Categories
Literature

Using the article attached reply to the question “how has money evolved from aft

Using the article attached reply to the question “How has money evolved from after to digital currencies ?”

Categories
Literature

Write the opening paragraphs of your narrative essay.

Write the opening paragraphs of your narrative essay. The opening paragraph must introduce the characters, settings, and conflict. The paragraph MUST use SHOW, DON′T TELL. This was reviewed during class. See the examples below. Make sure your paragraph is headed and formatted correctly.
Narrative Writing Prompt: Write an original short story using one of the themes from Kate Chopin′s ″The Story of an Hour.″ You can use one of the possible themes below or write one of your own that is conveyed through Chopin′s story.
Possible Themes:
For women, independence is a forbidden pleasure that can be imagined only privately.
One sacrifices his/her own needs when he/she conforms to societal expectations.
Women truly crave their own happiness, rather than belonging to their husband and adhering to social conventions that women are fulfilled and happiest in marriage.

Categories
Literature

Write the opening paragraphs of your narrative essay.

Write the opening paragraphs of your narrative essay. The opening paragraph must introduce the characters, settings, and conflict. The paragraph MUST use SHOW, DON′T TELL. This was reviewed during class. See the examples below. Make sure your paragraph is headed and formatted correctly.
Narrative Writing Prompt: Write an original short story using one of the themes from Kate Chopin′s ″The Story of an Hour.″ You can use one of the possible themes below or write one of your own that is conveyed through Chopin′s story.
Possible Themes:
For women, independence is a forbidden pleasure that can be imagined only privately.
One sacrifices his/her own needs when he/she conforms to societal expectations.
Women truly crave their own happiness, rather than belonging to their husband and adhering to social conventions that women are fulfilled and happiest in marriage.

Categories
Literature

Research paper

Course Content
Study of The Enlightenment and some of the major writers, such as Moliere, Racine, De La Cruz, Voltaire, Fontaine, Pascal, etc.;
Study of the Romantic period and some of the major writers, such as Rousseau, Goethe, Pushkin, Hugo etc.;
Study of latter half of the 19th century and some of the major writers, such as Flaubert, Dostoevsky, Tolstoy, Chekhov, Baudelaire, Marx, Chekhov, Schlegel, Darwin, etc.;
Study of the 20th century and some of the major writers, such as Rilke, Camus, Sartre, Proust, Kafka, Garcia Lorca, Solzhenitsyn, Beckett, Garcia Marquez, Achebe, Soyinka, Coetzec, and Naipaul, etc.
Students will utilize the analytical and critical thinking skills developed in English 102; students will be required to read representative selections from four literary periods (17th, 18th, 19th, 20th and 21st centuries) and be expected to discuss these readings with insight and a knowledge of literary terminology.
Students will
Read and discuss representative selections from of various genres The Enlightenment through the 21st century with insight and a knowledge of literary terminology.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Gather relevant information from original literature and recognized literary authorities to identify assumptions and relevant contexts when presenting a position.
Develop a thesis beyond statement of facts to establish an arguable position.
Construct informed and ethical arguments about historical and contemporary fine arts or other cultural products from the standpoint of diverse cultures.
Course Schedule
Weekly Deadlines:
Week 1 work due date: 10/24 (Monday), 11:55 PM EST
Week 2 work due date: 10/30, 11:55 PM EST
Week 3 work due date: 11/6, 11:55 PM EST
Week 4 work due date: 11/13, 11:55 PM EST
Week 5 work due date: 11/20, 11:55 PM EST
Week 6 work due date: 11/27, 11:55 PM EST
Week 7 work due date: 12/4, 11:55 PM EST
Week 8 work due date: 12/11, 11:55 PM EST (forum, skill-building activity); 12/15, 9:00 am (Final Exam)
Overview Learning Objectives Reading Activities and Assignments
Week 1
In Week 1, we read Tartuffe by Molière and study the Enlightenment.
Develop an understanding of the Enlightenment period in literature
Identify characteristics of drama
Discuss themes in a literary play
Tartuffe; Or, The Hypocrite – Molière
Week 1 Discussion Forum
Week 1 Skill Building Activity
Week 2
In Week 2, we continue our study of Enlightenment literature and satire by reading chapters from Voltaire′s Candide.
Discuss the purpose of satire in literature
Demonstrate knowledge of the literature from weeks 1-2.
Candide­ – Voltaire
(chapters 1-4, 8, 14, 17-20, 26-30)
Week 2 Discussion Forum
Week 2 Skill Building Activity
Week 2 Quiz
Week 3 In Week 3, we study Romanticism and analyze poems from William Blake’s Songs of Innocence and Songs of Experience.
Explore the contemporary implications of historical work
Identify key themes in a literary work
Examine how concepts presented in a literary work relate to current global issues
Songs of Innocence – William Blake
Songs of Experience – William Blake
Week 3 Discussion Forum
Response Paper
Week 4 In Week 4, we discuss the Realist literary movement and read short stories by Chekhov and Tolstoy.
Discuss the characteristics of Realism
Analyze a research article from a GMC literary database
Demonstrate knowledge of literary movements and literature from weeks 1-4
″God Sees the Truth, but Waits″ – Leo Tolstoy
″The Bet″ – Anton Chekhov
Week 4 Discussion Forum
Week 4 Skill Building Activity
Midterm
Week 5 In Week 5, we study Modernism and read short stories by James Joyce and Virginia Woolf.
Analyze core themes and values in Modernist fiction
Identify the components of modernist style
Develop a topic idea and working thesis statement for a research paper
″Araby″ – James Joyce
″Eveline″ – James Joyce
″Kew Gardens″ – Virginia Woolf
″The New Dress″ – Virginia Woolf
Instructions for Research Paper (due in Week 7)
Week 5 Discussion Forum
Week 5 Skill Building Activity
Week 6
In Week 6, we read Kafka’s “Metamorphosis” and submit annotated bibliographies for our research project.
Define elements of Magical Realism in literature
Analyze a symbol/motif in relationship to a theme
Compile an annotated bibliography
″Metamorphosis″ – Kafka
Week 6 Discussion Forum
Week 6 Quiz
Annotated Bibliography
Week 7
In Week 7, we explore Modernist poetry and submit research papers.
Identify various stylistic and thematic qualities of Modernist poetry
Compose an analytical research paper
″The Love Song of Alfred J. Prufrock″ – T. S. Eliot
″The Second Coming″ – William Butler Yeats
″Lilacs″ – Amy Lowell
″Eight Sonnets″ – Edna St. Vincent Millay
″Ode to My Socks″ – Pablo Neruda
Week 7 Discussion Forum
Research Paper
Week 8 In Week 8, we study postcolonial literature and attempt the final exam.
Compare and contrast two Postcolonial literary works
Explain the premises of postcolonial literature as reflected in ″Civil Peace″ and ″Once Upon a Time″
Demonstrate your cumulative knowledge of course concepts
″Civil Peace″ – Chinua Achebe
″Once Upon a Time″ – Nadine Gordimer
Week 8 Discussion Forum
Week 8 Skill Building Activity
Final Exam
General Guidelines
Organize your thoughts prior to composing your responses, and proofread your responses prior to submission.
Use polite, professional language in all posts.
Contribute meaningful, relevant, substantive replies to peers. Your professor can deduct points if replies to peers supply only the following types of content: reflection (simply repeating or rewording what someone else has already said); deflection (asking questions of others without offering any of your own thoughts or ideas); affirmation and/or adulation (agreeing with someone, or offering praise or encouragement alone, while making no clear effort to meaningfully further the academic discussion with ideas/opinions of your own). All substantive replies count, whether it be replies to several different classmates, or multiple replies (as part of an ongoing conversation) within a single discussion thread.
Use proper MLA-style formatting and citations if quoting/paraphrasing ideas or information from other sources. Proper sources include the literature itself, online learning resources provided to you in class, and relevant sources from GMC Library; please avoid the use of any and all other outside sources in discussion forums (unless directed otherwise by your professor). Plagiarism or any other form of academic dishonesty, on any post, will result in no credit for the forum assignment, as well as potential referral to the school’s Honor Council. For more information on MLA style, please visit the “How-To Guide: MLA Formatting and Citations” page linked in class.
Grading Rubric Guidelines
Timeliness assesses the timeliness of your first post (main response) to the discussion forum prompt. To earn full credit, you must post your response to the prompt on or before the first-post due date for each forum:
The Discussion Forum first-post due date is typically Wednesday, by 11:55 p.m. EST. This is the due date for your FIRST post (your main response), not all posts. The first post replying to forum instructions can be submitted late, but receives a points penalty after Wednesday (see grading rubric below).
All discussion forum posts (main responses, and replies to peers) for all weekly discussion forum activities must be posted by Sunday night at 11:55 p.m. each week. No posts made after that weekly deadline will receive credit.
The specific due dates for your first posts in the discussion forums can be found on the course calendar, course schedule, the News and Announcement forums, or in the actual discussion forum post directions themselves. If you have any questions, contact your instructor at the appropriate email address found in the syllabus.
Engagement assesses the number of days you were active in each of the weekly discussion forums. To earn full credit, you must contribute to EACH weekly discussion forum over the course of at least two or more days (consecutive, or non-consecutive) during an active course week.
Interaction assesses the quality and quantity of your replies to peers. To earn full credit, you must supply at least two meaningful, relevant, substantive replies to peers in addition to the main post responding directly to prompt instructions (3 or more posts total).
Content measures your ability to effectively address content requirements for your main response. To earn full credit, your main response must be at least 150 words or more, and the content of your first post needs to accurately and completely address all stated content requirements.
Mechanics, Tone, and Style measures your ability to communicate effectively and professionally. To earn full credit your contributions must be written in a polite, professional manner and avoid major or pervasive grammatical, spelling, or punctuation errors. In addition, any necessary MLA documentation (quotations, in-text citations, works cited) should be used effectively.
Discussion forum participation will be graded using the following criteria:
0 points
1 point
2 points
4 points
Timeliness
Main response absent, or posted after stated first-post deadline
N/A – no points are available for this criterion
N/A – no points are available for this criterion
Main response posted on or before stated first-post deadline
Engagement
0 days of substantive participation during active course week
1 day of substantive participation during active course week
N/A- no points are available for this criterion
2 or more days of substantive participation during active course week
Interaction
No substantive replies to peers
One substantive reply to peer
N/A- no points are available for this criterion
Two or more substantive replies to peers (in addition to main response)
Content
Main response is absent, not substantive or relevant, uses forbidden outside sources, or fails to meet/exceed 150 words in length
N/A- no points are available for this criterion
Main response content is substantive, but fails to specifically or correctly address some aspect of content instructions
Main response content is substantive, relevant, organized, and meets or exceeds 150 words in length
Mechanics, Tone, and Style
No participation, or posts contain major or frequent errors in tone, grammar/mechanics, or MLA-style documentation
N/A- no points are available for this criterion
Posts contain minor or infrequent errors in tone, grammar/mechanics, or MLA-style documentation
Posts are written in a polite, professional tone and are essentially free of errors in grammar/mechanics; any necessary documentation is proficient in MLA style

Categories
Literature

Identify key themes in a literary work

Course Content
Study of The Enlightenment and some of the major writers, such as Moliere, Racine, De La Cruz, Voltaire, Fontaine, Pascal, etc.;
Study of the Romantic period and some of the major writers, such as Rousseau, Goethe, Pushkin, Hugo etc.;
Study of latter half of the 19th century and some of the major writers, such as Flaubert, Dostoevsky, Tolstoy, Chekhov, Baudelaire, Marx, Chekhov, Schlegel, Darwin, etc.;
Study of the 20th century and some of the major writers, such as Rilke, Camus, Sartre, Proust, Kafka, Garcia Lorca, Solzhenitsyn, Beckett, Garcia Marquez, Achebe, Soyinka, Coetzec, and Naipaul, etc.
Students will utilize the analytical and critical thinking skills developed in English 102; students will be required to read representative selections from four literary periods (17th, 18th, 19th, 20th and 21st centuries) and be expected to discuss these readings with insight and a knowledge of literary terminology.
Students will
Read and discuss representative selections from of various genres The Enlightenment through the 21st century with insight and a knowledge of literary terminology.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Gather relevant information from original literature and recognized literary authorities to identify assumptions and relevant contexts when presenting a position.
Develop a thesis beyond statement of facts to establish an arguable position.
Construct informed and ethical arguments about historical and contemporary fine arts or other cultural products from the standpoint of diverse cultures.
Course Schedule
Weekly Deadlines:
Week 1 work due date: 10/24 (Monday), 11:55 PM EST
Week 2 work due date: 10/30, 11:55 PM EST
Week 3 work due date: 11/6, 11:55 PM EST
Week 4 work due date: 11/13, 11:55 PM EST
Week 5 work due date: 11/20, 11:55 PM EST
Week 6 work due date: 11/27, 11:55 PM EST
Week 7 work due date: 12/4, 11:55 PM EST
Week 8 work due date: 12/11, 11:55 PM EST (forum, skill-building activity); 12/15, 9:00 am (Final Exam)
Overview Learning Objectives Reading Activities and Assignments
Week 1
In Week 1, we read Tartuffe by Molière and study the Enlightenment.
Develop an understanding of the Enlightenment period in literature
Identify characteristics of drama
Discuss themes in a literary play
Tartuffe; Or, The Hypocrite – Molière
Week 1 Discussion Forum
Week 1 Skill Building Activity
Week 2
In Week 2, we continue our study of Enlightenment literature and satire by reading chapters from Voltaire′s Candide.
Discuss the purpose of satire in literature
Demonstrate knowledge of the literature from weeks 1-2.
Candide­ – Voltaire
(chapters 1-4, 8, 14, 17-20, 26-30)
Week 2 Discussion Forum
Week 2 Skill Building Activity
Week 2 Quiz
Week 3 In Week 3, we study Romanticism and analyze poems from William Blake’s Songs of Innocence and Songs of Experience.
Explore the contemporary implications of historical work
Identify key themes in a literary work
Examine how concepts presented in a literary work relate to current global issues
Songs of Innocence – William Blake
Songs of Experience – William Blake
Week 3 Discussion Forum
Response Paper
Week 4 In Week 4, we discuss the Realist literary movement and read short stories by Chekhov and Tolstoy.
Discuss the characteristics of Realism
Analyze a research article from a GMC literary database
Demonstrate knowledge of literary movements and literature from weeks 1-4
″God Sees the Truth, but Waits″ – Leo Tolstoy
″The Bet″ – Anton Chekhov
Week 4 Discussion Forum
Week 4 Skill Building Activity
Midterm
Week 5 In Week 5, we study Modernism and read short stories by James Joyce and Virginia Woolf.
Analyze core themes and values in Modernist fiction
Identify the components of modernist style
Develop a topic idea and working thesis statement for a research paper
″Araby″ – James Joyce
″Eveline″ – James Joyce
″Kew Gardens″ – Virginia Woolf
″The New Dress″ – Virginia Woolf
Instructions for Research Paper (due in Week 7)
Week 5 Discussion Forum
Week 5 Skill Building Activity
Week 6
In Week 6, we read Kafka’s “Metamorphosis” and submit annotated bibliographies for our research project.
Define elements of Magical Realism in literature
Analyze a symbol/motif in relationship to a theme
Compile an annotated bibliography
″Metamorphosis″ – Kafka
Week 6 Discussion Forum
Week 6 Quiz
Annotated Bibliography
Week 7
In Week 7, we explore Modernist poetry and submit research papers.
Identify various stylistic and thematic qualities of Modernist poetry
Compose an analytical research paper
″The Love Song of Alfred J. Prufrock″ – T. S. Eliot
″The Second Coming″ – William Butler Yeats
″Lilacs″ – Amy Lowell
″Eight Sonnets″ – Edna St. Vincent Millay
″Ode to My Socks″ – Pablo Neruda
Week 7 Discussion Forum
Research Paper
Week 8 In Week 8, we study postcolonial literature and attempt the final exam.
Compare and contrast two Postcolonial literary works
Explain the premises of postcolonial literature as reflected in ″Civil Peace″ and ″Once Upon a Time″
Demonstrate your cumulative knowledge of course concepts
″Civil Peace″ – Chinua Achebe
″Once Upon a Time″ – Nadine Gordimer
Week 8 Discussion Forum
Week 8 Skill Building Activity
Final Exam
General Guidelines
Organize your thoughts prior to composing your responses, and proofread your responses prior to submission.
Use polite, professional language in all posts.
Contribute meaningful, relevant, substantive replies to peers. Your professor can deduct points if replies to peers supply only the following types of content: reflection (simply repeating or rewording what someone else has already said); deflection (asking questions of others without offering any of your own thoughts or ideas); affirmation and/or adulation (agreeing with someone, or offering praise or encouragement alone, while making no clear effort to meaningfully further the academic discussion with ideas/opinions of your own). All substantive replies count, whether it be replies to several different classmates, or multiple replies (as part of an ongoing conversation) within a single discussion thread.
Use proper MLA-style formatting and citations if quoting/paraphrasing ideas or information from other sources. Proper sources include the literature itself, online learning resources provided to you in class, and relevant sources from GMC Library; please avoid the use of any and all other outside sources in discussion forums (unless directed otherwise by your professor). Plagiarism or any other form of academic dishonesty, on any post, will result in no credit for the forum assignment, as well as potential referral to the school’s Honor Council. For more information on MLA style, please visit the “How-To Guide: MLA Formatting and Citations” page linked in class.
Grading Rubric Guidelines
Timeliness assesses the timeliness of your first post (main response) to the discussion forum prompt. To earn full credit, you must post your response to the prompt on or before the first-post due date for each forum:
The Discussion Forum first-post due date is typically Wednesday, by 11:55 p.m. EST. This is the due date for your FIRST post (your main response), not all posts. The first post replying to forum instructions can be submitted late, but receives a points penalty after Wednesday (see grading rubric below).
All discussion forum posts (main responses, and replies to peers) for all weekly discussion forum activities must be posted by Sunday night at 11:55 p.m. each week. No posts made after that weekly deadline will receive credit.
The specific due dates for your first posts in the discussion forums can be found on the course calendar, course schedule, the News and Announcement forums, or in the actual discussion forum post directions themselves. If you have any questions, contact your instructor at the appropriate email address found in the syllabus.
Engagement assesses the number of days you were active in each of the weekly discussion forums. To earn full credit, you must contribute to EACH weekly discussion forum over the course of at least two or more days (consecutive, or non-consecutive) during an active course week.
Interaction assesses the quality and quantity of your replies to peers. To earn full credit, you must supply at least two meaningful, relevant, substantive replies to peers in addition to the main post responding directly to prompt instructions (3 or more posts total).
Content measures your ability to effectively address content requirements for your main response. To earn full credit, your main response must be at least 150 words or more, and the content of your first post needs to accurately and completely address all stated content requirements.
Mechanics, Tone, and Style measures your ability to communicate effectively and professionally. To earn full credit your contributions must be written in a polite, professional manner and avoid major or pervasive grammatical, spelling, or punctuation errors. In addition, any necessary MLA documentation (quotations, in-text citations, works cited) should be used effectively.
Discussion forum participation will be graded using the following criteria:
0 points
1 point
2 points
4 points
Timeliness
Main response absent, or posted after stated first-post deadline
N/A – no points are available for this criterion
N/A – no points are available for this criterion
Main response posted on or before stated first-post deadline
Engagement
0 days of substantive participation during active course week
1 day of substantive participation during active course week
N/A- no points are available for this criterion
2 or more days of substantive participation during active course week
Interaction
No substantive replies to peers
One substantive reply to peer
N/A- no points are available for this criterion
Two or more substantive replies to peers (in addition to main response)
Content
Main response is absent, not substantive or relevant, uses forbidden outside sources, or fails to meet/exceed 150 words in length
N/A- no points are available for this criterion
Main response content is substantive, but fails to specifically or correctly address some aspect of content instructions
Main response content is substantive, relevant, organized, and meets or exceeds 150 words in length
Mechanics, Tone, and Style
No participation, or posts contain major or frequent errors in tone, grammar/mechanics, or MLA-style documentation
N/A- no points are available for this criterion
Posts contain minor or infrequent errors in tone, grammar/mechanics, or MLA-style documentation
Posts are written in a polite, professional tone and are essentially free of errors in grammar/mechanics; any necessary documentation is proficient in MLA style

Categories
Literature

Assignment: annotated bibliography: #1. in this assignment, teacher candidates w

Assignment: Annotated Bibliography:
#1. In this assignment, teacher candidates will work individually to create an annotated bibliography of 10 children’s books that connect to a common theme or topic related to social justice or diversity.
2. The bibliography should include both fiction and nonfiction texts, contain a range in reading levels (K-12) and represent a variety of genres and types of text (picture books, informational, novels, etc). Include at least two fiction and two nonfiction, and at least three different genres represented. At least one book should be a novel/chapter book
*The bibliography should be titled and contain a short introductory paragraph explaining the overall theme of the list and why you selected that theme.
*Each title entry should follow APA format and contain a 40-75 word desсrіption of the book and its connection to your social justice/diversity theme. This desсrіption needs to be in your OWN words. The entries should be listed alphabetically.
Each entry should follow this format exactly:
Author last name, author first initials. (Year of publication). Title of book. Publication city, publication state: Publishing company. Keywords: list the overall themes of each book. Recommended grade level: Genre, Picture book or novel:
Short paragraph describing book.
Example:
Bunting, E. (1993). Fly away home. New York, NY: Houghton Mifflin. Keywords: homelessness, poverty, family. Recommended grade level: 2-4. Genre: Realistic Fiction, picture book. This book explores the concept of homelessness as it follows the story of a young boy and father. The two live in the airport, moving between terminals, trying not to get noticed by airport security and staff. One day, the young boy discovers a bird that is trapped in the airport and finds some hope for his own life when the bird gets free.

Categories
Literature

Assignment: annotated bibliography: #1. in this assignment, teacher candidates w

Assignment: Annotated Bibliography:
#1. In this assignment, teacher candidates will work individually to create an annotated bibliography of 10 children’s books that connect to a common theme or topic related to social justice or diversity.
2. The bibliography should include both fiction and nonfiction texts, contain a range in reading levels (K-12) and represent a variety of genres and types of text (picture books, informational, novels, etc). Include at least two fiction and two nonfiction, and at least three different genres represented. At least one book should be a novel/chapter book
*The bibliography should be titled and contain a short introductory paragraph explaining the overall theme of the list and why you selected that theme.
*Each title entry should follow APA format and contain a 40-75 word desсrіption of the book and its connection to your social justice/diversity theme. This desсrіption needs to be in your OWN words. The entries should be listed alphabetically.
Each entry should follow this format exactly:
Author last name, author first initials. (Year of publication). Title of book. Publication city, publication state: Publishing company. Keywords: list the overall themes of each book. Recommended grade level: Genre, Picture book or novel:
Short paragraph describing book.
Example:
Bunting, E. (1993). Fly away home. New York, NY: Houghton Mifflin. Keywords: homelessness, poverty, family. Recommended grade level: 2-4. Genre: Realistic Fiction, picture book. This book explores the concept of homelessness as it follows the story of a young boy and father. The two live in the airport, moving between terminals, trying not to get noticed by airport security and staff. One day, the young boy discovers a bird that is trapped in the airport and finds some hope for his own life when the bird gets free.

Categories
Literature

Intro paragraph – hook sentence and thesis sentence

Your essay should be no longer than 1750 characters. To check it, use the “Word Count” in the tools
of your word processing application (Word, Google Docs, Mac Pages)
I. Intro Paragraph – Hook sentence and thesis sentence
II. Body Paragraph 1 – 1
st reason topic sentence and detail sentences
III. Body Paragraph 2 – 2
nd reason topic sentence and detail sentences
IV. Conclusion Paragraph – concluding sentences
• DO NOT CHANGE THE MARGINS
• Font – Times New Roman or Arial, Size 12
• DO NOT add extra space between paragraphs. The double-spacing setting will make the right
amount
• Indent your paragraphs PLEASE (The “tab” button will indent it)
• Double spacing – Set it to 2.0 for Word Users (“Double” for Google Docs users) BEFORE you begin
typing your essay. Or if you’ve written it, highlight your entire essay and change it

Categories
Literature

Conclusion paragraph – concluding sentences

Your essay should be no longer than 1750 characters. To check it, use the “Word Count” in the tools
of your word processing application (Word, Google Docs, Mac Pages)
I. Intro Paragraph – Hook sentence and thesis sentence
II. Body Paragraph 1 – 1
st reason topic sentence and detail sentences
III. Body Paragraph 2 – 2
nd reason topic sentence and detail sentences
IV. Conclusion Paragraph – concluding sentences
• DO NOT CHANGE THE MARGINS
• Font – Times New Roman or Arial, Size 12
• DO NOT add extra space between paragraphs. The double-spacing setting will make the right
amount
• Indent your paragraphs PLEASE (The “tab” button will indent it)
• Double spacing – Set it to 2.0 for Word Users (“Double” for Google Docs users) BEFORE you begin
typing your essay. Or if you’ve written it, highlight your entire essay and change it

Categories
Literature

Summarize the story.

addition, you will be able to use outside secondary academic sources to support your claim. You
must develop an independent, critical interpretation of one of the dramas read between Weeks
6-7. You are required to cite and use 2-3 secondary sources in this paper. You should:
● Formulate a clear thesis or arguable interpretation about a work AND
● Support that position by analyzing salient ideas, images, or the literary form of the text.
I’ve read these works, so a summary is NOT necessary. Instead, focus on doing an analysis of the
poems, very similar to your fiction paper. In addition to providing an illuminating close reading
and literary analysis, your writing must be flawless.
Note: Please use DSC’s library and/or google scholar for your secondary sources. Do not consult
non-credible sources such as wiki, blogs, etc. If you have any questions on whether your sources
are credible, feel free to email me.
Instructions:
You will offer a thematic analysis of one of your assigned texts. You will start with a dynamic
and attention-getting intro and a claim–your thesis–that argues for your reading or understanding
of the key theme(s) in the work, and in your body paragraphs, you’ll analyze and explain two or
three (or four) elements or aspects of the work that will help you develop and prove your thesis.
You’ll want to end, of course, with an effective conclusion.
In short, you will provide an independent, interpretive close reading of a text, using your own
analysis along with quotes from the text and references to specific elements of the text, to help
you analyze and explain the work–what it is trying to say, and how it is trying to say it. Doing so
will help you ultimately develop and prove your thesis.
This paper will need to be between 800-1000 words, be double-spaced, in Times New Roman
Font 12, and have an MLA-style Works Cited page. Please refer to the MLA Template available
in the Contents Tab on Falcon Online. The WC page will need to include a correctly formatted
citation for your primary source (that is, your chosen text).
The essay will be centered on your own interpretive/analytical/argumentative claim (your thesis)
regarding one of the works assigned in the class. You will also want to demonstrate that you have
engaged with the text; you′re not simply describing what is in the text but engaging with its ideas
and explaining how some of the work′s elements help create the themes and meanings in it.
In short, you are to be a critical reader and an insightful literary theorist. DO NOT
SUMMARIZE THE STORY. Your paper should effectively and convincingly explain what the
text is saying or suggesting.
There is no Rough publish assigned, but I will be glad to look at one and/or to meet with you about
your paper. We will also have discussion posts in which we can converse about your ideas.
Important Info

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