4 secondary sources (Vanita, McCloskey, Bowman, Kliger)

Will contain a signed statement maintaining that the submitted work is in accordance with the Anne Arundel Community College Academic Integrity Policy

Some points to remember:

Your exordium begins with your title.

Your essay must contain a clear and focused thesis statement (divisio).

Your divisio should both make a claim and provide structure for the essay.

You must support your points with specific details (including relevant quotations) from the texts – for an essay of this length, two quotations per supporting paragraph.

Include page or act.scene.line numbers (in parentheses) when referring to specific passages from the texts. E.g., (Shakespeare 2.3.147-149) or (McCloskey 29)

Early in your essay, introduce the full name of each author and complete title of each work. (Afterwards, refer to the author by last name.)

Place titles of plays in italics. E.g., Aeneid, Ajax, Moby Dick, Hamlet

When writing about literature, write in the present tense. While it has happened, it continues to, and will do so long after you are gone.

What do you know about your audience’s age, gender, education, religious affiliation, socioeconomic status, and political attitudes? What do your readers need to know in order to understand your thesis and support?

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Food choices

Explore your topic (3 points)

What forces affect our food choices? Look over the last week discussion and list the force(s) and/or interrelationships that you choose to explore in your essay 2. limit your topic to one, tow or three forces.

Look over your readings we’ve worked with so far. What information or ideas from them do you feel are important to consider in answering this question? What does your own experience reveal about food choices? Brainstorm, list, cluster or free write your thoughts and ideas.

Establish your statement (10 points)

Building upon the focus you chose above, write your answer to the question: What forces affect our food choices?

Check your thesis.

Does your thesis statement answer the question: What forces affect our food choices?

Does the thesis answer why or how?

Is it too broad or too narrow?

Is it accurate, or does it need to be qualified?

Who are the possible audiences for this essay? Does it have a tone/voice that is appropriate to those audiences?

Is it written in specific language? Is it clear? Is it wordy?

Is your thesis focused on one force or two-three forces that affect our food choices? (To develop a solid research paper remember to limit your answer to one force or 2-3 forces only).

If you answered ‘no’ to any of the above questions, go back and rewrite your thesis statement.

Know your audience (5 points)

Who are your readers?

Is your audience specialized (for example, astrophysicists) or more general (anybody who shops in a supermarket)?

What do you know about your audience’s age, gender, education, religious affiliation, socioeconomic status, and political attitudes?

What do your readers need to know in order to understand your thesis and support?

Will your audience be interested, open-minded, resistant, objective or hostile to what you are saying?

Is there any specialized language that your audience must have to understand your subject or that you should avoid?

What do you want your audience to do as a result of reading your essay?

Define your purpose (2 points)

What purpose do you want to achieve with your audience?