Category: Essays

In many of his novels William Faulkner explores human perceptions of time and memory. In his play Requiem for a Nun he writes: “The past is never dead. It’s not even past.” And early on in his novel A Light in August he writes: “Memory believes before knowing remembers. Believes longer than recollects, longer than knowing even wonders.” Considering the recurring images and symbolism of both time and memory in The Sound and the Fury, William Faulkner demonstrates his exploration of time and memory through several recurring rhetorical strategies.

Prompt:
Write a 1500 word or less essay in which you, using The Sound and the Fury as your primary text, identify one major rhetorical strategy that Faulkner employs in order to achieve his exploration of time and memory and track it throughout the text, while analyzing how the chosen rhetorical strategy shifts and changes through each chapter as it continues to elucidate his purpose.

Please include examples and analysis from at least three of the four chapters of The Sound and the Fury AND examples or ideas from at least two of the following sources, which I have provided for you:

Faulkner, William. "An Introduction to The Sound and the Fury" The Sound and the Fury: An Authoritative Text, Backgrounds and Contexts, Criticism. New York: Norton, 1994. 225-228. Print.
Sartre, Jean-Paul. “On The Sound and the Fury: Time and the Work of Faulkner” The Sound and the Fury: An Authoritative Text, Backgrounds and Contexts, Criticism. New York: Norton, 1994. 265-271. Print.
Vickery, Olga. “The Sound and the Fury: A Study in Perspective” The Sound and the Fury: An Authoritative Text, Backgrounds and Contexts, Criticism. New York: Norton, 1994. 278-289. Print.
This essay is combination of a rhetorical analysis essay and a synthesis essay. Please treat it as such, and support a unifying argument with the evidence and examples from your sources. As always, MLA format and citation is required, including a comprehensive works cited page.

You will be graded on three criteria: Content, style and language mechanics, and organization. See the rubric.

Example:
Thesis:
In The Sound and the Fury Faulkner’s syntax (Benjy’s simplicity, Quentin’s complexity, and Jason’s pragmatism) is a window into each character’s perception of memory and time while reflecting each character’s obsession with Caddy; ultimately, the syntactical structure of the text allows for multiple interpretations of plot and perceptions of characters, reflecting human inconsistencies of interpreting memory and time.

Criteria for The Sound and the Fury Rhetorical Analysis Essay Junior AP Multi-Source Literary Analysis
The following is a modification of the Middle Years Program Scoring Criterion A,Content; Criterion B, Style and Language Mechanics; and Criterion C, OrganizationMaximum: 30

Applying the Criterion:
Since good reading requires interpretation based in an individual student’s engagement with the text and constructing purpose for Faulkner’s exploration of time and memory, earning high marks for this criterion should not depend on a student’s offering a “right” choice of rhetorical device and identification of author’s purpose and effect in relationship to time and memory. There can, nevertheless, be “wrong” interpretations of any text; thus, the quality of the interpretation will depend upon the student’s intelligent use of textual support to substantiate his or her claim about how the rhetorical device influences Faulkner’s exploration of time and memory.
The difference between a satisfactory essay and an excellent one will lie in the degree of sophistication of understanding that the student demonstrates. A satisfactory to good essay might, for example, identify a clear purpose in relationship to time and memory and explain how one rhetorical device influences the interpretation and argument of author’s purpose. Furthermore, a satisfactory to good essay may comment on how rhetorical device reflects a perception of memory or time, and with varying degrees of success, unite all texts mentioned under one cohesive argument. A good to excellent essay might offer the more sophisticated illustration of the rhetorical device and apply it with nuance and subtlety to analysis of perspective, character, motive, and theme, and may offer a sophisticated view of how rhetorical device illustrates human perception and experience. Sophisticated essays may go beyond to discuss the reader’s role as an active participant in making meaning and interpreting texts, constructing plot, and progressing through a well evidenced argument to come to greater understanding of human nature’s difficulties with reconstructing truth.

B: Style and Language Mechanics
Maximum 10

C: Organization (HL)How well organized and coherent is the presentation of ideas?
Maximum: 20

Applying the Criterion: A variety of organizational strategies are possible, and so the awarding of high marks for this criterion should not depend upon a student’s successfully using any particular organizational strategy. Satisfactory to good essays will follow a clear organization that makes it easy for the reader to follow the logic of the argument. They will not digress in any significant way, or interpolate irrelevant information. Satisfactory essays might offer a range of observations about rhetorical device and purpose, but treat all of them as equally important in creating the overall effect. Good to excellent essays will be structured in a way that is purposeful, rather than simply functional. They may, for example, build to an effective climax through the choice of the order of arguments and examples. For this task, an excellent essay might, for instance, employ a point-by-point structure for the comparison rather than a block-by-block structure, and might further structure the argument in such a way as to leave the most compelling argument about the relationship between rhetorical device and purpose, or produce a sophisticated progression of argument that provides the reader with a road map through argument, while also surprising with some of the conclusions drawn. The choice to leave the most sophisticated observation to the end of the essay and creatively progressing the idea would demonstrate a sophisticated understanding of the relationship between form and function.

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3000 word essay doesnt need to be this long. even 2500 is good
Tea is my choice of commodity

ESSAY QUESTION :
Research your commodity (TEA) to explain its importance in consumption and the role it played in the establishment of global capitalism.

explore the topic extensively- taking into account and exploring history and social relations, trade relationships, human involvement and consumption of tea and its place within modern society and consumption.History and social relations. Consumption. industrialization. British going to india etc…
all these processes need to be considered = Production, distribution, consumption, preparation and disposal

What was its impact on the development of capitalism?

This is a research essay so in-depth reading is required.

Essay should:
; Be concise (3,000 words); Be on double-spaced A4 paper; Include a 5cm margin on the left for marker comments; Be correctly referenced in the text (consistent with the attached guidelines); Include a bibliography at the end;

The types of resources used need to be from peer revied journals and also books are allowed to be used. The types of sources used need to be ones which would be accesible through university. this is for a third year sociology paper.
In text referencing please

i generally like to start my essay off with something inviting to get the reader/ marker engaged and interested. maybe about teas highs consumption accorss the world and the many differnt varieties. may be a place ot start.

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reference material
Daniel Yergin and Joseph Stanislaw, The Commanding Heights: The Battle for the World Economy New York: Touchstone Books, 2002 PBS Series

Niall Ferguson, Empire: The Rise and Demise of the British World Order and the Lessons for Global Power. New York: Basic Books, 2002 BBC Series

Niall Ferguson, The War of the World: A New History of the 20th Century New York: Penguin Books, 2004 PBS Series

Niall Ferguson, The Ascent of Money: A Financial History of the World. New York: Basic Books, 2008 PBS Series

Jared Diamond, Collapse: How Societies Choose to Succeed or Fail. New York: Viking Press, 2005 National Geographic Series

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ESSAY TOPICS: SELECT ONE

1. Define the main characteristics of The Jazz Age. Use at least two of Langston Hughes’s poems to demonstrate why he was the leading writer of the Harlem Renaissance. (See poems listed in second essay topic for choices beyond those in your text.)

2. Explore how two of Langston Hughes’s poems highlight his fierce identification with the plight of poor African Americans. You may consider the two poems in our text but also use the following poems as options that highlight racial concerns or the black experience (which can be found online): “Harlem [Dream Deferred],” “Mother to Son,” “The Weary Blues,” “Ballad of the Landlord,” and/or “I, Too.” Use specific lines from the poems to support your points.

3. Explain why Robert Frost, Carl Sandburg, or Edna St. Vincent Millay is considered a Modernist writer. Use at least two poems to support your points.

4. Examine Frost’s “The Road Not Taken,” which is both his most popular poem and his most commonly misinterpreted poem. (Poem can be found online.) Explain the irony in the last stanza, providing supporting evidence from the poem to prove it is not about taking a “less traveled by” road in life but rather choosing a road and living with the decision.

5. Examine the symbolism in Trifles or The Hairy Ape, being sure to relate it to the playwright’s overall social message that he or she was communicating about the time period in which it was written.

6. Read Glaspell’s “A Jury of Her Peers,” a short story version of Trifles written one year after the play. (You can find it online.) Compare and contrast the story and the play. Which is superior in your opinion?
7. Explore the moral dilemma in Trifles. (To do this successfully, you will want to construct an argument in which you identify whether the women were right to withhold their discovery from the investigators. Identify the different experiences that the women themselves had which made them empathic to Mrs. Wright’s situation and helped them to justify their actions.)

8. Explore the importance of the past as it appears in Fitzgerald’s “Babylon Revisited.” Both Charlie and Marion have been molded by the past. Identify those connections within the story and analyze their impact.
ESSAY INSTRUCTIONS:
Your essays should be in MLA Style and approximately 2-3 pages (not including the Works Cited page).
In the upper left-hand corner of the paper, place your name, the professor’s name, the course name, and the due date for the assignment on consecutive lines. Double space your information from your name onward, and don’t forget a title. All papers should be in Times New Roman font with 12-point type with one-inch margins all the way around your paper. All paragraph indentations should be indented five spaces (use the tab key) from the left margin. All work is to be left justified. When quoting lines in literature, please research the proper way to cite short stories, plays.

NOTE: It does not state how many sources must be used but each topic will tell you…like #1 says use two of Langston Hughes poems..if you pick topic one then you know you have to use 2 poems.

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* As a general point, you will be on much more solid ground if you use the template that I gave out in class. It is attached for reference. Simply turn this into your profile file and insert material under the various headings. Also attached is the original assignment note – use the references on page 3 as much as possible.
* Pages 2 and 3 of the template have headings for the nine categories of material that are being looked for in addition to the summary. Try to follow this as much as possible. The list of references on page 3 of the assignment don’t track the template exactly, but you should be able to find a link that covers all of the areas, with the possible exception of departmental predecessors. For that one, have a look at the departmental website. You can also probably find some good material simply by googling Health Canada history (but don’t forget to give the reference it)

Here are some comments on your note specifically.
* Summary – this should be a rollup of the main points in the rest of the paper. Think of an abstract for a journal article rather than an introduction. The idea is – what should the minister know from the rest of the note if they only have time to read the summary and nothing else?
* Some of the material in the summary, for example most of the third paragraph could go later, under the overview of the portfolio
* Top of page 2 you give a very approximate budget number. For that you should look at the TBS Main Estimates site http://www.tbs-sct.gc.ca/ems-sgd/esp-pbc/esp-pbc-eng.asp and look at either the Part II Estimates or the Part III Report on Priorities and Plans. You can use 2012-13 numbers, which were available when the assignment came out or 2013-14, which have just been released.
* The tables you used are fine, although you should use more up to date ones if available. They should go in annexes, however.
* You need to reference all your data points. You have used in text citations but should be using endnotes – i.e. footnotes at the end of the paper. If you aren’t able to find them on your word processing software, regular footnotes are OK. In your endnotes, give the name of the webpage or document and then the web address (URL)
* The material starting at the bottom of page 3 (Institutional function, nature of governance and Ministerial relationship) is all generic information, mostly theoretical in nature. You need information about how this applies in the specific case of Health Canada. For example, some of the material that you give on page 4 simply doesn’t apply – Statistics Canada isn’t part of Health Canada, nor is Canada Revenue Agency and Health doesn’t have any Crown Corporations.
* Areas not covered at all include: statutory framework, direct reports, other key relationships, predecessors and hot items. You do refer to most of the others in the template, but the relevant material isn’t always easy to find – again that’s a good reason to follow the template.

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Read the Ford Motor Co. case that you will be reporting on this week. “Fixing” the automotive supply chain has been a sort of holy grail for supply chain people for decades, so that should be some sort of clue that there are no simple answers. The concepts of modularization and postponement are critical here, hence the readings for the week. The Swaminathan article is a tough read, but Simchi-Levi does a decent job of translating it in the textbook. Based on the readings, I am expecting a more insightful report than you will typically find online. To help you with that, I can supply some background on the auto industry. The case material is rather simplistic and out-of-date even at the time of writing (late 90’s). As I indicate in the syllabus, I have spent about 25 years as part of Ford’s supply chain with various Tier 1 suppliers. As a result I know more about the supply side of the business than I do about the distribution side, but I do know some things about the latter. Both sides are likely to have a role in any solution. The Holweg article is good background and is pretty accurate although some of the terminology may be foreign to you.

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2 pages of free writing, pertinent to/reflective of class readings, discussions, and the practice of service learning. This journal writing must also encompass my expectations and experience with my organization/club which is Armenian Student Association at UCI. In Armenian Student Association we Help to raise students’ intellectual standards, develop fellowship, cultivate the spirit of service in the public interest, and acquaint students in Armenian culture. Plan different community and on campus events, contacting and inviting community representatives, diplomats, bishops and professors from statewide campuses. We want to develop Armenian studies at UCI. More info you can find online.

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For your first Individual Project, you will be analyzing two short stories, “Love in L.A.” and “A Good Man is Hard to Find,” in terms of their similarities and differences.

Please write a comparison/contrast essay of 1000 words or more discussing the questions below. Remember to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the stories, and conclude your paper with a restatement of your thesis and closing remarks. Also, be sure to maintain your credibility by including in-text citations and a reference list correctly formatted in APA style.

Setting: In many ways the two short stories are set in radically different times and places. There is, however, at least one commonality that both settings share. Discuss the differences and at least similarity.
Characters:
“Love in L.A.:” Describe Jake, the main character. What kind of man is he? Is he the story’s protagonist or antagonist? Explain your answer. Describe Mariana. How does she perceive her interactions with Jake? In what ways are his intentions different from hers?
“A Good Man is Hard to Find:” Discuss the personalities and motives (i.e., what does each seem to want?) of the following characters: the grandmother, Bailey, the children’s mother, the children, Red Sammy Butts, The Misfit, and the other two escaped criminals.
Symbolism:
“Love in L.A.:” Both the car and freeway are symbolic in this story. What is the deeper meaning of each?
“A Good Man is Hard to Find:” What do each of these symbolize: the grandmother’s hat, the town of Toomsboro (hint: “Toom” sounds strikingly similar to another word) and The Misfit’s car?
Themes: What are the main themes/messages of each piece? What, in other words, do you think the authors, Dagoberto Gilb and Flannery O’Connor, are trying to communicate about life and human nature in their respective stories?
Tone: What does Gilb’s tone seem to reveal about his attitude toward the characters and plot in “Love in L.A.?” Likewise, what does O’Connor’s tone seem to tell us about her attitude toward the characters and plot in “A Good Man is Hard to Find?”
Irony: In what ways do the titles of both stories contain irony?
Moral Codes: (A moral code is an individual’s internal set of beliefs and principles that guides their conduct toward others. Everyone has a moral code, although not everyone’s behavior is necessarily “moral” or law-abiding.)
“Love in L.A.:” What is Jakes’ moral code? Elaborate on your answer, using at least two examples from the story to support your opinion.
“A Good Man is Hard to Find:” By what moral codes do the grandmother and The Misfit live by? What external influences (upbringing, faith, experiences, etc.) have shaped their codes? Discuss the “goodness” (or lack thereof) of both characters. Do they or anyone else in the story qualify as a “good man?” Why or why not?
Final Thoughts: Literature intersects with many areas of our lives, often providing commentary on cultural norms, and—in the case of the O’Connor story—the influence of religion on individuals and societies. In what ways has reading “Love in L.A.” and “A Good Man is Hard to Find” impacted your own views on love, “goodness” and religious faith?

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Here are the readings from the Alred text: Handbook of Technical Writings, Ninth Edition, you’ll need to complete the Process Description and Specifications Projects:
Description p. 120
Process Explanation p. 401
Specifications p. 510
Also, based on what I saw in some of your proposals, it’s probably necessary to remind you that overly formal language designed to be impressive doesn’t really cut it in the workplace. Simple, clear language wins every time. On that subject, please read also the sections on Affectation (p. 22), Clarity (p. 68), Conciseness (p. 90), and Goobledygook (p.233).

For this assignment, after you have completed the appropriate readings, you need to identify a piece of equipment that you use, or would like to use, in the workplace. The equipment must have at least a minimal relationship to technology of one kind or another. So, for example, a computer or a measuring device or a specialized light source or a copy machine would be OK, but a pencil eraser or a floor mat or a pad of paper would not be OK.
Once you have identified the piece of equipment, you need to write a process description for how it works. Process descriptions are related to instructions, but they are not the same thing. For one thing, they are always written in 3rd person (he she it), never 2nd person (you). A process description for, say, a bicycle would begin with something like “Power is applied to the pedals, which turn a sprocket, to which a chain is attached that drives another sprocket” and so forth. Instructions, on the other hand would read “Once you have positioned yourself on the seat, push down on the pedals while keeping your balance and steering with the handlebars.” PROCESS DESCRIPTIONS TELL HOW SOMETHING WORKS, NOT HOW YOU USE IT.
There is no particular length requirement for this assignment. What IS required is precise, clear language that allows your reader to understand how this piece of equipment, whatever it is, works. The document should be illustrated if illustration will help convey the meaning of the text to your audience.
Submit as a Word file using the assignment feature of Blackboard before 9:00 AM on Tuesday March 12.

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Read the article “The Biology & Culture of overconsumtion” and write an abstract of the article

[Your answer should be maximally 0.5 of a standard page, font 12, 1.5 line spacing]

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