Write a comprehensive compare and contrast essay on the novel AND the film Wuthering Heights.

/in /by

Write a comprehensive compare and contrast essay on the novel AND the film Wuthering Heights.

To write a strong, four-paragraph compare and contrast AP-style essay, you MUST discuss BOTH similarities and differences and ANALYZE why they occur. While it may be easy to trace similarities and differences in the plot, your task is more than that; you MUST include your personal analysis to make your essay stronger.

Once you have finished reading the novel and watched (or re-watched) the film (accessible free on YouTube), you will brainstorm how the two works are alike and dissimilar and answer the AP-question, so what?

Create an introduction. Start your essay with a hook (a quote or an intriguing question). Give some general background on the topic. Present and underline your thesis statement. Remember that your thesis should not only hint at differences and similarities, but also answer the “so what?”
Write two body paragraphs. Follow your outline and use appropriate transitions. Do NOT include ANY book or movie quotes or citations.
Conclude effectively. Restate your thesis and summarize your points. Let your reader understand that the synthesis of all these points allows them to learn something new about both the movie and the book.

Explain what takes place in the initial meeting with the psychologist. Describe what type of information will be gathered and how it will be gathered.

/in /by

Instructions:

Using the Case Study below complete the following tasks:

  1. Describe the client’s current stressors using a biopsychosocial model.
  2. Explain what takes place in the initial meeting with the psychologist.
  3. Describe what type of information will be gathered and how it will be gathered.
  4. Include (verbatim; in quotation marks) two closed-ended questions and two

open-ended questions that the psychologist will ask.

  1. Based on the analysis of the data that you (the psychologist) collect in the assessment and the case study information propose a possible DSM diagnosis, make sure that you use evidence from the case to justify the diagnosis (i.e., identify the specific behaviours, thoughts, emotions that indicate the specific diagnosis).

Using at least one theory propose a brief psychological conceptualization for the proposed diagnosis.

  1. Suggest two suitable evidence-based treatment for the diagnosis that you have proposed.

Who are the burden bearer, the empty head, and blood & iron in Bread Givers?  Be sure to list their names and, using one specific example for each, explain why they have these nicknames.

/in /by

Section I: Essay answers.  Be sure to read each question carefully and answer as completely and directly as possible.  Your goal is to demonstrate your attention to all relevant readings and lecture materials.

  1. Is Ichiro Yamada responsible for his own suffering?  Why?  Why not?  Use two specific examples from No-No Boy to support your answer.
  2. Explain why Sara (Bread Givers) thinks the following (explain the significance of Sara’s word choice, too!) as she finally finds a room to rent after escaping Father’s house: “Like a drowning person clinging to a rope, my tired body edged up to that door and clung to it.  My hands clutched at the knob.  This door was life.  It was air.” Be specific!
  3. Who are the burden bearer, the empty head, and blood & iron in Bread Givers?  Be sure to list their names and, using one specific example for each, explain why they have these nicknames.
  4. Using two specific examples from Santiago’s memoir, show that life writing means writing in the present about the past. In addition, describe how Santiago represents her childhood self. Finally, how are memoirs different from autobiographies?
  5. Explain what Negi thinks about “America” as you provide at least two specific examples of how she learns to think this way. Provide another specific example to demonstrate that the memoir’s representations of America are contradictory.

Section II: Short answers. Write definitions/descriptions/explanations for each of the terms/concepts/historical contexts listed below.  Each is worth 5 points. 

  1. No-no boys and Japanese American Internment
  2. Red-lining and block-busting
  3. Race is a biological fiction, but it is a social fact.
  4. Coexistence of “all men are created equal” and slavery

What limitations does your study have? In other words, how might your methodology limit the types of inferences you can make about your expected results?

/in /by

Assignment 3: Expected Findings and Conclusions (2 to 3 pages).
This section should highlight the students expected findings from their proposed study.
Students should base expected findings from their understanding of the prior literature outlined in the literature review. Students should also include a conclusion section framing their study within the broader literature based on the literature review. This is Expected Findings
1. What do you expect to find from your hypothetical study?
2. Why do you expect this? Use previous literature to justify your hypothetical findings.
Conclusions
1. What conclusions can you draw from your hypothetical study?
2. How might these conclusions and findings add to literature on this topic?
3. What limitations does your study have? In other words, how might your methodology limit the types of inferences you can make about your expected results?

Do some works specifically align themselves with or comment upon what is seen to be the heritage of the American Revolution?

/in /by

Compare and contrast figures of revolt. To begin, you will need to develop a focused definition of “revolt” appropriate to your works. If all of the authors seem fascinated by oppressed or “outcast” figures who speak for a critique of their surrounding social world, or refuse participation in that world, do the forms of this revolt or refusal or critique develop in different ways, with different implications? Are some violent, others non-violent? Some passive, others active? Some conscious, others unconscious? Are some revolts collective, others individual? Are some more successful or powerful than others? Are some “figures of revolt” also developed as models of the artist or writer? Or you might frame a related, alternative argument:

Do some works specifically align themselves with or comment upon what is seen to be the heritage of the American Revolution? If so, how do they define this tradition? And how do they define their relationship to it?

(These are just guiding questions, they do not all need to be answered)

How does the family become implicated in the postcolonial text (and world/culture)?  If the colonizer/colonized relationship is often seen as parent/child, how does this extend into the text of your choice?

/in /by

SMALL GROUP TUTORIAL AND DUE DATE SCHEDULE FOR PAPER #2

Week 15 – SGTs

Workshop Paper #2 in SGTs (remotely using google docs).

Your peer review groups will be the same as those you have been working with in relation to the Blackboard posts.  You will trade papers electronically (using google docs) and provide full feedback and comments to each person within 48 hours of receiving the link to the paper.  I will be checking all groups, so all papers should be shared with me as well.  Your draft should be at least three pages.

Keep in mind these rules of engagement: 

  • make a copy of your first draft just before you share it with your two group members and me. Label it according to this exact convention: “Marlene First Draft Paper 2 Peer Review Copy.”
  • Once the group members have received the drafts, each student should spend 15 – 20 minutes slowly reading through it and commenting on it as you read it. Once you are done commenting, and there should be 3 to 5 comments from you on each page of the student’s draft, write a summary paragraph at the end of the document which summarizes the strengths and weaknesses of the paper.
  • You should be reading each other’s papers for these four elements:

-argument and argument development

-organization

-working with the primary text and secondary source

-conclusion – does it gesture to what is at stake?

Once you are done commenting on the paper, email the person in your group and CC ME ON THIS EMAIL and say “I am done peer reviewing your paper.”

Week 16

Paper #2 DUE. Email it to me as a .doc or share it as a google doc by 5:00 pm. Subject of your email/title of your document to read: “EN 207 First Name Last Name Final Paper 2”. THERE IS NOW NO FINAL EXAM.  YOUR second paper is all the more important!

Instructions for PAPER 2:

Please write a 5 page (double spaced, 12pt font, MLA, one-inch margins, etc.) paper on one the topics listed below – your Works Cited does not count towards your number of pages.  In other words, you need to have five pages of written prose plus a Works Cited page at the end of your paper. Your paper should consider primarily one of the literary texts we have read so far this semester (not including Conrad or Achebe) and include one scholarly source to complicate your argument. You may also use any of the supplemental readings we have covered in class so far this semester (the Said, for example), but I want your paper to consider, primarily, one of the texts we have read so far this semester. Your paper should possess a thesis statement, have a solid organizational structure, show elegant use of specific textual evidence, and be presented in a clear writing style. In addition, your second paper should specifically address some of the feedback I gave you for your first paper. These are the five components of writing on which your paper will be assessed.

Option 1:

David Huddart has argued that “post-colonialism is sometimes a theory, sometimes a practice, but always an ongoing process of working through the legacies of colonialism” (6). We have spent a good portion this semester discussing what it means to a read text using a postcolonial frame. This frame includes thinking about questions of representation, hybridity, power dynamics, questions about identity, challenging the idea of the center and the margin, the relationship between knowledge and power, and considering marginalized figures. Pick a text we have covered this semester and analyze it using a postcolonial frame—use one or two of the specific lenses covered above (or add your own) and demonstrate how a postcolonial analysis of a certain text yields specific insights into your understanding or interpretation.  For example, why does Arundhati Roy keep returning to, or threading through, the idea/symbol of Pappachi’s moth throughout the novel The God of Small Things?  Or in Chimamanda Ngozi Adichie’s “The Headstrong Historian,” she takes a multigenerational view of empire and imperialism in her short story. What are some of the consequences of this significant timeframe? In other words, what is Adichie able to represent with this long historical period?  How is she able to respond to Achebe?

Option 2:

Many of the texts we have read this semester call into question a kind of masculinity associated with violence, and the narrow definition of femininity that most often lives alongside this definition of masculinity. In some sense, the impact of colonization (along with its many negative sides) may create an opportunity for rethinking gender relationships. Yet at the same time, the texts we have read also point to many obstacles, within both indigenous and imperial cultures, that make changes in gender roles difficult. Focusing on one of these texts we have read this semester, explore its treatment of gender. Some questions to think about: What is the critique of gender roles set out in the text, and how is it developed? What is the ideal of masculinity generated in the text? The vision of femininity or female agency? What is the relationship among gender roles, colonization, and decolonization?

Option 3:

Consider the representation of “family” in terms of how the structure or relationships that constitute a family are represented in one text.  How does the family become implicated in the postcolonial text (and world/culture)?  If the colonizer/colonized relationship is often seen as parent/child, how does this extend into the text of your choice?  What about the public versus private debate?  Is the family always already politicized in the postcolonial text?  Do some of these authors expose—or exploit—the private family in their desire to make the family an allegory for the nation?  What are the implications of this?

Option 4:

In the author’s note to his play Death and the King’s Horseman, Soyinka cautions his readers against viewing the play as a “clash of cultures” or making “the District Officer the victim of a cruel dilemma” (2).  He writes:

The bane of themes of this genre is that they are no sooner employed creatively than they acquire the facile tag of “clash of cultures,” a prejudicial label which, quite apart from its frequent misapplication, presupposes a potential equality in every given situation of the alien culture and the indigenous, on the soil of the latter. (In the area of misapplication, the overseas prize for illiteracy and mental conditioning undoubtedly goes to the blurb-writer for the American edition of my novel Season of Anomy who unblushingly declares that this work portrays the ‘clash between old values and new ways, between western methods and African traditions!’) It is thanks to this kind of perverse mentality that I find it necessary to caution the would-be producer of this play against a sadly familiar reductionist tendency, and to direct his vision instead to the far more difficult and risky task of eliciting the play’s threnodic essence. (2)

In what sense and to what degree is Wole Soyinka’s Death and the King’s Horseman a political play?  How does the author’s note/preface to the play relate to the status of the play as a political play, or not?

Reminders: Keep your argument grounded in the text and use an abundance of textual evidence.  Avoid generalizations – remember your own positionality.  Do not make claims about all people everywhere.  Get right into your argument as it relates to the text.  The writing center is open for virtual appointments!  Please consider making one.  There is no final exam for this class so this final paper is important for your overall grade.

Compare and contrast figures of revolt Figures of Revolt in Bartleby the Scrivener, Benito Cereno, Uncle Tom’s Cabin and Narrative of the life of an American Slave.

/in /by

Compare and contrast figures of revolt. To begin, you will need to develop a focused definition of “revolt” appropriate to your works. If all of the authors seem fascinated by oppressed or “outcast” figures who speak for a critique of their surrounding social world, or refuse participation in that world, do the forms of this revolt or refusal or critique develop in different ways, with different implications? Are some violent, others non-violent? Some passive, others active? Some conscious, others unconscious? Are some revolts collective, others individual? Are some more successful or powerful than others? Are some “figures of revolt” also developed as models of the artist or writer? Or you might frame a related, alternative argument: Do some works specifically align themselves with or comment upon what is seen to be the heritage of the American Revolution? If so, how do they define this tradition? And how do they define their relationship to it?

(These are just guiding questions, they do not all need to be answered)

What themes and characteristics are common throughout Thomas Paine’s works? Why is he considered a significant literary figure?

/in /by

Explain the historical and literary time periods during which Thomas Paine lived. In what ways does his work illustrate those periods. In what ways are his works a departure from his era (in what ways do they break new ground)? What themes and characteristics are common throughout Thomas Paine’s works? Why is he considered a significant literary figure? These are the questions that need to be written about.

Identify 3 or 4 main experiences/influences which have shaped your literacy learning (use at least 4 supporting references to help strengthen your argument).

/in /by

OVERVIEW

Create a podcast describing personal literacy language journey

DETAILS

It is important that you identify what it is has led you to this very moment.  What literacy experiences have you had which have helped to build (or perhaps hinder) your own journey of learning?  You do not have to record your podcast, only a script is required to be submitted in the Dropbox.  Follow the steps below:

INSTRUCTIONS

  1. Brainstorm the literacy experiences you have had in your journey.  This would include influential people who have helped you learn (such as teachers/peers/parents) and times when you had an ‘aha’ moment.  Where these experiences positive or negative and how have these impacted your attitude towards literacy and learning?
  2. Make yourself familiar with the assessment rubric. Refer back to these criteria during this process.
  3. Begin sketching out a plan for your podcast.  This can take many forms.  See the example below for ideas:
    1. Introduction to your literacy learning background (contextualise your situation for the listener).
    2. Identify 3 or 4 main experiences/influences which have shaped your literacy learning (use at least 4 supporting references to help strengthen your argument).
    3. Final thoughts on how this has impacted you and lessons you have taken from the experience.
  4. Research some theories on literacy learning to help support your ideas.  You should have a minimum of 4 references in your podcast.
  5. Put together your ideas – write your script.

 

How would possessing this quality make a prince successful as a ruler? In your opinion, is this quality moral or immoral? Why?

/in /by

The Prince Discussion Forum
For this discussion select one of the the qualities of the ideal prince delineated by Machiavelli. In your response, discuss at least two of the following points.
• How does the ideal compare to one in other works you have read for this class?
• Is this particular quality still relevant in today’s world? Explain.
• What are the positive and negative aspects of this quality?
• How would possessing this quality make a prince successful as a ruler?
• In your opinion, is this quality moral or immoral? Why?
Task 1: Create a new discussion topic on or before on or before the required due date/time by clicking the ‘**REPLY HERE**’ post. Develop a substantive main thread addressing each part of the prompt in full. Your initial thread should be three paragraphs in length (200+ words) and provide textual evidence. You should provide at least one direct quote from the source formatted in MLA Style. For more information about MLA Style, see the Purdue Online Writing Lab here:

Steps to log in:
1. http://gmc.mrooms3.net/ or https://gmc.mrooms3.net/
2. Click log in
ask support for logins