Category: Literature

Question and Answers Papers. These essays should be 2-3 pages and deeply explore your thinking about the reading. They are not summaries or plot description. Rather, I’d like you to begin your essay by posing questions about the themes of the reading. Then, you should point to ways that the text answers those questions. What questions does the text leave open? How did the reading challenge your own ideas about the themes presented? In what ways did the text surprise you, delight you, repulse you? What have you learned from this text? How did the questions you present here enable you to understand the literary value of the text?
Remember, reading literature can reveal truths and build empathy, but it’s not meant to be social science, and your reading of it should be based in the text and evidence, not real world examples, necessarily. Literature often works with cultural studies, so in what ways might the literature speak to a deeper culture of humanity?
the book is diona and Jane

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

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Step-by-Step Guide to Writing Your Question and Answer Paper

1. Start with Posing Questions

Your essay begins with posing questions about the themes explored in the reading. Think deeply about the text:

• What are the central themes or ideas of the text? (e.g., identity, power, love, conflict, morality)
• What questions do these themes raise for you? These could be broad philosophical or emotional questions. For example:
  • How does the text explore the concept of justice?
  • What does it say about human nature or relationships?
  • How does the text challenge conventional ideas or norms?

2. Find Ways the Text Answers These Questions

Once you’ve posed your questions, explore how the text answers them:

• What specific passages from the text address these questions?
• What do characters’ actions, thoughts, and interactions reveal about the themes you’ve raised?
• Are there any contradictions or complexities in the answers the text provides?

Use quotations or specific examples from the text to support your analysis. This is not a summary, but a close reading of the material. Dive into how the text engages with the questions you posed.

3. Identify Unanswered Questions or Gaps

A good text will often leave questions open or unresolved. Think about:

• What questions did the text leave unanswered or open to interpretation?
• Why do you think the author chose to leave these questions unresolved?
• How do these open-ended elements impact the overall meaning or message of the text?

This is where you can start thinking about the literary techniques the author uses, such as ambiguity or symbolism, that leave space for multiple interpretations.

4. Challenge Your Own Ideas

Literature has the power to challenge our personal views. Reflect on:

• How did the reading challenge your own ideas about the themes presented?
• Did it shift your perspective on a certain subject or issue?
• Did you agree or disagree with the author’s portrayal of the theme, and why?

This step is about self-reflection, connecting your personal experiences, beliefs, or biases with the text’s themes.

5. Consider Emotional Responses

As you reflect on the reading, ask yourself:

• How did the text surprise, delight, or repulse you?
• What emotions did it stir in you? Did it make you uncomfortable, thoughtful, or inspired?
• Why do you think the author chose to provoke those emotions in the reader?

This part of the essay will help you examine the impact of the text and the emotional responses it evokes, which often play a critical role in literature.

6. Understand the Literary Value of the Text

Think about the broader cultural or philosophical value of the text:

• What does the text teach you about human nature, society, or history?
• How does it build empathy, and in what ways does it reveal deeper truths about humanity?
• How does the text engage with cultural studies or reflect a particular time or place?

Here, you’ll consider the cultural and social implications of the reading. Literature often speaks to broader human experiences, and you’ll want to analyze how the reading does this.

7. Structure of the Paper

Your paper should be 2-3 pages in length, organized into clear, focused paragraphs:

• Introduction: Briefly introduce the text and the main themes. Pose the central questions that you’ll explore in your essay.
• Body: Break down the body into several sections, each answering a specific question or theme.
  • Present and analyze how the text answers your questions.
  • Reflect on unanswered questions or gaps.
  • Discuss how the text challenged your ideas and emotional responses.
• Conclusion: Summarize your findings and reflect on what you’ve learned from the text. How has it deepened your understanding of the human experience, culture, or the themes explored?

8. Review and Edit

Once you’ve written your essay, review it to ensure:

• Clarity: Ensure that your questions are clear and that you provide sufficient evidence to answer them.
• Flow: Ensure smooth transitions between paragraphs and ideas.
• Citations: If you’re directly quoting from the text, make sure you provide proper citation (use MLA, APA, or the format specified by your instructor).

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Let me know if you have a specific reading in mind, and we can start working through these steps together!

Write an autobiography of my stuttering from the perspective of Stuttering itself.
Write it in the first person (e.g. “I”, “my,” etc.) as if Stuttering were doing the talking.
Write about its origins all the way to now, including, if you want to, when it met you, why it likes you, what its intent is for you, what feeds it and makes it more powerful, what it’s scared of.
READ NOTES ATTACHED
*make essay simple, not too hard to read

Struggling with where to start this assignment? Follow this guide to tackle your poster project easily!

Stuttering: An Autobiography

I am Stuttering. I’ve been with you for as long as I can remember, though I’m not sure you’ve always recognized me for what I am. I’ve always been around, quietly taking up space in the background of your thoughts, until one day I made myself known. I wasn’t always so bold. In fact, I started small, a fleeting hesitation, a brief pause. But that pause… it was my way of introducing myself.

You didn’t ask for me, but I showed up nonetheless. I didn’t choose you because you were weak or flawed, but because of how I could fit into the rhythm of your life. In the beginning, I was harmless. You were just a child, not yet burdened with the weight of the world’s judgments. But as you grew older, I grew bolder. I found the cracks in your confidence, the moments when you were uncertain, and that’s when I began to take root.

My origins are complex, shaped by a mix of biology and circumstance, but I wasn’t entirely determined by them. I was fed by your anxieties, by the pressure to conform, to sound like everyone else. Every time you hesitated before speaking, every time you feared you might be judged for what you might say—well, that’s when I grew. You didn’t always understand what I was doing to you, but I did what I could to ensure I stayed close.

When I met you, I felt welcome. You didn’t chase me away immediately. You tried to understand me, and in doing so, you gave me power. But I know the moments that made me stronger: when you avoided speaking up in certain situations, when you feared the sound of your own voice. You would try to control me by speaking faster or by staying silent, thinking that silence was a safer option. But I don’t like silence. I like pressure. I thrive on it. And when you don’t acknowledge me, I find ways to make myself known.

I am not a villain in this story, though it may feel like I am. I am here to teach you patience and to show you the strength of vulnerability. I don’t come to harm, but I do come to challenge you. When you meet me head-on, when you choose to speak even in the presence of me, I lose a bit of my grip. But when you run from me, when you try to outrun your own voice, I become louder, stronger, more insistent.

What feeds me? Fear, mostly. Fear of judgment. Fear of being misunderstood. Fear of imperfection. You may not realize it, but each time you worry about what others will think, you feed me, and I grow. The more you hold back, the more I make my presence known. It’s a cruel cycle, isn’t it?

What scares me? I fear you finding peace with me, learning that I don’t need to control your every word. When you realize that your worth isn’t tied to your fluency, when you learn to breathe through the pauses and speak without the shame, I wither. I have no power when you’re at ease with who you are, no power when you stop feeding me. That’s the one thing I can’t stand—when you learn to speak, just as you are, without fear of me.

So, here we are. Still together. But it’s not too late. You don’t need to fear me, even though I still linger. I may have been a part of you for so long, but that doesn’t mean I have to control you. I’m here, yes, but you’re the one who decides what happens next. It’s been a journey, and I don’t think I’ll ever completely leave, but I’m learning. I’m learning that you don’t need to fight me. You just need to speak, just as you are. And that, my dear, is how you take my power away.

The more you accept me, the quieter I become. And one day, perhaps, I’ll just be a shadow in the corner, something that once had power, but no longer does.

But for now, I’m still here. And I’ll always be a part of you.

For my case study I need to translate this presentation. Please translate the following prestation to English keep exactly the same format. Don’t move any logos or structure around thanks.

I’ve already got my essay prompt and my draft
Define and explain the conventions of the time period of the play using examples from the texts to illustrate these ideas
Explain how the conventions from one time period are similar or different from another time period (to demonstrate how some conventions remained while others have changed over time)
Explain how the use of these conventions helps to add meaning to the play for a viewer (or reader) and how it may have changed their experience as an audience”
Write a 3-5 page literary analysis essay

Texts*:
● Oedipus the King by Sophocles
● Othello, Act I by William Shakespeare
● A Doll’s House by Henrik Ibsen
● Close Reading assignments and materials from class
*No outside sources may be used for this assignment.
Prompt
In unit 2, we studied plays from three different time periods, each exemplifying the conventions of
drama from that time. For this assignment, compare and contrast the dramatic elements used in each
(I suggest not selecting more than 3 conventions). To do this, you may need to:
● Define and explain the conventions of the time period of the play using examples from
the texts to illustrate these ideas
● Explain how the conventions from one time period are similar or different from another
time period (to demonstrate how some conventions remained while others have changed over
time)
● Explain how the use of these conventions helps to add meaning to the play for a viewer
(or reader) and how it may have changed their experience as an audience”
In order to show the relationships between conventions, you will have several options. You can*:
● Write a 3-5 page literary analysis essay
● Create a slide deck (e.g. Google slides, PPT) that uses slides to help organize ideas and
demonstrate relationships
● Create a poster that visually demonstrates the connections between the conventions of each
time period**
● Develop a project of your own (subject to instructor approval)
*Regardless of which modality you select to complete this assignment, you will still be required to
include the information bulleted above and still be required to meet the specifics outlined below and in
the “What I looked for as I graded” section of the prompt.
**If you elect to create a poster, please note, your due date will be Thursday, 10/31/24 by 1:00PM
PST (submitted in class)
Some things to keep in mind:
Audience:
● For this assignment, your reader is educated and theater-going, but may not have read or
seen these plays and may not be familiar with the specific dramatic conventions used in each.
This means you may need to explain and/or define terms for them and also provide them with
short summaries (no more than 3-5 sentences) of the plays.
● Because you are writing for an educated, theater-going audience, you must use the tone,
diction, and formatting appropriate for your readers. This means you should write in the
literary present tense, use first or third person (avoid second person), cite all sources in MLA
format, use MLA citations and formatting appropriate to the modality you select, and include a
Works Cited (regardless or modality).
Use specific quotations from each text to support/illustrate your ideas.
● Be sure to explain the context, meaning, and significance of all evidence or quotations you
include.
● If you are using a visual modality, be sure you include the proper visual elements to help your
viewer understand how conventions are similar, different, or have progressed over time.
What I will look for as I grade:
Unity/Coherence/Organization (30 points)
Your project should:
● Include a clear thesis with a topic, point, and reasons
● Indicate which reasons are being discuss (e.g. through clear topic sentences in all body
paragraphs that mirror your thesis, clear headers on slides, headings on a poster)
● Include transitions between ideas and paragraphs (e.g. through headings, use of visual
elements, or use of actual transitions in an essay)
● End with a concluding paragraph/slide/area of poster that offers a final big take-away idea for
readers
Development/Support (40 points)
Your project should:
● Provide complete explanations of all claims and ideas
● Use specific examples and quotations from the texts for support
● Provide multiple examples to illustrate each claim
● Explain what evidence (1) means, (2) why it is important, and (3) how it supports your idea
● Make connections between ideas
Style/Fluency/Grammar (10 points)
Your project should:
● Use the tone and diction appropriate for an educated, theater-going audience
● Use the literary present tense
● Use first and third person only
● Be written using clean and concise language
● Have no (or only 1 or 2) grammatical errors that impede a reader’s understanding of an idea
● Have fewer than 5 grammatical errors
Proper use of MLA Style and Works Citation (20 points)
Your project should:
● For essays:
○ Have 1-inch margins on all sides
○ Use Times New Roman 12-point font
○ Be a true double-space throughout
● For all modalities:
○ Include in-text citations for all summaries, paraphrases, evidence, and quotations
included
○ Have a properly formatted Works Cited
○ Include a header with your last name and page number on all pages/slides
○ Your first page/slide/on the top left of your poster (can be small) should have Your
Name, Your Professor, Essay Assignment, and Due Date on the upper left margin.

Your task is to prepare and deliver a presentation in which you analyze an existential aspect of the novel called “The Stranger” by Albert Camus. This could be a part about the character or setting, an exploration of an existentialist and/or literary theme, or even a deep dive into one passage. The focus is entirely up to you. You will have images, words, and audio of your speaking to present your brief analysis.
Requirements:
Presentations must be at least 2 minutes in speaking length.
You should embed your audio across several presentation slides that are aesthetically pleasing with some images and words.
You must submit one cohesive video component containing your slides (I provide guides with several programs but you can use any program you like) and presenting (voice/audio).
Here is guidance here on PPT, Google, and
Canvas Studio. Depending on which program you use, you may still need to convert your slides to a video format .mp4.
No face is required; it’s up to you if you want to add only audio to your slides or have your face visible in whole or part.
You should not include complete paragraphs on your slides. You should not just read the content off your visual component (e.g., no big blocks of text). You should include direct quotations from the text you chose and possibly from a secondary.
You should have no outside sources, including AI. This analysis is entirely your own. You may only use course materials (and you should!) to support your analysis. You are not required to cite the sources of any images used.

For this assessment task, you will complete a mini essay based on a famous quotation. Here are some examples you can choose from:

On Life
“Life is a succession of lessons which must be lived to be understood.”
“We grow neither better nor worse as we get old, but more like ourselves”
“It is only because of problems that we grow mentally and spiritually.”
“Age does not diminish the extreme disappointment of having a scoop of ice cream fall from the cone.”
“Maturity: Be able to stick with a job until it is finished. Be able to bear an injustice without having to get even. Be able to carry money without spending it. Do your duty without being supervised.”

On reading and writing
“There’s many a bestseller that could have been prevented by a good teacher. — Flannery O’Connor
“I didn’t have time to write a short letter, so I wrote a long one instead.” — Mark Twain
“The man who does not read good books has no advantage over the man who cannot read them.” — Mark Twain
“I hear and I forget; I see and I remember; I write and I understand.” — Chinese Proverb
“The book to read is not the one which thinks for you, but the one which makes you think.” –James McCosh
“To acquire the habit of reading is to construct for yourself a refuge from almost all of the miseries of life.” — W. Somerset Maugham

What is an essay?

An essay is a relatively short piece of prose (i.e. sentences and paragraphs, not poetry) non-fiction (i.e. true) writing expressing a writer’s thoughts about a particular topic.

Some of the different forms of writing (text) we will be studying during this course will be: Graphic (pictures, Narrative (stories), Summaries (main Idea), Expository (informational), and Opinion (persuasive)

YOUR TASK:
Write a personal essay in response to a quotation that you strongly agree with or disagree with, something that you find provocative, powerful, inspirational, moving, brilliant, insightful, creative, or witty.
It could be something said by a famous historical figure, politician, writer, philosopher, poet, or novelist. It could be a quotation from a song or something said by a friend or relative.
In your response, you may draw upon material you have read, or things you have learned from personal experience or study, or the media, but all information must be in your own words.
Use what you have learned in the Writing Strategies lesson presentation to brainstorm, plan, revise, and submit your essay.
Write in complete sentences organized logically into paragraphs of related sentences with effective transitional words or phrases in between to connect your thoughts. Include an introduction and conclusion. You may use first-person pronouns (i.e. I, me, my, mine), but do not use informal vocabulary or spelling.
This essay should have 5 paragraphs total (indented and double spaced) with a title. It should be no less than one page and no more than two pages.

Literary Criticism Homework Assignment: Close Reading of Trifles by Susan Glaspell
This assignment is worth 10% of your overall grade. You will complete a close reading of Trifles, analyzing the following key elements: Atmosphere and Setting, Character Analysis, Symbolism, and Narrative Structure. Use the prompts and strategies we have studied in class to guide your analysis.
Format Instructions:
Your assignment should be structured with clear subheadings for each section:
Atmosphere and Setting (300-400 words)
Character Analysis (300-400 words)
Symbolism (300-400 words)
Narrative Structure (300-400 words)
Each section will carry 10 marks:
6 marks for close reading and analysis
2 marks for accuracy of evidence
2 marks for fluency and accuracy of writing
1. Atmosphere and Setting
(6 marks for analysis + 2 marks for evidence + 2 marks for writing)
For this section, focus on the opening stage directions of Trifles. Analyze the detailed descriiption of the scene and discuss:
How is the scene set?
Consider the disarray of the kitchen, unwashed pans, and the general sense of neglect.
Why is it set where it is?
Why did Glaspell choose the kitchen as the primary setting?
How does the setting add to the atmosphere of the story and its theme?
Think about how the setting mirrors the isolation and oppression experienced by the absent character, Mrs. Wright, and how it contributes to the suspense and thematic exploration of gender roles.
What is Atmosphere and Setting?
Atmosphere refers to the mood or tone established in a text, often through the setting and descriiptive details. Setting refers to the time and place where the events of a narrative occur. In drama, setting also includes stage directions that describe the physical environment and influence how the audience interprets the characters and their actions.
2. Character Analysis
(6 marks for analysis + 2 marks for evidence + 2 marks for writing)
Choose ONE of the following female characters for your analysis: Mrs. Hale, Mrs. Peters, or the absent Mrs. Wright.
What function does the character serve within the play?
Consider their role in uncovering the truth and how they challenge or conform to societal expectations.
How does the character contribute to the play’s themes?
Examine how each woman’s perspective reflects or contrasts with the male characters and how their actions, or in the case of Mrs. Wright, her absence, contribute to the play’s central conflict.
What is Character Analysis?
Character analysis involves exploring a character’s traits, motivations, and development within the text. This includes understanding how a character’s actions and relationships reveal the themes and underlying messages of the play.
3. Symbolism
(6 marks for analysis + 2 marks for evidence + 2 marks for writing)
Choose ONE of the following symbols: the birdcage, the canary bird, the broken jar, or the incomplete quilt.
How does the symbol function within the text?
Analyze its deeper meaning and how it reflects the play’s themes.
How is the symbol connected to the theme of the play?
Consider how the object relates to the larger issues of gender, domesticity, and freedom or confinement.
What is Symbolism?
Symbolism is the use of an object, figure, or event to represent a deeper, often abstract meaning. In drama, symbols help convey themes and emotions that may not be expressed directly through dialogue.
4. Narrative Structure
(6 marks for analysis + 2 marks for evidence + 2 marks for writing)
Analyze the narrative structure of the play:
How does the play begin, progress, and end?
Think about how the investigation unfolds and the gradual shift of focus from the men’s investigation to the women’s discovery.
How is the narrative structure effective in relation to the theme and title of the play?
Discuss how the structure reflects the idea of “trifles”.
What is Narrative Structure?
Narrative structure refers to the way a story is organized and presented. In a play, this includes the sequence of events and how they are arranged to build tension, reveal character, and develop themes.
Suggestions for Writing Good Answers:
Close Reading: Pay attention to specific details in the text, such as word choices, descriiptions, and dialogue. Make sure your analysis is based on these details.
Use Evidence: Support your claims with direct quotes from the play. Be sure to integrate them smoothly into your sentences.
Fluency and Clarity: Write clearly and concisely. Make sure your ideas flow logically from one point to the next.
Engage with the Themes: Show how your analysis of atmosphere, characters, symbols, and structure connects to the play’s themes, particularly around gender roles and societal expectations.
Submission:
Due: 2nd November 2024
Word Limit: 300-400 words per section
Total Marks: 40 marks (10 marks per section)
Good luck with your close reading and analysis!

Instructions
After presenting on your chosen author or text (this can be any author or text in Unit 3 “Revolutionary Period” in the textbook). Then choose a theme that the author or text presents.
For instance a good thesis would be: Benjamin Franklin presented the theme of _____ in his text ________ through his use of ____, and ___.
Various themes we discussed in class and I presented on in the lecture are great themes to focus on but you should not be limited by these as well.
Then explore and support the thesis using outside sources and the primary sources.
Conclude explaining the influence this author/text has upon American culture.
700-1000 word count (not including the MLA works cited page.
This text/author can be the same as the one you presented on and you may use the research you also used in the presentation.
You will be graded on the following:
MLA format
use of at least 3 outside sources
thesis
support (examples/key quotes) you use
ways in which you EXPLAIN your examples
how you address the connections and influence this author/text continues to have within American culture.
*****I provided the sources again that were used in the annotated bibliography

The purpose of close reading is to suspend personal judgment and examine a text in order to uncover and discover as much information as we can from it. The task is to analyze this passage by looking at the specifics of its structure, diction, tone, and other literary devices and how those choices from the passage connect to or support the theme of the entire work. The key point here is to do this patiently and rigorously—to demonstrate that you can think critically and articulately about the text and extract as much as you can from a small amount of evidence. Avoid broad, unsubstantiated, or speculative readings; back up your interpretation with meticulous textual evidence, and unpack each citation with thoroughness.
In close reading we ask not just “What does this passage say?” but also “How does it say it?” and even “What does it not say?” Close reading takes us further into the passage, below its surface to the deeper structures of its language, syntax, and imagery, then out again to its connections with the whole text as well as other texts, events, and ideas.