Read https://faculty.weber.edu/jyoung/English%202500/Readings%20for%20English%20

Read https://faculty.weber.edu/jyoung/English%202500/Readings%20for%20English%202500/Hills%20Like%20White%20Elephants.pdf (Links to an external site.) and write me a two-page paper discussing what you think Jig will do after the story is over, using the metaphors within the story to support your answer.
As discussed in the Lecture, there’s many metaphors in this short story: The bead curtain, the train tracks, the two sides of the station, the wheat fields, the river, the woods, and of course the hill themselves, to name a few. When it comes to understanding meaning, we have to ask ourselves what connotations are attached to these metaphors, how Jig herself interacts with the metaphors, and what those interactions tell us about how the connotations attach themselves to Jig.
You do not have to analyze the author’s argument here, just use the metaphors to make an informed decision about what one of the characters will do.
Review the “Stylistic Rhetoric Worksheet” if you are unsure of how to complete this one.
Here is the rubric:
A – Student has turned in a paper before the cut-off point that is full-length, with minimal formatting or grammatical issues and conforming to the standard MLA format, and including (if required) a Works Cited page. The student’s analysis demonstrates understanding and mastery of Rhetorical Strategies, Modes, and the Toulmin Method. The paper only briefly summarizes the author’s points in order to analyze them. Analysis effectively supports a claim (about the level of persuasiveness shown by the argument being analyzed), and would convince an unbiased but rhetorically educated audience to agree with that claim through careful and logical argumentation.
B – The student’s analysis demonstrates understanding of Rhetorical Strategies, Modes, and the Toulmin Method. There may be equal parts of summary as analysis. The analysis effectively supports a claim (about the level of persuasiveness shown by the argument being analyzed), and would convince an unbiased but rhetorically educated audience to agree with that claim through careful and logical argumentation. Formatting or grammatical errors may be keeping this from an A grade. If the paper is no more than half-a-page too short, is missing a Works Cited page, has regular formatting or grammatical issues, or was turned in late, it cannot receive a higher grade than a B. Multiple errors in the aforementioned regards may take the grade down even further.
C – The student’s analysis demonstrates adequate understanding of Rhetorical Strategies, Modes, and the Toulmin Method, but the analysis may be flawed in some way. If the paper has an abundance of summary with very little analysis, or if the analysis shown is brief and vague, or if the analysis shows elements of circular reasoning, it cannot receive a grade higher than a C. Additionally, if the paper is less than a full page short but greater than half-a-page, or was turned in more than a day late, it cannot receive a grade higher than a C. Lastly, if the paper has multiple examples of the following—is missing a Works Cited page, or has significant formatting or grammatical issues, or does not conform to standard MLA formatting—it cannot receive a grade higher than a C.
D – The paper is entirely summary, is greater than a page too short, or includes many-to-all of the issues mentioned in the previous entries: formatting and grammatical issues, missing a Works Cited page, late, and not conforming to MLA format. If the paper was turned in more than two days after the cut-off point, it cannot receive a higher grade than a D.
F – The paper is less than half the length required, or was not turned in within four days of the cut-off point. This could also be applied to a paper that has evidence of plagiarism or academic dishonesty in general. This could also be applied to a paper that is unrelated to the actual prompt.
Thats all you have please don’t plagarize and make sure to follow rubric and read the question thoroughly