Categories
Literature

How exactly do these aspects fit or work together?

Please increase readability and make sure the paper follows these instructions perfectly:
You will discuss how all of these elements work together in King Lear. Please write a five-page essay that does the following: 1) Briefly define Shakespearean tragedy, the genre of King Lear (using Wikipedia for this is fine); 2) Then explain how King Lear fits this definition; and 3) Discuss how setting, themes, characterization, and genre work together in a mutually supporting way. (We have also learned about imagery; you are not required to discuss that in this paper, but are welcome to do so if it seems relevant to your main point.)
Tips for getting the best grade: 1) Spend most of your time on item 3 above. King Lear is a very clear and definitive example of Shakespearean tragedy, so you should be able to define the genre and show how King Lear fits that definition in about one page. 2) Make specific, concrete claims and back them with evidence from the text. This essay prompt tends to invite some students to make very fuzzy claims that don’t mean much – e.g., “The characterization really helps to move the plot and themes along.” You want to avoid this. How exactly do these aspects fit or work together? 3) Refer to moments in the plot as needed, but don’t spend time summarizing the plot. If you say “the scene in which Gloucester is blinded,” I will know exactly what and where you mean. There is no need to tell me the plot leading up to that moment or to repeat in detail who does what. (Note, however, that if you are conducting a close analysis of the language or events of a scene, a longer quote from the text is warranted; just avoid long quotations that only document the plot, which you can assume your reader already knows.) 4) Avoid lengthy sections explaining that Shakespeare was a great author who really knew how to handle plot, characterization, and so forth.

Categories
Literature

What is the so-called Homeric Question and what is the main debate between the Analytic and the Unitarian schools?

What is the so-called Homeric Question and what is the main debate between the Analytic and the Unitarian schools? (In your introduction.) Write about 200 words in at least two paragraphs.
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Categories
Literature

From the readings about the “Little House” books, what is the point that you think is most important to consider?

Learning Goal: I’m working on a literature discussion question and need a sample draft to help me learn.
Note: Answer the questions in your own words. Please do not copy from any sources. Use sources provided only.
About 1 paragraph each question total 2
sources links:
The door in the wall: https://archive.org/details/doorinwall00dean_0/mod…
little House: https://www.gutenberg.ca/ebooks/wildersewell-woods…
. Evaluating Historical Fiction: Choose your favorite primary text from the extracts I posted this week The Door in the Wall) and tell us why it’s your favorite. Then discuss how well it meets the criteria: historical accuracy, setting, language, characterization, plot and theme, and illustrations (if applicable).
II.Thinking about representation: No novel can represent all groups or all points of view, and no one thinks they should. But we have an expectation that the stories we share with children will treat all people as human beings worthy of respect. The most frequent failure is when an author overgeneralizes and characterizes a whole group with negative or animalistic characteristics, instead of suggesting that they are people with their own concerns and perspectives. A related mistake is when members of minority groups are included as individuals but still are only characterized by stereotypes. The basic question that most librarians and teachers will ask is, “how would a child from that group feel if I read this aloud to them?”
A different, more subtle problem is when a book is written from a dominant perspective that doesn’t even realize that there could be other perspectives. So, for example, the “Little House” books are based on the assumption that white immigrants deserve to “settle” the North American continent – to assert private ownership of and profit from the land and natural resources. This was the dominant assumption until the mid-20th century, to the point that the inhabitants of the land (first Native Americans, and later Hispanic settlers in the Southwest) were portrayed as intruders who needed to be expelled (from their own homes). Current historical fiction is written based on its own assumptions. However, modern authors try to avoid making such big mistakes by localizing their stories and trying to accurately represent all the groups who might come into the story.
From the readings about the “Little House” books, what is the point that you think is most important to consider? Please quote or summarize the point, and tell us why you chose it. You can also add comments and questions.

Categories
Literature

What school of criticism most accurately reflects what you think the themes and symbols of the novel are trying to communicate?

Below I will copy and paste directions and then I will drop in a file of my first book report for the same exact class which received an A. Please follow all of the directions and use the book review file as an example please!! If you need anything else at all, please let me know!!
The book review should draw on the literary criticism techniques discussed in “How to Read Literature” by Terry Eagleton (the course text). You should use APA format to reference the Eagleton text throughout your paper as well as the book your are reviewing. You may organize the review addressing each of the topics in Chp 1-5 of Eagleton’s text. Utilize the course lectures on Chp 1-5 of Eagleton’s text to understand how to examine and review your book.
I highly recommend making an appointment with the FSU Writing CenterLinks to an external site. to assist you with editing your submissions.
You will be getting feedback on your submissions from your mentor within 2 weeks of submission. This explains how to view grading feedbackLinks to an external site..
You may structure your review like this:
Introduction – 1 paragraph
Sometimes it is best to write this last! It summarizes what you are about to talk about.
This is where you put your thesis statement (the Book Review OUTLINE Assignment Descriiption for Thesis Guidance)
Body – 5-10 paragraphs
Openings
Identify at least 1 or more literary tactic that the author used to open the book. Was it effective? Why or Why not?
Characters
How did you learn about the characters? Was it an effective way to learn about the characters? Why or Why not? Did you get to know one character more than others? Why?
Narrative
Who is telling the story? From what point of view? Do you think that was a good selection? Consider another point of view from where the story could have been told… how would have that impacted the story.
Interpretation
What school of criticism most accurately reflects what you think the themes and symbols of the novel are trying to communicate?
Why did you select that school of criticism?
Provide at least 2 examples of the themes, signs, symbols, language character that you think are connected to the school of criticism you selected.
Value
What does the school of criticism that you selected value?
What does the school of criticism that you selected think is important?
What does the school of criticism that you selected emphasize?
Provide at least 2 examples from the book that demonstrate what it values.
Sport Themes
This should be a separate paragraph or 2.
In addition to this paragraph Sport Themes can be mentioed in earlier paragraphs (i.e. characters, value, etc).
What role did sport play in the book? Was sport as a theme obvious or more subtle? Was the role sport played powerful? Did it make you think deeply about the topic? Did it have an impact on your view of the world?
Conclusion – 1 paragraph
These should look similar to the introduction. It should not introduce new ideas. It should summarize what you just wrote about in the body of your paper.

Categories
Literature

What moments of touching or interacting can you define through the embodied mode of writing that semper suggests?

Learning Goal: I’m working on a literature question and need an explanation and answer to help me learn.
Free Write “the sweetest spot is in the vibration, just off center”
–mattie-martha semper Sweet Spot: The Connective Tissue of Relation
What are the “sweet spots” of your narrative? Use “essaying body/ bodying essay” to direct your embodied writing about your proposed story. Pick one moment in the story. A particular space or place, inside or outside. Where are the bodies and objects that create this scenario in relation to one another? What is their scale in relationship? What moments of touching or interacting can you define through the embodied mode of writing that semper suggests?
Now, in a separate narrative describe your own experience as an essaying body, using strategties of embodied writing to describe the experience of writing about these physical connections. Describe where you are and where you connect, intersect, overlap, feel, the world in this space, time, activity. How does the writing process become embodied? https://docs.google.com/document/d/1GnRd6Cx6RVhVYs…

Categories
Literature

What moments of touching or interacting can you define through the embodied mode of writing that semper suggests?

Learning Goal: I’m working on a literature question and need an explanation and answer to help me learn.
Free Write “the sweetest spot is in the vibration, just off center”
–mattie-martha semper Sweet Spot: The Connective Tissue of Relation
What are the “sweet spots” of your narrative? Use “essaying body/ bodying essay” to direct your embodied writing about your proposed story. Pick one moment in the story. A particular space or place, inside or outside. Where are the bodies and objects that create this scenario in relation to one another? What is their scale in relationship? What moments of touching or interacting can you define through the embodied mode of writing that semper suggests?
Now, in a separate narrative describe your own experience as an essaying body, using strategties of embodied writing to describe the experience of writing about these physical connections. Describe where you are and where you connect, intersect, overlap, feel, the world in this space, time, activity. How does the writing process become embodied? https://docs.google.com/document/d/1GnRd6Cx6RVhVYs…

Categories
Literature

How did it affect you, and the subsequent situation?

Assignment: Cognitive Behavioral Therapy: Re-Structuring Affect Using our Thoughts
In this assignment, you are going to consider a time when you overreacted. The goal here is to learn ways to respond more skillfully, sensitively, and proportionately to events and people in our lives.
Instructions
1) Think of a recent time you over-reacted to a situation. Don’t include some major life event. Rather, think of some “dust-up,” or some irking episode, which, upon reflection, is not that big a deal in the long run. Write down a very brief description of what transpired, and be sure to include the feelings you felt.
2) Now, take a look at the attached file. It describes a series of steps that some therapists use to help clients re-structure affect is that is disproportionate to a given event. Read over the whole document, and consider especially which of the irrational beliefs may pertain to you.
3) Next, create a catastrophe scale. It’s easy. Draw a line, and mark 0, 25, 50, 75, and 100 on the line. Then, underneath the line, provide an example of an event that would consitute each score (a 25, a 50, a 75, and a 100). Now, events scoring a 100 are the worst events you can imagine. Events closer to 0 are events of little consequence (so little in fact, if you had not had an assignment like this, you may quickly forget they even happen). These are not events that actually have happened (they could be, but they don’t have to be). Just consider, on your subjective scale of life’s possible events, what would constitute for you a 25, a 50, a 75, and a 100 (or something approximating each of those numbers– you can describe what a “15” is if you prefer, rather than a 25, for example. The idea here is to flesh out the relationship between types of events that could conceivably bring you stress. The handout attached here walks you through a version of this.
4) Now the fun part: think back to that event in step 1. On a scale of 1-100, with 100 being the worst thing ever, and with 1 being something so minor you may not have even noticed it, what score would you assign to that event IN THE MOMENT in which it occurred (so NOT what you would assign it now, in the cool light of rationality and distance, but rather what did it feel like in that moment in terms of a score)? Then, situate it where it truly should belong on the scale (e.g., it felt like a 73, but afterwards, like right now, it probably would only constitute a 10 on your scale). The objective is to see how events present in terms of feeling, and to see how they feel much later, with the idea being that it would sometimes really benefit us if we could “cognitively restructure” a disproportionate feeling in the moment to something much more warranting of its true score on our scale.
5) Some theorists argue that we often have an irrational belief somewhere in our internal schema, and that such beliefs are largely responsible for the disproportionate reaction. If we know what our “button” is, sometimes we can have more control over it (or our triggers) in moments of stress. Write a paragraph summarizing your irrational belief (the idea here is that we all have one, and that indeed it’s typically the same irrational belief that triggers us again and again), and how it affected you in this instance, and what you might have told yourself instead, as a result of this exercise. Can you recall other times in your life when this irrational belief has reared its head? How did it affect you, and the subsequent situation?
Please submit your answers in an MS Word doc, to this file folder.

Categories
Literature

How often do you think college students generate these items as garbage and why?

For this assignment, you will be applying research principles of archaeology to modern American culture, focusing on consumption and waste. To complete this assignment, you will need to look at some of the trash that we produce in America and consider questions about why and how this waste is generated, and the larger forces at play. You will also need to consider where the destination of your “assemblage” will end up, and why, and put this into historical context.
Instructions
Start by watching the following YouTube video to contextualize this assignment: The Story of Stuff.
Select two to three pieces of garbage generated across the life of an American college student, broadly, for the purpose of this assignment. You will write about these items and consider where they come from, and why they are considered “trash”. It can be from your own residence, or something you document in your day-to-day life (i.e., trash discarded outside your apartment or door room, on a street corner, etc.). You do not have to touch anything for this assignment and should not especially if it is not your trash; just use your eyes!
Examples of common trash items (but not limited to): Cardboard boxes, food packaging, takeout food containers, broken household items, cardboard tubes, household supply containers, furniture etc.
Write Up
The write-up should be a minimum of 500 words (2 double-spaced pages) describing the items of your choice and the following information.
Background and Introduction: Introduce us to the items you picked, where you found them, and any brief background information about the items. Provide at least one photo of each item you discuss in this section to provide context for your research.
Methods: Talk about where you located the items and why you believe they were there. Describe the appearance of them, how they appear in the environment, and any other general observations you can make without assuming how somebody used it or why they threw it away (i.e., avoid speculating in this section why someone threw away a plastic coffee cup from a retail store – just observe what it is made of, where it is, and how it appears).
Analysis: Talk about the function of the items as you understand them and why, and what might happen to these items that would have them no longer serve its function or purpose. Why is the item considered trash? How often do you think college students generate these items as garbage and why? What forces are at play in the generation of the trash? Use vocabulary and concepts from the archaeology lectures and book chapters as appropriate when discussing your thoughts on the objects.
Conclusions: Summarize the conclusions you can make based on your observations. What can your archaeological assemblage tell us about American college student culture if anything? How does material culture help in understanding the larger culture behind the objects it produces?

Categories
Literature

Does the speech come out of a specific cultural paradigm?

Paraphrase briefly the contents of the speech. What is it about? What are its contexts (i.e., what is the physical and temporal location, and what is the physical and temporal world outside of the text to which it refers)?Explain any worldview(s) expressed in the speech. Does the speech come out of a specific cultural paradigm? How are worldview and culture revealed through theme and language use? Remember to refer to specific words, phrases, and sentences.
Identify any cognitive metaphors that assist the speaker in arguing the point and expressing a worldview. Consider the ways of speaking or verbal art used to convey a specific meaning or ideological perspective (i.e., grammar, repeated words, parallelism, structure and style, strategic language use).
Describe choices the speaker has made about the representation of actions, actors, and events; evaluation; representation of knowledge status; naming and wording; and incorporation or representing other voices.
Identify any silences in the discourse. What is missing from the discourse, and what do any absences reveal about the speaker’s meaning or ideological focus?
Assess, in summary, the ways in which discourse and ideology are intertwined. Does the discourse convincingly advocate for social justice or social change?https://thirdworldtraveler.com/Burma/FreedomFromFearSpeech.html
must be at least 500 words in length.

Categories
Literature

Analyze the similarities and differences exhibited by groups in the three films.

APA, clear Introduction, thesis, body paragraphs and conclusion Begin by watching three films:
Primary (1960) https://lookmovie2.to/movies/view/primary-1960,
Judgment at Nuremberg (1961) https://lookmovie2.to/movies/view/judgment-at-nuremberg-1961 The Manchurian Candidate (1962).
https://archive.org/details/the-manchurian-candidate

Compare and contrast how the theories of group dynamics are illustrated in them, please used the sources attached.Analyze the group dynamics in the films.Analyze the similarities and differences exhibited by groups in the three films.Write a 1500- to 2000-word analysis comparing and contrasting how key concepts and theories of group dynamics are illustrated in the three films. In tex citation is required for every source.