Category: Literature

Choose one from the options below. 300-600 words.
Creative Remix: create a piece of art that creatively adapts or illustrates some aspect in the work we have read up to this point. This can be in any medium (poem, story, image, video, song), but it must be accompanied by a written reflection that explains what aspect of the work you were investigating through your art, and what you may have learned about the literary work as a result.
Creative Interpretation: We have been writing critiques of others’ readings of the works up to this point of the semester. Here you get to write your own. You might think of this as the beginning idea for a broader midterm paper. Raise an interpretive question about any of the works we have read for the class so far, and begin to answer it by analyzing some aspect of the text. One possibility for this is to choose a passage of the work that might seem unimportant, but through your analysis can be seen as vitally important to the work.
I attached all the required readings to have in mind +
https://www.gutenberg.org/ebooks/51060

I have a 4 page lit review exploring what up to date literature has to say about common core state standards affecting special education students.
5 scholarly sources (4 articles, 1 thesis/disseration) used to answer:
What information is available on the issue and what does it say?
What themes can you identify?
What information is most important and why?
What problems related to the issue the author addresses?
What problems still need to be addressed?

What does Douglass mean by slavery dehumanizing both the slave and the slaveholder?
Give examples (with page numbers) from his Narrative of both.
Your only source is this textbook
Douglass: Narrative Chap. I-VII & XI (pp. B1077-1095 & B1122-1129)
my textbook login info will be available for the assigned writer

Topic: To what extent does the faery/otherworld provide a mirror to medieval society or persons— of either its deepest desires or its potential flaws? –> Discuss this in relation to the works of Marie de France’s ‘Lanval’ and the Middle English Breton lai ‘Sir Orfeo’.
Below you will find a document with a more detailed descriiption:
My teacher is very particular when it comes to sources so I would prefer if you used some of the sources I have put on the document (of course, you do not need to cite all of them, but it would be great if you could use at least some of them)

– First do a Draft
Instructions:
For this assignment, you are taking your original “Where I’m From” poem and remediating it into a Popplet. Take 10 key moments/lines/phrases (no more, no less; just 10 Popplet windows–not counting your title Popplet) from the poem and present them in Popplet form–use drawings, pictures, or other features, along with words (if you want) to enhance your poem. Keep our readings/discussions in mind as you choose how to represent yourself this time around. Also keep in mind changes you make/decisions you make along the way: this will help with the reflective portions of this assignment to follow.
After you draft your Popplet, if you like, take a shot at making a screencast. You can perform on the screencast if you like–like I tried to do 🙁 –or just let your voice and Popplet speak for itself. You might even figure out some better way to present your Popplet; that’d be cool too. (The Popplet is the only constraint here. If you have a good idea as to how to best present it, go for it!) The Popplet tutorial is below. If you want to use the screencast, you’ll want your Popplet on your screen when you go to Screencast-o-matic (https://screencast-o-matic.com/account#inviteLinks to an external site.). In Screencast-o-matic, there’s a box at the bottom left that allows me to choose screen or camera or both. I picked both–that’s why you can see me reading. I don’t think I did a very good job at this point, but the exercise helped me think quite a bit about the switch in genres, the implications of bringing multiple modalities into play, and the ways ideas of diversity shaped my selection process. Maybe we’ll all get better ideas as to how to make our projects look once we get a look at what a few other class members have done. You’ll see below the eCampus added a closed caption version of my screencast–any product you produce that involves audio should also include close captioning.
Another way to present your Popplet would be to include the full text of your “Where I Am From Poem”—this is a way to ensure that your product is accessible to a broad audience.
Also, to help anyone with visual disabilities, you could in the comment column offer a very brief description of each slide (e.g. slide 1: a man and a woman holding a baby; slide 4: a forest scene; slide 9: a cartoon of a vulture with a knife.)
I’ve also received these instructions from professor on how you might include closed captioning yourself. You can try the below suggestions–Kit has also invited anyone to contact her for more personalized instruction:
“At the moment, unfortunately, we do not have anything in Canvas that can add closed captions to student video responses natively (or easily). If students want to add their own closed captions, they can download their videos from Files – Uploaded Media – and then add them to their private YouTube channels. YouTube can auto-caption and then students can edit the auto-captions for accuracy. This way is the quickest, easiest and least expensive (it’s free!). Students could also use Amara.org to do closed captions (also free), but would still need to take the video recording out of Canvas and put it in YouTube. ScreenPal will let students record and has capability to do closed captions, but you have to pay to upgrade their subscription.
We are actively exploring ways of making this easier and bringing closed captioning natively into Canvas, but we are probably a year or two off from anything happening.
ChatGPT can create transcripts for videos, but it is not terribly accurate (requires editing) and you would need to write timing information to turn the transcript into a SRT closed caption file. I haven’t been able to successfully do that myself yet, so I can’t endorse it personally, but it is possible.”
Post your draft by the end of the due date listed on the calendar and respond to the other writers to which you’ve been assigned by the end of the next school day. Canvas will automatically assign you papers to review. You can learn about that Canvas function by watching this Feedback Overview (Links to an external site.).
Please refer to this document for how to set up an account and use Popplet; the document also informs you how to share your Popplet. Tutorial document on using Popplet
And here’s my Popplet: WhereIAmFrom.mp4
– Second do the Reflection for same thing
Instructions:
By the end of the due date listed on our calendar, submit a 1- to 2-page reflection on the genre switch from poem to Popplet: What was gained and what was lost in the change? Be as specific as you can–maybe other students’ comments/drafts can help you think about the significance of the genre change, maybe the “At First Glance” article, maybe other readings/talks we’ve had about diversity, maybe guess what you might have here regarding writing for global audiences? You might also talk about changes/possibilities for your Popplet should you choose to revise it for the Final Portfolio. (This revision would include the Popplet itself and this reflection.)
The readings and discussions on diversity, not to mention the work on the “Where I Am from Poem” and its remediation, have in past semesters kicked up interesting questions for me going into this reflection:
THOUGHTS ON ORGANIZATION?
First, I became aware of the constraint of the Popplet right away. I looked for a better way to present it—I’ve since learned there’s a way to foreground different pics at different times, which I’ll try to do when I revise. I’m also wondering if there might be a better way of arranging the pics on the page. I’m not happy with the ways mine are arranged.
PRIVATE VS. PUBLIC IMAGERY?
Given that I had quite a few references in my poem, I had to be selective in terms of how I would image various scenes in my Popplet. Following the readings, I noticed that I tried to gravitate toward lines in my “Where I Am From” poem that might be reflective of broader contexts—the foods that represent my ethnicities, images that might call out a working-class background. I did keep some personal imagery—like the tree (which we all called the “curly tree”) and the spiked fence, which I feel are unique to my background, but l also looked for images that might be more relatable as well to a broader audience—Dylan and the beat poets, the movie Rocky. In reference to Shen’s essay, I started thinking differently about the “I” in the poem’s title and thinking more about the “Where,” and I think my choices started to reflect this. I think the draft of what I have now involves more an interplay between personal stuff and the cultural/social. What do you see going on in your Popplet draft?
CULTURAL CATEGORIES?
As you’re reflecting on the form and content of your own remediation, you might want to keep in mind too the broader cultural categories at work in your poems and, perhaps, the values that emerge from those parts of yourself. In past classes, I recall seeing quite a few references to religion in the poems, for instance, so this would be something to remark on if this is the case with your project. In a number of poems/Popplets, I don’t recall seeing many references to race/ethnicity. The absence of such might be significant. Could it be a mark of privilege to not think of/consciously present oneself in terms of race/ethnicity? (I’m thinking now that members of a global audience will likely see the whiteness is the images I present and musicians/writers I mention. What cultural markers are viewers likely to see/hear regarding your Popplet poem?) This question could help us anticipate issues in modules to come. If you decide to revise this project for your Final Portfolio, you’ll want to think about ways future readings can help you reflect upon what you did and did not do in regard to global audiences in this early project.
TRANSLATES BETWEEN CULTURES?
Also looking down the road, I’ve started thinking about ways my choice of photos might (or might not) translate across regions/cultures as well. Hard to tell at this point, but I wonder how these images might play out in a global context.
I’m looking forward to hearing the stories behind your Popplet and what meanings you’ve made of those experiences.
Comments from Customer
Discipline: Global Wrting

Section I.
The most effective way to comprehend a particular style of writing is to imitate it. With this in mind your task for this quiz is to imitate the style of writing that was used by most slave narrative authors of the 17th, 18th and 19th century. In order to accomplish this you must first look closely at the way each slave narrative author has presented his or her work. Particularly, you will note that there are several overlapping features within each of the narratives we have read for this course. Each writer is humble, articulate, intelligent, discreet, and authentic. Their use of language is quite impressive. This was the expected protocol of slave writers during their time. In order to gain acceptance from their audience, these writers had to convince their readers that in fact they were credible eyewitnesses to slavery—that their accounts of what happened during slavery were altogether accurate. As such, slave writers strove to use their best language when recounting their stories. This was so that others (whites) might feel compelled to help abolish slavery.
One way of accomplishing this was to write in an apologetic style whereby they would acknowledge their own inadequacies as a writer and hope that their audience would still find their stories worthy to be accepted.
Your task for this quiz is the same. You will peruse the two selected narrative excerpts below and decide which style of writing appeals to you the most. Using that style of writing as an example, you will compose a slave narrative introduction of your own. Your slave narrative introduction will serve as the start to your first paper—The Slave Narrative.
In essence, you will write an imaginary preface to your own slave narrative. Look closely at the use of language between the two selections. Study both writers’ use of language. Your challenge is to be as articulate as possible while displaying a sense of humility in your tone. You want to convince your audience that your story is authentic.
You are allowed to follow the “style” of your chosen writer as closely as you would like to as long as you are original with your own wording and with your own story idea. A good introduction (preface) will be between 275-350 words including the title, the salutation and the closing address. Put your word count at the end of your apology. (Confer with the two example apologies below.)
Section II.
From The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, Written by Himself
To the Lords Spiritual and Temporal, and the Commons of the Parliament of Great Britain.
My Lords and Gentlemen,
Permit me, with the greatest deference and respect, to lay at your feet the following genuine Narrative; the chief design of which is to excite in your august assemblies a sense of compassion for the miseries which the Slave-Trade has entailed on my unfortunate countrymen. By the horrors of that trade was I first torn away from all the tender connexions that were naturally dear to my heart; but these, through the mysterious ways of Providence, I ought to regard as infinitely more than compensated by the introduction I have thence obtained to the knowledge of the Christian religion, and of a nation which, by its liberal sentiments, its humanity, the glorious freedom of its government, and its proficiency in arts and sciences, has exalted the dignity of human nature.
I am sensible I ought to entreat your pardon for addressing to you a work so wholly devoid of literary merit; but, as the production of an unlettered African, who is actuated by the hope of becoming an instrument towards the relief of his suffering countrymen, I trust that such a man, pleading in such a cause, will be acquitted of boldness and presumption.
May the God of heaven inspire your hearts with peculiar benevolence on that important day when the question of Abolition is to be discussed, when thousands, in consequence of your Determination, are to look for Happiness or Misery!
I am,
MY LORDS AND GENTLEMEN,
Your most obedient,
And devoted humble servant,
OLAUDAH EQUIANO,
OR
GUSTAVUS VASSA.
Union-Street, Mary-le-bone,
March 24, 1789.
(278 words)
From Incidents in the Life of a Slave Girl
Preface
BY THE AUTHOR
READER, be assured this narrative is no fiction. I am aware that some of my adventures may seem incredible; but they are, nevertheless, strictly true. I have not exaggerated the wrongs inflicted by Slavery; on the contrary, my descriptions fall far short of the facts. I have concealed the names of places, and given persons fictitious names. I had no motive for secrecy on my own account, but I deemed it kind and considerate towards others to pursue this course.
I wish I were more competent to the task I have undertaken. But I trust my readers will excuse deficiencies in consideration of circumstances. I was born and reared in Slavery; and I remained in a Slave State twenty-seven years. Since I have been at the North, it has been necessary for me to work diligently for my own support, and the education of my children. This has not left me much leisure to make up for the loss of early opportunities to improve myself; and it has compelled me to write these pages at irregular intervals, whenever I could snatch an hour from household duties.
When I first arrived in Philadelphia, Bishop Paine advised me to publish a sketch of my life, but I told him I was altogether incompetent to such an undertaking. Though I have improved my mind somewhat since that time, I still remain of the same opinion; but I trust my motives will excuse what might otherwise seem presumptuous. I have not written my experiences in order to attract attention to myself; on the contrary, it would have been more pleasant to me to have been silent about my own history. Neither do I care to excite sympathy for my own sufferings. But I do earnestly desire to arouse the women of the North to a realizing sense of the condition of two millions of women at the South, still in bondage, suffering what I suffered, and most of them far worse. I want to add my testimony to that of abler pens to convince the people of the Free States what Slavery really is. Only by experience can any one realize how deep, and dark, and foul is that pit of abominations. May the blessing of God rest on this imperfect effort in behalf of my persecuted people!
LINDA BRENT.

In this assignment, writers will use the knowledge they have so far about the genre of Coming-of-Age writing, and use this genre to write about their own experience.
In the Creative Piece, writers will tell the story of an event from their own life. The content and specifics are up to the writer, as long as the experience is something they have encountered firsthand. Writers should pay attention to the use of story elements such as characters, plot, dialogue, setting, theme, and so on. Writers may choose to use first, second, or third person; and to use past, present, or future tense. These and other creative and technical choices are up to you.
The finished product, in keeping with our coming-of-age theme, will fall into the genre of Creative Nonfiction, also known as narrative nonfiction or memoir.
Technical Requirements
Writers may choose to use either MLA or APA. Citations and sources are not required for this original work. The piece must be 2-5 pages in length, of double-spaced, size 12 font.
Rubric
The Creative Piece will be graded according to the following expectations:
Content- The piece presents an experience from the life of the writer
– The story demonstrates an overall theme, message, or “lesson”
Creativity- The story is told creatively, using the elements of storytelling discussed in class
– The piece catches the reader’s attention and tells the story in a compelling way
– The writing shows the writer’s own personality and unique use of craft
Clarity- The writing is organized and clear, with no moments of confusion
– The piece answers questions the reader may have, leaving no loose ends.
Mechanics and Formatting- The writing follows the conventions of Standard American English
– The writing contains no grammar, punctuation, or usage errors
– The piece is formatted according to APA or MLA style
– The writing has been edited and proofread
– The piece is 2-5 pages in length (double-spaced, font size 12)

I need a one page doubled spaced reaction paper to Part 1, Chapter 1-8 of the book (Beautiful boy A Father’s Journey Through his sons Addiction).
I will attach a PDF of the book. On page 27 there will be a title “PART 1” in red. The Chapters are going to labelled in red as well.
For example: on page 28 is CHAPTER 1.
Again, I need you to read chapter 1-8, and write a one page paper (DOUBLE SPACED) explaining what happened and your personal opinion of what you read.

In this assignment, writers will use the knowledge they have so far about the genre of Coming-of-Age writing, and use this genre to write about their own experience.
In the Creative Piece, writers will tell the story of an event from their own life. The content and specifics are up to the writer, as long as the experience is something they have encountered firsthand. Writers should pay attention to the use of story elements such as characters, plot, dialogue, setting, theme, and so on. Writers may choose to use first, second, or third person; and to use past, present, or future tense. These and other creative and technical choices are up to you.
The finished product, in keeping with our coming-of-age theme, will fall into the genre of Creative Nonfiction, also known as narrative nonfiction or memoir.
Technical Requirements
Writers may choose to use either MLA or APA. Citations and sources are not required for this original work. The piece must be 2-5 pages in length, of double-spaced, size 12 font.
Rubric
The Creative Piece will be graded according to the following expectations:
Content- The piece presents an experience from the life of the writer
– The story demonstrates an overall theme, message, or “lesson”
Creativity- The story is told creatively, using the elements of storytelling discussed in class
– The piece catches the reader’s attention and tells the story in a compelling way
– The writing shows the writer’s own personality and unique use of craft
Clarity- The writing is organized and clear, with no moments of confusion
– The piece answers questions the reader may have, leaving no loose ends.
Mechanics and Formatting- The writing follows the conventions of Standard American English
– The writing contains no grammar, punctuation, or usage errors
– The piece is formatted according to APA or MLA style
– The writing has been edited and proofread
– The piece is 2-5 pages in length (double-spaced, font size 12)

I need a one page doubled spaced reaction paper to Part 1, Chapter 1-8 of the book (Beautiful boy A Father’s Journey Through his sons Addiction).
I will attach a PDF of the book. On page 27 there will be a title “PART 1” in red. The Chapters are going to labelled in red as well.
For example: on page 28 is CHAPTER 1.
Again, I need you to read chapter 1-8, and write a one page paper (DOUBLE SPACED) explaining what happened and your personal opinion of what you read.