Considering the message of these two quotes, how do they relate to The Odyssey,Odysseus, and the Heroic Archetype as a whole? Do they relate? Why/why not?

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The Archetype & The Odyssey by: Homer

NOTE: Your major unit grade will be structured around your ability to apply the concept of archetype to Homer’s Odyssey.

Consider the following two quotes:

Ralph Waldo Emerson once said, “A hero is no braver than an ordinary man, but he is brave five minutes longer.”

Nelson Mandela once said: “I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear.”

Considering the message of these two quotes, how do they relate to The Odyssey,Odysseus, and the Heroic Archetype as a whole? Do they relate? Why/why not?

Discuss romanticism and the enlightenment in Rousseau, Goethe’s Faust and Madame Bovary.

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Romanticism and the enlightenment in Rousseau

Discuss romanticism and the enlightenment in Rousseau, Goethe’s Faust and Madame Bovary.

Write a research paper of around 5 pages (including bibliography) on ONE of the following subjects.
Do NOT plagiarise; cite your sources, preferably according to MLA format. Other formats are also allowed (Chicago, APA etc)
Back up your argument with citations (paraphrased and/or direct quotation) from Primary sources (the literary texts themselves) and Secondary sources (Works of criticism on the texts)

Which of these works depend most on an understanding of the cultural background, and which depend the least—explain why by comparing and contrasting all four works.

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Please choose three of the following questions and respond to them in at least one full page each.

Essay Question 1: Political dilemmas punctuate The Guest by Camus, “God Has Pity on Kindergarten Children” by Amichai, and “In Camera” by Saadawi. Compare and contrast the directly political messages of “In Camera” with the more philosophical tones of The Guest and “God Has Pity on Kindergarten Children.”

Essay Question 2: Nabokov’s “The Vane Sisters,” Marquez’s “Death Constant Beyond Love,” and Silko’s “Yellow Woman” all deal with illicit sexual relationships. Compare and contrast which partner in these affairs is more powerful—the person cheating or the lover.

Essay Question 3: “Zaabalawi” by Mahfouz, “Digging” by Seamus Heaney, “Girl’ by Jamaica Kincaid, and “The Old Gun” by Yan all depend on a rich cultural heritage to create their messages. Which of these works depend most on an understanding of the cultural background, and which depend the least—explain why by comparing and contrasting all four works.

Essay Question 4: Achebe’s “Chike’s School Days” and Walcott’s “The Sea Is History” both confront prejudice but in different ways. Achebe uses subtle humor to show how people from a single tribe treat one another differently while Walcott invokes a wide span of history—primarily Biblical—to illustrate how different races treat one another differently. However, at the root of both of these works is colonialism. Compare and contrast the point each author is making about how native and colonial cultures assimilate.

Compare and contrast the two different statements the poets are making in these poems about the role of man and Nature. Compare and contrast each poet’s use of the first person point of view and its tone in these two poems.

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Please choose three of the following questions and respond to them in at least one full page each.

Essay Question 1: Although written over a hundred years apart, Wordsworth’s “Tintern Abbey” and Yeats’ “Leda and the Swan” are both poems that reflect on particular moments in time and meditate on their historical significance. For Wordsworth, the moment was the beginning of the social revolution in France, and for Yeats it was the aftermath of the First World War (compared to the Trojan War—the subject of the poem). Compare and contrast the two different statements the poets are making in these poems about the role of man and Nature.

Essay Question 2: Both of Whitman’s poems, “O Captain! My Captain!” and “When Lilacs Last in the Dooryard Bloom’d” and Eliot’s “The Love Song of J. Alfred Prufrock” rely on the first person point of view—the strength of the individual voice that we, the readers, hear in the poem. But the voices are very different from one another. The voice we hear in Whitman is energetic and forceful—the punctuation we see most often is the exclamation mark—or, if there is a question mark, the question is rhetorical, and Whitman quickly answers himself. In “Prufrock,” however, the questions are different: “Do I dare/Disturb the universe?” “And how should I presume?” Compare and contrast each poet’s use of the first person point of view and its tone in these two poems.

Essay Question 3: The Death of Ivan Ilyich and The Metamorphosis are similar in that each focus on a main character in a very realistic writing style. We, the readers, see the daily events, no matter how trivial, of these characters’ lives. The difference, though, is that Tolstoy has presented a brutally honest portrayal of real life while Kafka has presented a surreal portrayal—men never actually transform into bugs. But the main point of both is to make a comment on the social norms of the times. Compare and contrast the social statements that each author makes in these works.

Essay Question 4: Ghalib’s sacred version of “I’ve made my home next door to you” and Yeats’ “The Second Coming” both portray a god in a very nontraditional way. Ghalib casts his god as beloved person who torments worshippers, and Yeats portrays Jesus as a “rough beast.” Compare and contrast how these portrayals support the message in each poem.

Why does a full understanding of our world require the humanities in addition to the sciences?

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Write a five to six-page essay on the following topic: Why does a full understanding of our world require the humanities in addition to the sciences?

Illustrate your discussion with reference to two specific primary texts assigned in this class, and explain what we can learn from those texts that goes beyond science.

Choose two complementary texts that can be read as part of a conversation

You should refer to at least two secondary sources, but note that this is not a research paper. You should be able to complete the paper drawing only from the Required and Recommended Resources included in this course.

Both Gilgamesh and the Odyssey have central female characters, both mortal ones and goddesses. Discuss how the two epics deal with such subjects as what power women have.

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Topic #2: Both Gilgamesh and the Odyssey have central female characters, both mortal ones and goddesses. Discuss how the two epics deal with such subjects as
what power women have;
how central the women are to the events in the epics;
to what extend the goddesses exhibit characteristics similar to mortal women;
whether women are portrayed as having flaws or traits that are unique to females.
From Gilgamesh, focus on Siduri and possibly Ishtar, Ninsun, or Shamash; for Homer, you have many options, including Penelope, Athena, Anticleia, Circe, Calypso, and Nausicaa. One of the passages you should quote (all or in part) and analyze is the following:

When the gods created man they allotted to him death, but life they retained in their own keeping. As for you, Gilgamesh, fill your belly with good things; day and night, night and day, dance and be merry, feast and rejoice. Let your clothes be fresh, bathe yourself in water, cherish the little child that holds your hand, and make your wife happy in your embrace; for this too is the lot of man (25).

Second, write an essay presenting your argument. Include quotations from the texts as well as additional details that illustrate and enhance the points you are making. Use the following as an outline of what to include:

Explain the general topic and relevant themes (e.g. heroes, women) and any relevant terms for that topic (suggested 1-2 paragraphs).
Apply that topic to both Gilgamesh and to the Odyssey (suggested 4-6 paragraphs). Give specific examples and quotes from the texts to illustrate your points. Use in-text citations for the quotations.
Your final page should be your Works Cited page, in MLA format. It should include the literary texts, as well as any content pages from the course material to which you may have referred.
Don’t forget to review the guidelines for How to Succeed in the Written Assignments and the Sample paper in MLA format. Make sure you save time to submit your draft to Tutor.com via the free Tutoring Services link for helpful feedback before the due date. All writing assignments have Turnitin enabled for plagiarism detection.

Consider the increased humanity Milton offers Satan.

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As noted in the introduction to Milton’s Paradise Lost, “…we are able to see Milton craft the characters not as archetypes, but as complex psychological personalities. Consider the increased humanity Milton offers Satan. In the poem, Satan is more than the embodiment of evil—he also has reason and emotion. Satan becomes more vindictive and petty as the poem progresses, revealing his true nature.”

Discussion 1.1 Question/Commentary: Do you see Satan as a sympathetic character in any way? How so? If not, why not? Feel free to take opposing viewpoints for the sake of discussion.

DRAW SPECIFICALLY FROM THE TEXTS. DO NOT PLAGIARIZE. DO NOT REFERENCE OUTSIDE SOURCES (Google, Wikipedia, student guides, encyclopedias, dictionaries, etc.).

Analyze a piece of literature from a perspective of your choice. This perspective becomes your argument, your thesis statement.

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4A. SHORT ANALYSIS PAPER
OVERVIEW See Reading Course Schedule for Due Date.
TOPIC: Select a literary work that we have read in this course, and select a point to argue or analyze. You may argue that a character is a hero, that the gods play a major role, that the animal symbolism is significant, that the character’s harmatia is arrogance, that the women are treated as objects, that irony pervades the literary work, etc.
PURPOSE: To analyze a piece of literature from a perspective of your choice. This perspective becomes your argument, your thesis statement.
THESIS STATEMENT: The paper will have a clear succinct thesis statement, and it will prove the thesis with quotations from the literary text and explanations of how each quotation supports the thesis.
QUOTATIONS: When quoting from the text to prove your point, you must use the textbook for our class—The Norton Anthology of World Literature, 4th edition—and indicate the page number of the quotation in parentheses. You must use a minimum of 8 quotations from the literature to support your thesis.
After each quotation, place in parentheses the author’s last name and the page number from The Norton Anthology of World Literature, 4th ed., from which you took the quotation. For example, (Sophocles 720). Note: there is NO comma between the author’s name and the page #.
RESEARCH: The Short Analysis Paper is not a research paper; it is your analysis of one aspect of one piece of literature we have studied in the course.
PLAGIARISM: Do NOT use outside sources in writing this paper. Do not plagiarize. Do your own reading and thinking. If you plagiarize the paper in part or full, you will fail the paper and possibly the course. It is easy for a professor to insert a paper into Google and find sources. Don’t take the chance.
NAME: Be sure to put your name—LAST NAME FIRST– on the paper AND on the file name.
PAGE NUMBERS: Inserting page numbers into your document is a requirement.
LENGTH OF PAPER: The Short Analysis Paper should be about 4-5 double-spaced pages long and have a minimum of 8 quotations from the literature to support your thesis. No outsifktde Sources should be used.

What strikes you in the style of Douglass’s description of Master Thomas?

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In Chapter VIII, Douglass is sent back to the country to be counted as property in the settlement of a will. What strikes you in the style of Douglass’s description of Master Thomas? Why would pious readers – those attached to the church – find this chapter challenging?

Chapter X is the longest in the book. In it, Douglass is sent to work in the field with the “slave-breaker,” Covey. He was, he reports, “broken in body, soul, and spirit.” How does the boundary between human and animal enter into the account at this point? What is striking about the apostrophe to the sailing vessels directly following this passage? [Apostrophe is a breaking off, or a turning away, to direct speech toward an inanimate object.]

What is the “glorious resurrection” in this chapter? What are the implications for Douglass’s character and for the path from slavery to freedom? How do you judge his relationships with other slaves seeking freedom?

What is Melville telling us about the racial attitudes and beliefs of men like Capt. Delano?

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The conclusion of “Benito Cereno” focuses on the details of the lynching, decapitation, and public display in the grand plaza of Lima of Babo’s head. In addition, Melville tells us of how Capt. Delano’s crew overpowered the mutineers/slaves and killed many of them. He also says that shortly after, Cereno died and that, ironically, he did “follow his leader.” What is Melville’s “message” in this conclusion? What is Melville telling us about the racial attitudes and beliefs of men like Capt. Delano? Why does the story end with such brutality? *What emotions did the conclusion raise as you read the story? Be as specific as possible.