What are some ways in which picturebooks rely on design and production elements for their artistic effects and to make meaning?

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What are some ways in which picture books rely on design and production elements for their artistic effects and to make meaning? Select 1–3 works and analyze both visual and verbal elements.

•What is a concept book? What is a concept book’s significance to the development and origins of children’s literature? Select 1–3 works to identify and analyze how and why they are examples of a concept book.

•What are the differences between a picture book and an illustrated book? Select 1–3 works to 1) identify them as a picture book or illustrated book and 2) establish why they are either a picture book or illustrated book.Review “What Is the Difference between an Illustrated [Text] and a Picture Book?” for details on the differences between the two.Fairy Tales

•“Original” fairy tales, like those recorded by the Brothers Grimm, often contain violence. Some literary critics and child psychologists believe these tales are good for children because they address children’s real fears, feelings, and desires. Others argue that contemporary “sanitized” fairy tales still convey the main themes of the tales and are far more appropriate for children. What is your stance on this issue and what argument can you make? Use specific reasons and examples from readings assigned in ENG 250 to explain and validate your argument.

•The Oxford English Dictionary defines fairy tales as, “any of various short tales having folkloric elements and featuring fantastic or magical events or characters.” Identify and make an argument for how 1–3 of the fairy tales assigned for reading in ENG 250 align with this definition and the characteristics and elements of fairy tales as discussed in class.

•Discuss and make an argument for how “The Sleeping Beauty in the Woods” and “The Master Cat,or Puss in Boots” are examples of either a restoration tale or a rise tale.

•Fairy tales often have happily–ever–after endings, while others end in a sad, bittersweet or ambivalent way. What changes when a fairy–tale ending is unhappy (think about “The Little Match Girl”)? What are some possible motivations in offering tales without happy endings?

Discuss the theme of being a lady in Faulkner’s “A Rose for Emily.

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o Discuss the theme of being a lady in Faulkner’s “A Rose for Emily.” Provide three elements of the story that speak to this idea, and identify what each element is saying.

o Consider how Emily and her relationship with the town are viewed by the narrator in the story. How might siding with the narrator affect one’s reading of the story? Then consider how the author, William Faulkner, views Emily and her relationship with the town. Discuss ways in which this perspective differs from that of the narrator. How does the story change? Here consider: it’s message, it’s tone, and how the ending in interpreted.

What does the reader learn about the nature of women and men’s relationship in the Chinese culture?

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Maxine Hong Kingston’s Woman Warrior is the only piece of autobiographical “nonfiction” that we are reading in this course. Read section II White Tigers. This chapter is a fantasy and serves as a foil for chapter I. In chapter I, Kingston’s aunt is killed, in chapter II, Kingston writes herself into a traditionally male myth, and she becomes a hero. What is the point of Kingston’s fantasy? What does the reader learn about the nature of women and men’s relationship (power structure) in the Chinese culture?

Describe an imaginary scenario where you are working with a child with a communication delay. Describe the child, their capabilities, and learning needs.

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Describe an imaginary scenario where you are working with a child with a communication delay. Describe the child, their capabilities, and learning needs.

Describe a language tool that you have found or invented that would support this child. If you can find pictures or videos online that help to explain the tool, include these, with references (APA7).

Describe how you would use the tool with the child in your program.
Include how you would share information about the tool with the child’s family.

Critique  a published quantitative research study on Distraction-Based Interventions for Children Undergoing Venipuncture Procedures

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Critique  a published quantitative research study on Distraction-Based Interventions for Children Undergoing Venipuncture Procedures: A Randomized Controlled Study

Compare and contrast the different aspects of Virgils “The Aeneid” and Dante’s “Inferno” Hell.

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Compare and contrast the different aspects of Virgils “The Aeneid” and Dante’s “Inferno” Hell.

Write a personal reflection on what intrigued, surprised, puzzled or excited you in one or more of the primary texts from this unit.

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Write a personal reflection on what intrigued, surprised, puzzled or excited you in one or more of the primary texts from this unit. You can also discuss personal connections, observations, or questions that directly relate to the primary texts. Be specific.

Discuss how individuals conform to or defy social expectations; the role of work in determining the individual’s meaning; relationships between husbands and wives, or parents and children; breaking or enforcing the law

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Discuss how individuals conform to or defy social expectations; the role of work in determining the individual’s meaning; relationships between husbands and wives, or parents and children; breaking or enforcing the law; how economic forces affect or shape lives and relationships; male rivalry; or building, finding, saving, or fleeing home.

Discuss similarities between the people you choose and the characters in the film.

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Several characters in To Kill A Mockingbird are agents of change. Identify and explore three people in the history of the South who have taken stands on principles that have led to social change in spite of great odds and great difficulties. Include biographical information and a brief description of their principled stand; include the consequence of their
demonstrations of belief. Discuss similarities between the people you choose and the
characters in the film.

What does “A Rose for Emily” by William Faulkner tell us about the American desire to cling to tradition during this period?

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What does “A Rose for Emily” by William Faulkner tell us about the American desire to cling to tradition during this period? Find an article that discusses symbolism in the story and use evidence from both the primary text and your secondary source to create and support your argument.

https://xroads.virginia.edu/~DRBR/wf_rose.html