Think of a writing theme. Draw a Mind Map with the theme in the middle. Expand your map by coming up with the language/diction you want to use to get your tone across.

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Style & Tone

This week we took a look at style and tone and its variations. We are looking at what makes the audience feel the writing. We are also looking at how the author uses diction to control the tone. This is done differently based on genre. This week we will do some exercises to play with style and tone.

Part I:

1) Think of a writing theme. Draw a Mind Map with the theme in the middle.

2) Expand your map by coming up with the language/diction you want to use to get your tone across.

(VIEW MAP BELOW IN ADDITIONAL MATERIAL)

3 Further expand your map with images you may want to incorporate into your writing.

4) Consider writing a few lines down in bubbles around the map.

5) Stop and sit for a moment and try to feel the tone you want to use to write with. Sit with it for a second listening to the rhythm of the feeling in yourself.

6) Using the mind map, start to write using the map as a guide.

7) Read the work over aloud and make sure the music of the writing works for you.

Part II:

-Do not write an essay. The writing should be at least two paragraphs.

-Use your mind map in a video of yourself explaining the drawing and the diction sequence you brainstormed. Afterwards read your work to the class in a video.

Make an academic argument by researching and analyzing a topic you want to explore in depth.

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E3: Argumentative Research Paper: Toulmin Argument

In this research paper, you will make an academic argument by researching and analyzing a topic you want to explore in depth.

How has that claim developed over the first half of the graphic novel? Refer to at least three developments that you have encountered.

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Graphic novel

In a post of about 150 to 250 words, respond to the following prompts on the Week Six DB:

o What do you see as the central topic—or argument—of the graphic novel? Why do make that claim? Support your idea with evidence.

o How has that claim developed over the first half of the graphic novel? Refer to at least three developments that you have encountered.

Explain why you think this is, focusing primarily on her two main characters, Calixta and Louise Mallard. Include a discussion of whether or not you believe these characters are moral or immoral in their thoughts and behavior.

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“The Story of an Hour” and “The Storm”,

During the latter part of the 20th century, Kate Chopin’s work was recognized as a cornerstone in the movement for women’s equality. Analyzing and comparing “The Story of an Hour” and “The Storm”, explain why you think this is, focusing primarily on her two main characters, Calixta and Louise Mallard. Be sure to include a discussion of whether or not you believe these characters are moral or immoral in their thoughts and behavior.

Include passages from the texts when supporting your point. You’ll also be required to provide a brief overview of The Cult of True Womanhood using at least one external scholarly source (no Wikipedia or .com sites).

How are the actions of individuals both “empowered and constrained” by their position as members of a group?

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Readings

– David Treuer, “Digital Indians: 1990-2018,” from The Heartbeat of Wounded Knee: Native America from 1890 to the Present (2019)

– Karen Ho, “Biographies of Hegemony,” from Liquidated: An Ethnography of Wall Street (2009)

 

In previous essays, we examined whether individuals could create societal change, and to what extent individuals were responsible for making these changes. Many of your essays took aim at the “elites” of our world, arguing that they, as a generalized whole, were responsible for stopping or subverting efforts at genuine social change. In “Biographies of Hegemony,” however, Karen Ho argues that “elites” are also individuals working within a particular social framework. She points out that “that the particular biographies, experiences, and practices of investment bankers, who are both empowered and constrained by their cultural and institutional locations, create social change and financial hegemony on a daily basis” (Ho 163). The actions of individuals are both defined by and create the power and identity of the group to which they belong. In a similar way, Treuer discusses how individual Native Americans are making changes that affect Native American identity as a whole. He points out that “to be Indian today seems to be more a matter of action” (442), and that it is the actions of individuals within a particular “cultural and institutional location” that define whether or not they are “Native American.”

For essay #3, utilize ideas, terms, and quotes from Treuer and Ho to address the following question:

How are the actions of individuals both “empowered and constrained” by their position as members of a group?

Questions to get you started:

What defines a “group” and how are these groups created? You might want to think through Ho’s idea of “kinship networks” and/or Treuer’s notion of “culture.”
What does it mean to be part of a group? Can individuals be part of multiple groups? What effect would that have on their position as “empowered and constrained”?
Are individuals “empowered and constrained” in different ways when they are part of an “elite” or more powerful group, as opposed to a “subaltern” or less powerful group?
Use these questions to focus your thoughts and generate ideas as you work to answer the central question of the prompt.

What major changes in political structures, and social and economic life, occurred during each of the following?

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World Civilizations

What major changes in political structures, and social and economic life, occurred during each of the following?

1. The Sui dynasty

2. The Tang dynasty

3. The Song dynasty

How does the author’s choice of words and/or syntax support the meaning of the text? What is the role of the narrator in the text? Is the narrator reliable? How does the narrator influence the reader and the action of reading?

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Rhetorical analysis of Toni Morrison’s song of Solomon

Literary analysis seeks to answer the questions about the meaning and purpose of literature by using our skills of literary analysis to examine specific elements of the text in a close and detailed way. For your first paper in this class, you will compose a piece of literary analysis on Toni Morrison’s Song of Solomon. Before crafting a thesis for your literary analysis essay, you will need to identify the larger themes and issues being raised in the text. You must select a theme.

This essay asks you to be analytical and to use detail: you will consider the entire text and provide specific examples from the work to support your thesis/claim. A good principle is that each body paragraph of your essay (including your support paragraphs and your refutation) should include two specific and cited examples from the primary text.

Some questions you might consider:

How does the author’s choice of words and/or syntax support the meaning of the text? Here, think about the way different characters speak, the vocabulary the author chooses to use, or the structure of the language in the text.
What is the role of the narrator in the text? Is the narrator reliable? How does the narrator influence the reader and the action of reading?
Identify a repeated and dominant symbol or conceit in the text. How does the author use the symbol or conceit to enhance the message or theme of the text?
How does a character’s social role affect their role and/or function within the text?
How do specific conflicts between characters emphasize and inform the theme and/or message of the text?
What is the plot climax? (Note: this is dependent on whose narrative is the dominant narrative. You should discuss how characters’ choices led to the plot climax through the rising action and what the consequences are through the falling action and denouement.)
Discuss moments of anagnorisis and peripeteia in the text and their contribution to theme or message.
Discuss the praise or blame of a character within the text. Evaluate their decisions and choices throughout the narrative. What virtue or vice are they responsible for?
Evaluate the author’s use of schemes and tropes throughout the text. How does it influence the reading and message of the text?

Who was Sandy and what do we know about him? What do you suspect and why? Can you prove, with evidence from the text, what you suspect? Why or why not? What surprises Douglass about the North, and why?

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The Narrative of the Life of Frederick Douglass.

Answer two of the questions below with at least one substantial paragraph each, specifically detailing the text and pointing to particular page numbers. Make sure your grammar and mechanics are professional and college-level.

1) Who was Sandy and what do we know about him? What do you suspect and why? Can you prove, with evidence from the text, what you suspect? Why or why not?

2) How did both slave owners or masters and slaves themselves use Christianity toward their own ends? How is this paradoxical?

3) What surprises Douglass about the North, and why?

4) Why is the Appendix included at the end of the book? What might be its rhetorical necessity?

write an essay discussing the relationship between the author’s use of two major areas of literary technique, and the larger theme or themes the author intends to convey.

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English essay

write an essay discussing the relationship between the author’s use of two major areas of literary technique, and the larger theme or themes the author intends to convey. Show how each technique is employed, and how the use of each technique helps the author develop her or his theme(s). Essays should be typed, double-spaced, and at least 750 words in length.

Do you think Mrs. Peters and Mrs. Hale are justified in covering up the motive for the murder of Mr. Wright? Justify your views

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Posting #9

Do you think Mrs. Peters and Mrs. Hale are justified in covering up the motive for the murder of Mr. Wright? Be sure to justify your views (150 words minimum).

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