Category: Literature

FOLLOW VERY IMPORTANT
write three FULL pages, typed 1.5 spaces, with standard f

FOLLOW VERY IMPORTANT
write three FULL pages, typed 1.5 spaces, with standard font & 1-inch margins.
give one good example from the story; analyze and discuss it; and show how it supports your thesis; explain why this is important. (the thesis should address the stories.)
If you quote from the stories, your quoted text should be short, not long. ***Do NOT use research or outside sources everything is from the story it self
TOPIC
“The Story of Nastagio degli Onesti,” from The Decameron by Giovanni Boccaccio, is meant to be an amusing tale. But as modern people, we can recognize that it conveys a more serious message. The story shows that for young women – and certainly for young men, too – marriages were arranged contracts between families; the preferences of the young people really didn’t matter, even though the story talks about unrequited love. In fact, under the amusing surface of the story, there is a message which discourages young women from being too choosy or difficult about an arranged marriage: “do what is best for the family and society, not what your heart desires; don’t be selfish!” Think about this. Is this really a recipe for a happy marriage?
Conversely, “Giletta and Her Reluctant Husband, Beltram,” also from The Decameron, seems to flip the expectations that Renaissance society has about the role of women as a basically passive one. How does Giletta assert herself and her own will in the story? What things allow her to do so? How does Giletta differ from the “Traversari girl” who Nastagio loves? How does Giletta differ from the girl who Beltram loves? We might applaud Giletta for empowering herself to live her life as she chooses – but is her “recipe” for marriage any better than Nastagio’s? Are tricks and manipulation the best way to begin married life? What about the feelings of the Traversari girl and Beltram about their marriages? Don’t they matter? Why is all of this important?
Compare and contrast how the stories portray the roles of young men and women in love and marriage. Refer to details and one good example for each of the stories, which you will explain and analyze. Explain why all of this is important.
PLease cover all these points it is what the essay is about
it is very simple and easy to write, use simple grammar
the stories are attached

To break the “impenetrable fog” of academic writing, you are hereby challenged t

To break the “impenetrable fog” of academic writing, you are hereby challenged to write a dialogic argument with a delayed thesis for a resistant audience, just like Jane Tompkins did. In fact, in her essay, you have a solid model.
Once you have determined your conclusion (major claim), you will work to persuade a resistant (perhaps uninformed) reader to consider (maybe even accept) your position through the carefully constructed “story” and experience of your research as Tompkins did, with advanced analysis, evaluation, and synthesis of a variety of perspectives.
Essays not written on one of the pre-approved topics with required sources will receive a zero.
Make sure to read to the bottom of this page so that you understand the assignment in its entirety.
THE ASSIGNMENT
Purpose:
This challenging writing project provides you with the opportunity to demonstrate your understanding of the content and skills you have learned in this course by entering into an important culturally relevant conversation (aka, discourse) in the United States and producing a sophomore-level, college research project. The topics you have to choose from for this semester are cancel culture, critical race theory, and government regulation of social media. See more on this at the bottom of the page. Skills: a. Critical ReadingRead and critically evaluate perspectives and information from a variety of sources.
Evaluate the validity and soundness of arguments.
Distinguish factual statements from judgmental statements and knowledge from opinion.
b. Critical Reasoning & Writing
Compose a delayed thesis, dialogic essay that emphasizes methods of argumentation, persuasion (use of appeals and strategies), evaluation, interpretation, definition, comparison, synthesis, and summary.
Demonstrate command of sophisticated vocabulary, diction, syntax, style, and awareness of audience and rhetorical situation.
Use both the denotative and connotative aspects of language effectively, as demonstrated in the employment of appeals.
Appraise and select outside sources, and incorporate research material into the research project.
Revise material to create ideas and draw sound inferences from a variety of data.
Document sources properly and make smooth transitions between source material and personal observations.
Demonstrate the ability to use inductive reasoning (a delayed thesis) appropriately.
Avoid the abuse and manipulation of rhetorical appeals and strategies, including fallacies.
Knowledge/Contenta. Critical Reading Content
The relationship of language to logic and the difference between fact and judgment.
Perspectives and underlying assumptions and claims which may drive the writer’s arguments and conclusions.
Soundness, validity, and persuasiveness of written arguments.
b. Critical Writing Content
Dialogic argument.
The Rhetorical Situation and persuasive appeals and strategies.
Induction (the delayed-thesis).
Recognizing and avoiding fallacies of pathos, ethos, and logos.
Individual writing style and voice.
The satisfaction of writing as both a practical and humanistic activity. (Yep, I mean that!)
Task:Once you have completed your research for one of the subjects below and determined your major claim (your position), you will write a dialogic, delayed-thesis argument for a resistant audience (those holding a viewpoint contrary to your own).
This strategic argument is particularly effective for a resistant audience, a way of showing (rather than “telling”) and persuading them to arrive at your conclusion. Yes, you may use “I,” as you are taking your audience through your epistemological adventure, but be strategic with it (as Tompkins is). Rarely is this type of argument meant to utterly convince an audience; in fact, it is enough to just get a resistant audience to reconsider their own position/perspective in light of reading your comprehensive research and inductive (delayed-thesis) argument. To help, you may want to review where this type of argument falls on the argument continuum on page 11 of your textbook. One might also say that many people do not have fully informed opinions on subjects–this paper counters that. As you have learned, arguments at this sophisticated level are not about “winning,” and this is not a debate. Your task concerns persuading a resistant reader (one who does not agree with you) to reconsider their position.
While you may already have a position on the issue you select below, do not formulate your conclusion/major claim until thoroughly researching a diversity of perspectives on the issue. Your opinion may change if your research is authentic. Cherry-picking sources to support a preconceived position is the opposite of what Tompkins does. Practice the critical inquiry skills you have learned in this course and keep an open mind. You may want to review previous modules, but you should give your mind and heart over to the research and the process of discovery–about the issue and about yourself. Tompkins shares a lot with her readers, and this, in turn, strengthens her argument. You should do the same.
Once you have decided the discourse (aka, conversation) you want to enter, conduct extensive research on the question/problem and distinguish between different perspectives and their context, as Tompkins did, and then narrow them down to best represent a diversity of perspectives in your paper. You are not restricted to U.S. sources. You must analyze and synthesize a minimum of 6 perspectives, which include the three that are required. Tertiary sources and other research will undoubtedly be needed and used, but they do not count in the 6 minimum required perspectives (because they do not represent perspectives).
Like Tompkins, use the following “3-Part” structure:
PART I: Set Up Your Project
It is suggested that you use the following bullet points and the “Organizational Plan for a Delayed-Thesis Argument” (Ramage 135):
narrate your history and personal relationship (experiential, observational, and/or intellectual) to the subject; if you have no history or relationship to the issue, you may use someone you know–be creative. Note how Tompkins begins with appeals to emotion and credibility.
establish a broader, national context and the timing for the question/problem–this is your kairos. Engage the audience in the problem.
share your exigency (which is, basically, your assignment for this class, but I am hoping you make the assignment more meaningful and establish your own, authentic exigency);
Part II: Provide the Story of Your Research
explore the issue from multiple perspectives, showing the validity of different views. You will want to introduce, summarize, analyze, compare, and evaluate a minimum of 6 authors AND their arguments representing a diversity of perspectives (key: it is not enough to look at the primary text, as you must look at the writer and the original source of publication and kairos to evaluate bias, as Tompkins did). As you are presenting sources, you should also be comparing them and sharing your responses as well as reflecting on what you are learning;
invite the audience to join with you in considering other perspectives;
show how you are wrestling with the problem;
synthesize research and respond to it;
for a good portion of the argument, keep the problem open, building some suspense (in other words, the reader should not know your position until the end of the paper).
PART III: Your Conclusion
present your major claim, your resolution or solution to the question/problem (which may side with one or more of your sources or be entirely your own), and provide reasons and evidence to support it, building on points that were presented earlier. This should be one-two, well-developed pages, not just a final paragraph;
if applicable, share any new question/s or problem/s encountered as a result of your research and critical thinking (as Tompkins does in her last paragraph).
leave the audience thinking about the problem and your position.
The final essay should be a minimum of 8 pages in length and in MLA format and style.
Your reader should not know your position until the end of the paper. Tompkins includes her change of mind about poststructuralism during her research to lead her reluctant reader through her journey. Also, do not insult your resistant audience. Tone matters. Take perspectives seriously, even when they are the opposite of your own. Most of you will review Tompkins, your charting, and 7.5 (Ramage 131-135) before starting this.
________________________________________________________________________________________________
Choose from this List of Culturally Relevant, Research-Focus Questions
You must choose one of the following three options (A, B, or C) for your paper–papers not on one of these topics will receive a zero.
A. Is “Cancel Culture” beneficial for society?
Required Sources
“Should Cancel Culture Be Canceled?” by Renee DeGroat – https://go.roberts.edu/leadingedge/cancel-culture
“A Letter on Justice and Open Debate” – https://harpers.org/a-letter-on-justice-and-open-d…
“#Kancelkulture: An Analysis of Cancel Culture and Social Media Activism Through the Lens of Minority College Students” by Korri E. Palmer B. Should public school teaching be informed by Critical Race Theory? – https://openworks.wooster.edu/cgi/viewcontent.cgi?…
B. Should public school teaching be informed by Critical Race Theory?
Required Sources:
“Why Are States Banning Critical Race Theory?” by Rashawn Ray and Alexandra Gibbons – https://www.brookings.edu/articles/why-are-states-…
“Why is Critical Race Theory Dangerous for Our Kids?” by Senator Marsha Blackburn – https://www.blackburn.senate.gov/2021/7/why-is-cri…
“Our Children Deserve to Know the Truth. Honest Education Can’t Leave Out Race and Racism” by Becky Pringle – https://www.usatoday.com/story/opinion/2021/06/29/…
C. Should the government regulate social media?
Required Sources:
Statement of Francis Haugen. (you may also watch recordings of her testimony and Q&A with Congress) – https://www.commerce.senate.gov/services/files/FC8…
The Internet Needs New Rules: Let’s Start in These Four Areas” by Mark Zuckerberg – https://www.washingtonpost.com/opinions/mark-zucke…
“The Social Dilemma” by Michael A. Cusumano, Anabelle Gawer, and David B. Yoffie. – https://hbr.org/2021/01/social-media-companies-sho…
If you have any questions about this assignment, please contact me; I am here for you!
Note: This essay will be run through an originality verification. The program ensures originality by comparing submissions to billions of sources of academic content, publisher’s content, and against your own submissions. Papers receiving a score over 15% may result in a zero on the assignment and academic probation from the college. A report on an essay below 15% is usually acceptable A high plagiarism percentage is typically over 25%, and it almost always represents academic fraud.
In addition, this program checks for artificial intelligence (AI) generation, so as I have mentioned, do not use AI IN ANY WAY to help you with this paper. Please do your own work, handle your sources responsibly, and contact me if you have any questions or concerns. I am here for you!

This assignment consists of a 6-panel example brochure.
Topic: Stop Texting Whil

This assignment consists of a 6-panel example brochure.
Topic: Stop Texting While Driving
– The cautions of texting and driving
– Persuades the audience
Using Canva to customize this brochure to fit my topic.
https://www.canva.com/p/templates/EAFlJSGi_pc-soft…

Attached is the infor from Page 478
Requirements and Pointers
Please be sure to

Attached is the infor from Page 478
Requirements and Pointers
Please be sure to provide good and appropriate textual support (that is, do some good direct-quote work with) at least 2 articles.
All of your direct quotes should be introduced. In other words, you shouldn’t have quoted phrases or sentences from the text just “floating” unannounced in your essay. Always tell your readers whose words they’re about to hear and in what context they originally appeared. Like this:
William Dresiewicz argues that “Students are regarded by the institutions as “customers,” people to be pandered to instead of challenged” (204).
Please put a page number in parentheses at the end of each direct quote you use, as I’ve done in the above example.
For more pointers on quoting, please click “More Resources” on the Canvas homepage and read “How to Quote a Secondary Source.”

You should write in the third person for this assignment as much as possible. (That means the words “I,” “me,” “my,” and “mine” shouldn’t appear in your essay—unless, of course, they appear in direct quotes you use.) You can express your opinion without using “I.” i.e.
I think a good education should be for everyone, not just for the rich. (Incorrect)
A good education should be for everyone, not just for the rich. (Correct)
You may use “I” if you are referring to your own experiences.

Though you can assume your audience is familiar with the articles you’re writing about, please don’t write only for me. (In other words, let’s avoid writing sentences like, “Someone in class last week said x,” since no one but me or someone from our class will understand you. Please write for an audience of strangers, even if this requires a little make-believe.)
Please know it’s fine to “recycle” ideas from your own discussion notes.
This is important: you absolutely shouldn’t consult, quote, or otherwise use any sources beyond the texts we’ve read for class. This includes both your anthology editor’s comments and material from “study guide” websites. Stuff from the Web isn’t public property, and taking words or ideas from there (or anywhere else) without acknowledging it is plagiarism. Also, you absolutely shouldn’t use any online software that generates essays. Besides, I really don’t care what other people or AI think. I care what you think.
You should make an effort to write well for this assignment. That means your writing should be clear, well organized, and well proofread.
That said, there’s no need to force five-syllable words into your writing at every opportunity, or to use specialized literary terms that haven’t come up on our discussion board. (Again: no research.) Please use your own vocabulary and your own language. Just make it the best, clearest, most organized version of your own language.
You don’t need to include a “works cited” page with this essay, since we’re working only with assigned readings.
Again, your essay should be double-spaced. And it should be done in 12-point font, with one-inch margins all around.
While your essay should be at least three pages long (and it’s that long when it hits the bottom of page three!), please know you don’t have to write me more than that to impress me or do well. I’ll happily read as much as you want to write, but I’d honestly rather have three strong, clear, well-organized pages than six, eight, or ten scatter-shot or unfocused ones.
When you’re ready to submit your essay for grading, please submit it as an MS Word attachment via the “Submit Your Assignment” button on the this page. The first draft should be published in Discussions for peer review. If you’re not an MS Word user and can’t send me a “.doc,” “.docx,” or “.rtf” file, please cut and paste the content of your essay into the text-submission box the assignment page also provides.

respond with a critical analysis essay, based on your reading of the text and ou

respond with a critical analysis essay, based on your reading of the text and our class discussion of the text. A critical analysis essay is one in which you formally write out your reading of a selected piece of literature. An analysis involves closely reading the text and providing a reader with what you see as significant about it. You will need to develop your own argument about the text, citing direct and indirect passages from the text as evidence to support your argument.
• Do not use secondary sources, unless approved by me.
• Your idea should be central.
• You must cite from the text in order to support your claims about the text.
Virginia Woolf:
a) Isolate 3 or 4 arguments that Woolf makes for the equality of men and women in A Room of One’s Own. Be sure to cite and explain a passage from the text to support each argument.
b) How do Woolf’s ideas intersect with the previous feminist arguments? Has the movement shifted or changed from the Romantics to the Modern?
c) How is Mrs. Dalloway breaking traditional ideas of the novel as a genre?
Suggestions for Procedure:
1. Choose 2 or 3 quotes that are significant to the text. In other words, the quotes seem to state partially or wholly what the text is all about or to support the argument that you are making about the text. Make sure that the quotes that you choose either work together to express the point or express the same point.
2. The format that you might follow to incorporate your quotes into your paper is:
• Introduce the quote/set it up for the reader.
• Provide the quote.
• Write what you think quote actually says.
• Explain the quote’s significance to the text.
• Explain the quote’s relationship to your overall idea/argument/main point about the text.
3. If you are struggling to begin, start writing your paper with the quotes. Really work on explaining them to the reader and on explaining their importance to the text. Then, work on the overall coherence of the paper by adding your introduction and conclusion last.

Answer 1 question from Parts 1-2 and 2 questions from Part 3.
more detailed info

Answer 1 question from Parts 1-2 and 2 questions from Part 3.
more detailed information is in the files below
part 1: (1C) – write a letter to John in “The Yellow Wallpaper”
Part 2: (2B) – Discussing one or two such characters from the novel, “Julian Barnes a history of the World in 10 1/2” explain why you think Barnes chose characters of this sort for his work, and how they contribute to an overall thematic reading of a chapter and/or the novel as a whole.
Part 3: (3A, 3D)
3A: Analyze the poem listed in the files below
3D: analyze the short story listed in the files below

Summary
Assignment type:Essay (any type)
Service:Writing
Assignment size:5 pages

Summary
Assignment type:Essay (any type)
Service:Writing
Assignment size:5 pages / 1395 words (Double spacing)
Education level:College
Language:English (US)
Assignment topic:Ruth Hall and Other Works Essay
Subject:English
Sources:4 sources required
Citation Style:MLA
Instructions
-Double spaced
-Times New Roman
-MLA 8th edition
Citing evidence from at least three writers’ works we’ve read since the mid-term (one of which must be Ruth Hall), show how the theme of “death” manifests in those works, and draw some general conclusion in a common thesis as to how this theme functions in your chosen works, that is, how it contributes to the works’ meaning. Be sure to include ample textual support from all three works to support and substantiate your answer.
-Include a clear, specific, and arguable thesis that ties into the theme of death and applies to all three works
-Underline the thesis
-Include a google docs version
-Include at least 12 quotes total
-Include multiple quotes from each work
-Read the works first
-One of the writers’ works must be Ruth Hall by Fanny Fern
-One of the three works must by either Bartleby the Scrivener or Benito Cereno. They are both by Melville. DO NOT USE BOTH WORKS. Choose only one of them.
-The third work must incorporate 2-4 poems by Emily Dickinson.
-The options for Emily Dickinson Poems are:
“There’s a certain slant of light”
“A bird came down the walk”
“Apparently with no surprise.”
What soft—cherubic creatures”
“This is my letter to the world”
“I heard a fly buzz when I died”
“A narrow fellow in the grass.”
“”I know that He exists”
“This world is not conclusion”
“The Bible is an antique volume”
“Of God we ask one favor, that we may be forgiven.”

Analyze the character of Atticus Finch. How does his role as a father and lawyer

Analyze the character of Atticus Finch. How does his role as a father and lawyer contribute to the novel’s exploration of morality and racial injustice? How does his moral compass influence the development of Scout and Jem?

In response to Essay 2, “On Compassion” by Barbara Lazear Ascher, write a 1-2 pa

In response to Essay 2, “On Compassion” by Barbara Lazear Ascher, write a 1-2 page essay on the following prompt. At this time, begin organizing and outlining your ideas. The essay will be due at the end of Week 5.
Due to the current economic downturn, our federal and state governments have had to grapple with the question of how much government can and should do to assist citizens who have fallen on hard times. How have these questions been answered across the globe? What’s your answer to them?

Argue similar and contrasting portrayals of Ted Bundy using texts cited from Ann

Argue similar and contrasting portrayals of Ted Bundy using texts cited from Ann Rule’s “The Stranger Beside Me” and “Conversations with a Killer: the Ted Bundy Tapes”