you have to write about Fredrick douglass experience with mr. covey and need to use one quote bout his expernice in each paragraph have to be double space in time new roamon and 12 size font
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Discuss the extent to which traditional theories of interpersonal attraction apply to online dating
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[order_calculator]In an essay of about 1800 to 2200 words, answer one of the two essay prompts below.
You may choose to write either on a particular person (Option 1), or to develop a
comparative statistical analysis that allows you to discuss a particular proposition about
how societies “worked” in the 19th and 20th centuries (Option 2).
Your essay should present a clear and interesting argument, an insight that is the product
of careful reading, analysis, and thought. Do not summarize the life of the person whose
biography you read; do not simply record the statistical pattern you have discerned. The
structure of your essay must be dictated by the structure of your argument; its content
must focus on the specific issues that you are examining.
The thesis of your essay—the argument, the insight you want to present, the product of
your analysis of the readings—MUST be stated within the first three sentences of the
essay. Where this is not the case, the essay will be returned to you and considered late
until it is resubmitted with the thesis stated clearly in the first three sentences. You
should not include ANY historical background or context in the introduction to or body
of your essay. In the case of Option 1, obviously, your main task is to relate the life of
the person involved to the broader historical context; but keep the balance of emphasis on
the biography of that particular person, rather than on a broad factual description of that
context. In the case of Option 2, you should not waste a word in introduction or body
explaining why the proposition in question is important; just take that as a given.
There is a guide to writing essays—to the genre, the literary form we call “essay”—in the
document “Writing History Essays,” on SmartSite. The basic rules of essay writing can
be summed up as follows: 1) An essay presents an argument, an insight, the “case” for a
particular point of view. That means it is focused from the outset on a thesis statement.
2) The body of an essay presents the analytical steps that lead the author to the argument
that the essay presents. That means that the body of the essay has a coherent, articulated
structure designed to lead the reader through a series of logical steps, each step supported
by evidence. 3) The claim of any essay should be that the insight it presents is important.
The concluding passages of an essay, therefore, should not only summarize what has
been said, what it has argued; they should also reflect on what the broader implications of
that argument. This means that the conclusion is the ONLY place in your essay where it
is appropriate to address the broader historical context.
Remember: an essay is focused on a SINGLE insight. It does not present a list of three or
four “aspects” of the issue (in this case, different broader developments that the life you
are examining reflects, or two or three different statistical patterns you have discovered)
without explaining how they are all related to the central argument, the thesis, of the
essay.
2
In the case of Option 1, this means that your essay should not simply explain how the life
of the person you read about reflected two, or three, or four major trends in global history
in this period, without explaining how those trends can be seen to be related in her
biography. Consider for example Ruth St. Denis, about whom I spoke at some length in
one lecture. It is easy to see that her biography reflects both the history of mass
migration in the nineteenth century (her father was English, she was born in New Jersey)
and the history of the growth of racial thought (she played on racial stereotypes in some
of her performances). But how are these two things related? It makes good sense that
her life reflected both patterns, because imperialism, mass migration, and the creation of
settler societies had a constitutive impact on racial thought.
In the case of Option 2, take the example of the proposition “High taxes stifle economic
growth.” Now suppose that you discover that in one country taxes have been high, while
economic growth has been robust, whereas in another taxes have been high, but
economic growth has been desultory. A preliminary conclusion is, obviously, that high
taxes do not stifle growth in every case. But the next question is obviously this: was the
structure of taxation in these two countries different? For example, perhaps high taxes on
profits stifle growth, but high taxes on incomes do not? Or was the economic structure of
the two countries different? Perhaps high taxes stifle growth in economies dominated by
services, but not in economies dominated by manufacturing?
Essay Topics:
Option 1: Biography in Historical Context:
Choose one of the figures listed below, and read the recommended biography here (it will
be on reserve in Shields Library). Write an essay explaining how that person’s life
reflects broader trends in nineteenth and early twentieth-century global history. Relate
the biography you have raised to at least two of the trends listed below.
Global Trends, 1800-2000:
mass migration
settlement, expropriation, and genocide
the scientific-technical revolution
the emergence of a global economy based on commodity extraction
imperialism and resistance
the rise of racial thought
cultural globalization
religious innovation and conflict
the “global revolutionary moment,” 1910-1923
wars for world domination, 1914-1945
decolonization
the rise of the welfare state
3
the Green Revolution
rise of the New Left
rise of the New Right
the global triumph of democracy in the 1990s
“financialization”
Biographies:
Muhammad Ahmad bin Abd Allah: P. M. Holt, The Mahdist State in Sudan (1958/1970)
DT108.3.H6.1970
or Fergus Nicoll, Sword of the Prophet (2004) not at Shields
Muhammad Abduh: Mark Sedgwick, Muhammad Abduh (2009) BP80.M8 S43 2010
Jamal ad-Din al Afghani: Nikkie Keddie, Sayyid Jamal ad-Din al-Afghani (1972)
BP80.A45.K43
Nana Asma’u: Beverly Mack and Jean Boyd, one Woman’s Jihad (2000)
PL8234.A85.Z77.2000
Mustafa Kemal “Ataturk”: M. Sükrü Hanioglu, Atatürk: An Intellectual Biography
(2011) DR592.K4 H36 2011
Samuel White Baker: Michael Brander, The Perfect Victorian Hero (1982)
DT107.2.B16.B7.1982
Bambata: Jeff Guy, Remembering the Rebellion: The Zulu Uprising of 1906 (2006)
DT1875.G895.2006
Helena Petrovna Blavatsky: S. L. Cranston, HPB (1993) BP585.B6.C73.1993
Norman Borlaug: Nick Cullather, The Hungry World (2010) HD2056.Z8 C85 2010
Dietrich Brandis: Sharad Sing Negi, Sir Dietrich Brandis (1991), not at Shields
Edgar Rice Burroughs: Erling B. Holtsmark, Edgar Rice Burroughs (1986)
PS3503.U687.Z737.1986
Richard F. Burton: Diane Kennedy, The Highly Civilized Man (1999)
G246.B8.K46.2005
Andrew Carnegie: Joseph Wall, Andrew Carnegie (1970) CT275.C3.W33
or David Nasaw, Andrew Carnegie (2005), but this is not at Shields
Jean-Baptiste “Pomp” Charbonneau: Susan Colby, Sacagawea’s Child (2005) Special
Collections F592.7.C43.C65.2005
4
Chiang Kai-shek: Jay Taylor, The Generalissimo (2009) DS777.488.C5.T39.2009
John Colenso: Jeff Guy, The Heretic (1983) BX5700.6.Z8.C654.1983
Joseph Conrad: Chris Fletcher, Joseph Conrad (1999) PR6005.O4.Z656.1999
Rubén Darío: Charles Dunton Watland, Poet-Errant (1965) PQ7519.D3.Z955
or Rubén Darío, Autobiografia (1920) PQ7519.D3.Z5.1920
Porfirio Diaz: Paul H. Garner, Porfirio Diaz (2001) F1234.5.D5.G17.2001
W. E. B. DuBois: David Levering Lewis, W. E. B. DuBois (1994/2001) E185.97.D73
L48 1993
Albert Einstein: Walter Isaacson, Einstein (2007) QC16.E5.I76.2007
Marcus Garvey: Colin Grant, Negro With a Hat (2008) E185.97.G3.G73.2008
Emma Goldman: Martha Watson, Emma Goldman (1987) HX843.7.G65.E425.2004
Charles George Gordon: Brad C. Faught, Gordon: Victorian Hero (2008)
DA68.32.G6.F37.2008
Mohammed Abdullah Hassan: Abdi Sheikh Abdi, Divine Madness (1993)
DT404.M38.S54.1993
William Dudley “Big Bill” Haywood: Peter Carlson, Roughneck (1983)
HD6509.H3.C37.1983
“Mata Hari”/Margaretha Zelle-McLeod: Julia Keay, The Spy Who Never Was (1987)
D639.S8 Z456 1987
Taha Husayn: Taha Husayn, The Days (2001) RJ864.A35.D39.2001
Kita Ikki: G. M. Wilson, Radical Nationalist in Japan (1969) DS503.4.H37 no. 37 course
reserves
Ishiwara Kanji: Mark Peattie, Ishiwara Kanji and Japan’s Confrontation with the West
(1975) DS855.5.I77.P4 reserves
Inayat Khan: Elisabeth de Jong-Keesing, Inayat Khan (1974) BP80.I55.J66131
Rudyard Kipling: David Gilmour, The Long Recessional: The Imperial Life of Rudyard
Kipling (2002) PR4858.P6 G55 2002
5
Jiddu Krishnamurti: Pupul Jayakar, Krishnamurti (1986) B5134.K754.J39.1986
Li Hongzhang: Samuel Chu, Li Hung-Chang and China’s Early Modernization (1994)
DS761.2 .L5 1994
Yuan Shih-K’ai: Ernest P. Young, the Presidency of Yuan Shih-K’ai (1977)
DS777.2.Y681.1977
Francisco Madero: Stanley R. Ross, Francisco I. Madero (1977) F1234.R84.1977
Miriam Makeba: Miriam Makeba, Makeba ML420.M16.A3.1987
José Mariátegui: Jesús Chavarría, José Mariátegui and the Rise of Modern Peru (1979)
HX222.M38.C45 or J. Octavio Obando Moran, José Carlos Mariátegui la Chia:
La Revolucion Socialista in el Perú (2009) F3448.M28.O33.2009
José Martí: Christopher Abel, José Martí (1986) F1783.M38.J67.1986b
Katherine Mayo: Mrinalini Sinha, Specters of Mother India (2006) DS480.45.S563.2006
Lise Meitner: Ruth Levin Sime, Lise Meitner (1996) QC774.M4.S56.1996
Ho Chi Minh: William Duiker, Ho Chi Minh (2000) DS560.72.H6.D85.2000
Jawaharlal Nehru: Judith Brown, Nehru (1999) DS481.N35.B76.1999
Sylvia Pankhurst: Mary Davis, Sylvia Pankhurst (1999) HQ1595.P34.D3.1999b
Gifford Pinchot: Charles Miller, Gifford Pinchot and the Making of Modern
Environmentalism (2001) S926.P56.M55.2001
John Reed: Eric Homberger, John Reed (1990) HX84.R4.H66.1990
George W. Romney: David Cross, A Striking Likeness (2000) ND1329.R64.C76.2000
Candido Rondon, Todd A. Diacon, Stringing Together A Nation (2004)
F2537.R66.D53.2004
Michael Joseph Savage: Barry Gustafson, From the Cradle to the Grave (1986) not at
Shields
Olive Schreiner: Ruth First, Olive Schreiner (1980) PR9369.2.S37.Z64.1980
Sun Yat Sen: Marie-Claire Bergere, Sun Yat Sen (1998) DS777.B47.1998
Jan Smuts: Bernard Friedman, Smuts (1975) DT779.8.S6.F74.1975
6
Bertha von Suttner: Brigitte Hamann, Bertha von Suttner (1996) JX1962.S8.H3613.1996
Nikola Tesla: Margaret Cheney, Tesla: Man Out of Time (1980), Engineering Library
TK140.T4.C47
Ivo Thord-Gray: Ivor Gray, Gringo Rebel (1961) F1234.T484.1961
Jim Thorpe: Kate Buford, Native American Son (2010) GV697.T5 B84 2010
José Vasconcelos: Ilan Stavans, José Vasconcelos, the Prophet of Race (2011)
F1234.V3.S73.2011
Booker T. Washington: Louis R. Harlan, Booker T. Washington (1972/1983)
E185.97.W33.H37
Garnet Woseley: Halik Kochanski, Sir Garnet Wolseley: Victorian Hero (1999)
DA68.32.W7.K63.1999
Hong Xuiquan: Jonathan Spence, God’s Chinese Son (1996) DS758.23.H85.S64.1996
Zeng Jifen: Testimony of a Confucian Woman (1993) CT1828.T688.A3.1993
Option 2: Comparative Historical Statistics
Choose one of the following propositions. Using statistics from sources in the list below,
discuss this proposition. You do not have to reach a definite or complete answer; but you
do need to move a definite, if partial step toward an answer. In your essay, you must
address a minimum of two countries, and you must use at least two statistical series that
both cover a period of at least 30 years. You must construct your own statistical analysis;
statistical analyses drawn from scholarly studies, histories, blogs, magazines, books, or
any other source do not count. (This means you will need to be able to use some form of
spreadsheet software.)
You may also develop a topic of your own in consultation with your TA or with Dr.
Dickinson, and subject to Dr. Dickinson’s approval.
Propositions:
1. More than half the rise in per capita GDP over the past century is accounted for by two
related changes: the fall in fertility, and women’s entry into the paid labor force.
2. High taxes stifle economic growth.
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3. High taxes stifle technological innovation.
4. Either rich societies innovate, or innovative societies get rich; we don’t know which.
5. Crime trends are determined above all by demographics and policing.
6. Crime trends are explained best by the breakdown of the family.
7. A large government sector stifles economic growth.
8. Economic growth is powered by savings.
9. Asian, African, and/or Latin American countries are now passing through a process of
modernization that Europe and North America passed through about 70 to 100 years
earlier.
10. The history of genocide in the nineteenth and twentieth centuries was
demographically and economically irrelevant.
11. High fertility makes poor societies poorer, and rich societies richer.
12. Higher education is an engine of economic growth.
13. Making things and selling them once made societies rich; today, financial services
make societies rich.
14. High interest rates stifle growth.
15. Economic growth in the nineteenth century depended on demographic expansion;
economic growth in the twentieth century depends on containing demographic expansion.
16. High taxes on business stifle economic growth; high taxes on incomes fuel it.
17. Military spending stifles economic growth.
18. Fertility falls when women enter the paid labor force.
19. “Tourism” is a feature of the culture of the North Atlantic region.
20. More religious societies are less technologically innovative.
21. Societies that communicate more innovate more.
22. The automobile is a development choice, not a development indicator.
8
Statistical Sources:
General Historical Statistics:
B. R. Mitchell, ed., International Historical Statistics (Palgrave MacMillan, multiple
editions and volumes), library reference, reference section for most recent edition
but 2000 edition on reserve
HA4675 .M55 2003 (Africa, Asia, Oceania)
HA1107 .M51 2003 (Europe)
HA175 .M55 2003 (Americas
Angus Maddison, The World Economy: A Millennial Perspective (OECD, 2001/2004);
HC21.M285.2001 or available electronically from any campus computer; some
top level figures from this book at
http://www.theworldeconomy.org/statistics.htm, and in Excel format at
ggdc.net/Maddison/Historical_Statistics/horizontal-file_03-2007.xls
Peter Flora, State, Economy and Society in Western Europe, 1815-1975: A Data
Handbook in Two Volumes (1983) HA1107.F6.1983 reference
http://data.worldbank.org has limited historical data on a whole range of topics
(education [see below], health, environment, etc.)
http://data.un.org/DataMartInfo.aspx has some very limited historical data (mostly since
the 1990s)
Taxes:
OECD tax database:
Tax Policy Center database:
http://www.taxpolicycenter.org/taxfacts/ (mostly USA, limited historical international
data)
Labor Force:
International Labor Organization, LABORSTA labor statistics database:
http://laborsta.ilo.org/
Education:
http://data.worldbank.org/data-catalog/ed-stats
Inflation:
http://www.inflationdata.com/inflation/inflation_rate/historicalinflation.aspx
(USA only)
Opinion:
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Pew Global Attitudes Project:
http://www.pewglobal.org/
Patents:
WIPO Statistics database:
http://www.wipo.int/ipstats/en/statistics/patents/ (downloadable in Excel format)
OECD patent databases:
.
htm
Economic Trends:
UN Department of Economic and Social Affairs, World Economic and Social Survey:
http://www.un.org/en/development/desa/policy/wess/index.shtml
Tourism:
UN World Tourism Organization historical database:
Elections:
The International Almanac of Electoral History, ed. Thomas T. Mackie and Richard Rose
(1974/1991) JF1001.M315.1991
Elections in Asia and the Pacific: A Data Handbook, eds. Dieter Nohlen, Florian Grotz,
and Christoph Hartmann (2001) JQ38.E44.2001
Elections in Africa: A Data Handbook, eds. Dieter Nohlen, Michael Krennerich, and
Berhard Thibbault (1999) JQ1879.A55.E44.1999
Elections in Western Europe Since 1815 ed. Daniele Caramani (2000), not at UCD
Elections in Europe: A Data Handbook, eds. Dieter Nohlen and Philip Stöver (2010), not
at UCD
Elections in the Americas: A Data Handbook, ed. Dieter Nohlen (2005), not at UCD
Finance:
http://www.global-rates.com/
(limited historical data on interest rates)
IMF, International Financial Statistics, 1948-present, HG3881.I626, available on CDROM
on reserve, HG3881.I577 CD ROM
Calculating historical values and growth rates:
http://www.measuringworth.com/growth/
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Your Task
Your task for this assignment is the same as every other research paper you’ve ever written (assuming you’ve written a research paper before)—“to skillfully support a carefully formulated thesis with documented evidence […] You will begin your research with an idea of what your position is, then research your subject extensively, arrive at an informed opinion, and finally defend that position by presenting evidence that seems valid (that is, logical and convincing) to you” (Ackley 120).
Throughout the course, you will have studied very different writers, writings, and writing styles. Yet, even though they are vastly different at times, the literature progresses but still shares some common issues. For this assignment, you are going to discern what that common bond is and use specific works to show a connection between time periods in British literature as is evidenced in through the literature we have examined.
Your Research
For this assignment, you will use our readings and our class discussions. Additionally, you will incorporate outside sources into your work. Finally, you will also use your own opinions, feelings, and circumstances to create a synthesis of ideas about the particular piece of literature you are examining.
Your Audience
You should assume that your audience is educated but uninformed about the topic. Hence, you do not need to explain every little detail, but you will need to give examples and/or clarify unfamiliar terms.
Examples of Paper Topics
First, I want you to pick a theme/idea/right/event that connects at least two different time periods. In other words, the two or more works you examine must come from different volumes or periods. You may pick an idea or theme (marriage, empire, nature, etc.), or you may pick a historical event (war, Industrial Revolution, etc.). Either way, I want to see how each period deals with the situation differently and how authors of the time dealt with the situation, change, etc. Below is a list of suggestions, but please keep in mind that they are exactly that – suggestions. Feel free to come up with your own idea and to run it by me if you are unsure of your topic.
Second, you will pick two authors that we have covered from TWO DIFFERENT PERIODS and will use their literature to examine the changes or developments that your topic had made in their culture/time. While I will suggest that using simply one work from each author will provide a better analysis and probably a better essay, I will allow you to use up to three works from each author.
Your Thesis
For this assignment, you are making a claim that you believe to be true. Your thesis must be a strong claim that is written so clearly that your reader will have no question as to what your claim is and what your main reasons for having this claim are. Your thesis needs to be exceptionally strong for this essay, and remember that a good thesis is narrow, challenging, and grounded. This will help keep your paper unified and directed.
Format
All essays should follow MLA formatting guidelines found in your handbook and textbook. You need not turn in a separate title page with your essay.
Your Research
It is always a good idea to keep your writer’s reference and textbook with you. Each time you use a source, go ahead and create a bibliographic entry for it, recording everything you need on a working bibliography page or an index card. Also, when taking notes, you will need to decide if you want to summarize, paraphrase, or directly quote from each source. Also remember that even if you summarize some of the ideas that you got from a book or a website or two, you must give an in-text citation and a works cited entry for that summary or paraphrase. Just because it is not a word-for-word quote does not mean that you can claim the idea as your own. If you are scared of being caught accidentally plagiarizing, the best way is to send a copy of your essay and let me check it. “You must take accurate and careful notes, reproducing and author’s words exactly as they appear if you quote, completely restating the author’s words if you paraphrase, and accurately capturing the essence of the material if you summarize. In any case, you will give a citation in your paper, so you must record the source and page number for any notes” (Ackley 141).
While the majority of the essay will consist of your analysis of the literature and how it discusses or develops your topic, you will also need to incorporate research into your essay. You can do this in a number of ways: research your topic/history, research your author, or research what scholars have said about the works you are using (my personal favorite). You can even do a combination of these things. But, do not overwhelm yourself or your essay with outside work. The majority of the words written should be your own ideas.
You will only need to incorporate three outside sources ASIDE from the literature you will use (so, for you math majors, that means you will need to use at least five total sources…three outside, research type sources and two pieces of literature). All sources must be documented using proper MLA format. One of these sources must be a print source, but all material must come from a valid, reputable source. Please see me if you question the validity of any source. Oh, and uh, WIKIPEDIA CANNOT BE USED AT ALL (because it is not a valid source). Also, be sure to create a works cited page and an in-text citation for every source you use. See an MLA handbook for more information or visit for more help with this.
Handling Source Material
“Probably half of the paper will be your own words. These words will usually include all of the introductory and concluding paragraphs, all topic sentences and transitional sentences within and between paragraphs, and all introductions to direct quotations. Furthermore, you need give no citations for statements of general or common knowledge, such as facts about well-known historical or current events” (Ackley 145). When incorporating sources into your essay, be sure to use the “quote sandwich” method, carefully setting up the quote and then analyzing it after you have inserted it. (The quote sandwich is my way of describing how to incorporate source material: First you set up the quote, i.e. that is the bun [example: “Dr. Smith of NYU quotes,”]. Then you insert the quote or the “meat” or “veggie burger.” Finally, you analyze the quote and show how it proves your point or your thesis.)
You must not simply drop material into your text but be mindful of providing smooth integration of your source material into your own text. After all, the text is your work: the thesis of the paper, the overall organization and development, transitions from point to point, general observations, and the conclusions are all yours. Your source materials serve to support, illustrate, develop, or exemplify your own words. This means that the source material must not interrupt the flow of your words or call attention to themselves. They are an important and integral part of your own paper. (Ackley 145-6)
In-text citations
“Remember that you must name your source for any borrowed material. The parenthetical citation must give enough information to identify the source by directing your reader to the alphabetized list of works cited at the end of your paper. The citation should also give the page number or numbers, if available, on which the material appears” (Ackley 149). See your handbook or textbook for help on using MLA in-text citations. Be sure to also note exceptions to author-page format.
Works Cited
“The Works Cited page of a research report lists in alphabetical order all the sources you cite in your paper. It comes at the end of your paper, beginning on a separate page. Include an entry for every work quoted from, paraphrased, summarized, or otherwise alluded to in your paper” (Ackley 152). Other tips for your Works Cited page: Works Cited pages must begin on a new page at the end of the essay continuing the pagination from the essay; type the words “Works Cited” (without quotation marks, bold, underlining, or italics) centered one inch from the top of the page; the first line of your citation will begin at the left margin, but all subsequent lines of the citation should be indented five spaces or one-half inch from the left margin; keep the citations double-spaced from beginning to end; and place a period at the end of each entire entry. See your handbook or textbook for more information and specific examples.
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[order_calculator]ENG 3345 Midterm Short Essays
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[order_calculator]Select one or two of the short stories that have been specifically assigned from our literature textbook or have been specifically assigned as auxiliary reading within the lectures. THE SHORT STORY MUST BE ONE ON WHICH WEEKLY COURSE WORK QUESTIONS HAVE BEEN ASSIGNED!!! As long as the short story has had questions assigned to submit for weekly course work, then it can be considered for the analysis.
Analyze the story or stories, using three secondary sources (in other words, at least three sources from research must be used). The analysis must focus on one of the literary terms that have been discussed; however, the literary term can have broad interpretation.
For example, an analysis of character in William Faulkner’s short story “A Rose for Emily” might explore how Emily’s character is doomed in her romantic relationships because of her relationship with her father. A more forthright analysis might be exploring foreshadowing in Edgar Allen Poe’s short story “The Cask of Amontillado.”
Ifyouchoosetwoshortstories,thenthetwoshortstoriesmustshowarelationship. For example, if you choose “A Rose for Emily” and “The Cask of Amontillado,” then you would pick one literary term (such as character) and relate it equally to both stories, such as performing a compare and contrast that performs a character analysis for the main characters of each story and showing how they are both doomed. This results in a single paper that explores a single topic for two literary works. DO NOT attempt to submit two papers on two different stories within one file and expect it to count as a single paper. The analysis must be one comprehensive and cohesive paper.
The following parameters for the assignment will help you structure both the content and the organization of the paper:
1. The paper MUST be submitted as an attached Microsoft Office file. Do NOT submit in the textbox. Do NOT send in an email.
Assignment 6-2: Fiction Analysis Page 1 of 3 Instructor: Tammy Mata
2. The paper must be a minimum of 1200 words (paragraphs only), following the standard structure (an introductory paragraph, body paragraphs, and a concluding paragraph). Less than 1200 words results in a 50% deduction.
3. The paper MUST be formatted and documented MLA Style to include quotations from primary and secondary sources that are documented on the Works Cited.
4. The content of the paper must be analytical; it should NOT be a plot summary. This is critical! (However, brief explanation of the plot may be acceptable if it is supporting a point being made. Assume that the reader has read the story but is not familiar with the ideas being presented.)
5. Research must include three secondary sources that are listed on the Works Cited and quoted within the content of the paper. The primary source must also be listed on the works cited and quoted within the paper. Remember to format MLA Documentation Style, listing primary (the literary work itself) and secondary sources on the Works Cited and citing quotes from these sources with parenthetical citations or in-text citations.
6. Use a “block quotation” (also known as an “indented quotation”) for quotes of four and more lines.
7. The introductory paragraph should (a) identify the piece of literature by author and title of the story, (b) provide a statement of theme and (c) present the thesis statement, which should includethemajorpointstobecoveredinthebodyparagraphs. Donotusequotesfromprimary or secondary sources in the introductory paragraph.
8. The body paragraphs should elaborate on a point that extends from the thesis and provide support for that point by bringing in specific quotations from the text. Use at least one quote from a primary or secondary source per body paragraph. Quotes are meant to provide supporting details (evidence) to the main ideas being explored in the body paragraphs.
9.Theconcludingparagraphshouldsummarizepointsandmakeafinalcaseforthesis. Donot use quotes from primary or secondary sources in the concluding paragraph.
10. As in the answering of discussion questions, provide support for the point being made in each body paragraph, and that support should include brief quotations from the story or from secondary resources. Discuss the quotes in relation to the points being made. In other words, make a connection between the quote and the main idea–do not assume that the point is obvious.
11. The essay should be cohesive, as a complete whole, with all parts working together. In checking for cohesion, ask if its various parts work together to make ONE statement, or if they each work separately, going off in different directions. Remember that an essay is to revolve around and derive from the thesis statement.
12. Discuss literature in present tense (“Sammy is,” not “Sammy was”).
13. Give the author’s full name the first time you mention it, but thereafter, use only his or her last name, i.e., no titles.
Assignment 6-2: Fiction Analysis Page 2 of 3 Instructor: Tammy Mata
Course: ENGL 1302
14. Always place the title of a short story or poem in quotation marks when used in a sentence.
15. Always italicize or underline (never both) the title of a longer work, such as a novel or play, when used in a sentence.
16. Do not use slang, contractions, and abbreviations. 17. Do not use the indefinite personal pronouns: “We, us, our, you, your.”
18. Do not make any reference to yourself (No “I, me, or my”) or to the paper (“this analysis” or “this paper”).
19. Do not begin a sentence with “I believe that” or “In my opinion,” etc.
20. Do not begin a sentence with “It is,” “there is,” or “there are.”
21. Avoid pronoun or verb agreement problems.
22. Avoid sentence illiteracies such as fragments, run-ons, comma splices, or illogical sentence structures.
23. Follow standard punctuation rules carefully; this is particularly true for quoted material and parenthetical citations.
24. Use appropriate and credible sources. Do NOT use encyclopedias, dictionaries, study guides, student papers, self-published articles, or blogs.
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[order_calculator]Each Discussion is worth 50 points.
Student discussions will have a two week process. In the first week students will pick a subject listed for that roundtable. You will post your primary post by the Friday of the first week.
1) Explain your specific topic in a 4-6 paragraph essay covering the who, what, where, why and how of the subject. You must include which reading or video the topic came from.
2) Give four non Wikipedia specific web link sources in URL form [NOT a search result URL and NOT a general URL that fails to take people directly to the specific information].
3) Ask a question about the subject. Questions should NOT have simple answers. For example, do NOT ask what year did X happen or where did X happen? Do not ask pointless and obscure questions such as “whose name is on such and such a monument”. Questions should be more complex. For example you could as why did the North win the Civil War?
4) You must reply to at least five other student’s initial question and to all students that reply to your question. Give your sources that support your claim for your answer. Do NOT just answer off the top of your head – give evidence. Do NOT post to another student’s post later than Friday of the second week so they have time to respond to you before the Roundtable closes.
Grammar and spelling must be correct. No “texting” shortcuts in language.
You must reply to at LEAST 5 other student’s primary posts or lose 5 points for each answer you are short.
You must reply to all posts to your primary thread or you will lose 10 points.
You must reply to any response from me or you will lose 10 points for that thread.
You must complete this process by the second week (the first week after the initial week.)
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[order_calculator]I need a paper wrote on the civil war. I need it wrote on In what ways might war be necessary? Argue for futility or necessity of war in some circumstances. I need it to have a clear interesting and dabatable thesis that is supported throughout the essay. essay must be 1000 words. must have abstract page and 4 referenance.
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