Category: Literature

Your creative research project
(the equivalent of the work required for a traditional 8- to 10-page paper)
➢ A bibliography with all primary and secondary sources consulted; the 5 secondary source
entries should also include 2- to 3-sentence annotations explaining how the source was used.
Use MLA style.

A short presentation focusing on your vision and design of the creative research project. If you make a video or podcast, you can play part of it during your presentation, but any sound or video clips should not exceed one minute total. If you design a board game, you can share some of the game play through a video or a live demonstration.
The presentation will be brief, only 3‒4 minutes.

Title: Music as an Intercultural Communication: ‘I’d Like to Buy the World a Coke’. Please include some literature reviews of intercultural communication and link them to the concept of multiculturalism. It may be related to multicultural identities and globalization. This term paper is an academic research paper from a critical and cultural perspective. All students must follow the standards and guidelines for academic writing. The final term paper should be submitted in doc/docx/pdf file format with appropriate academic writing structure and style, page numbers, accurate citations and references in APA (7th edition) format, correct diction and grammar, with a length limit of 3,000 – 3,500 words in English (notes and references are counted in the length). Plagiarism is absolutely intolerant and any misconduct may be subject to a fail of the term paper and further action by the University Student Disciplinary Committee. The outline of the paper should include: i. Introduction To inform the reader about the rationale of your research work and to justify that your choice of topic to be studied is essential ii. Literature Review (write down some research questions and/or hypotheses) To evaluate and summarize your relevant theories and concepts to create a theoretical/conceptual framework to study your research topic and case(s), and to develop research questions and/or hypotheses to direct your research iii. Method and Methodology Research design and strategy for data collection and analysis (state your research method(s) and methodology/methodologies) To give a relevant, accurate guideline and description of your research instruments and techniques used for data collection, and to explain how the raw data are compiled and analyzed iv. Data Analysis and Results To present and explain the findings and results based upon your analysis of data collected with your detailed comments and critiques to answer your defined research questions and/or hypotheses v. Conclusion To summarize and draw everything together to reflect your initial research purpose, some important outcomes and/or drawbacks, and/or further potentials of future research vi. References To give fair credit to the work of other authors and a list of clear, useful information of research resources to the readers d. The term paper should use only one proper and readable font (e.g. Arial, Calibri, Time New Roman etc.) with the font size of 14 points for the headings, 12 points for the body texts. Any other language in specific case study should be interpreted in English and the original character may be included in a bracket such as “Hong Kong dialect (潮語)” or the “Hallyu” (한류) – Korean pop-culture wave. A wide variety of references including academic books and journals are expected to write this academic research paper (don’t rely on internet resources alone) of critical analysis. Don’t forget to add page numbers in your paper.

McBride chose to tell his story in a looping manner with frequent shifts from past to present rather than telling it chronologically. Develop an essay explaining why the author made the sequencing choices he did and make an argument regarding whether you felt it was effective or
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not.
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• Some of the major themes in this novel deal with identity, coming of age, roots/heritage, race/ethnicity. Pick one of these themes to focus on in your paper.
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• Who is the main character in the novel – James McBride or his mother? Defend your choice.
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• Write a compare/contrast essay analyzing parallels and contradictions between the lives of James McBride and his mother.
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Essay Checklist:
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3 – 6-page essay (all text)
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Minimum two quotes from each source
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Proper citations for each quote
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Work Cited
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I would like my paper on the race/ethnicity

This is a book report on Noa Tishby’s Israel: A Simple Guide to the Most Misunderstood Country on Earth. there is an outline and a final report. I have attached examples and guidelines to the post. I have also completed half of the outline, which I will attach below. Please just finish the outline per what I have already done, and do the final draft in addition to that. If there are any questions at all, please do not hesitate to reach out.
FORM
Each book review will be approximately 1,000-1,500 words long. The main objective of this analytical book review should be to comprehensively cover the three sections of the following book review outline:
PART I
This is a brief outline of the contents of the book. In the space of one or two paragraphs you should be able to convey the parameters of the book’s contents. DO NOT simply reproduce the book’s table of contents.
PART II
Here is the place for a careful summary of the author’s thesis. The thesis is the primary idea the author is trying to prove and convince the reader to accept. You must first identify the thesis and then show how the author either substantiates or fails to substantiate this thesis. This will undoubtedly take you a page or two to do a good job.
PART III
This is the most important part of your book review. Here is where you describe your reaction to the book. Some of the questions you must answer include: Do you agree or disagree with the book’s conclusions? Why? Did the book support or contradict what you read in your textbook on the same subject? (You MUST quote some of the relevant passages from both books.) Did you detect any biases on the part of the author? What was the author’s background and why did he or she write the book? How in your opinion could the book have been improved? You must be specific and keep in mind there are NO perfect books. Did you enjoy reading the book? Why or why not? Would you recommend it to others?
A Review of [Book Title]
By [Your Name]
I. Introduction
Use the Introduction to: introduce your subject, provide some background, and offer a dynamic thesis.
[NOTE: In each and every sentence of the outline and final draft be sure to:
Explain ‘who’ did ‘what’ and ‘why.’ Begin your paragraph with a dynamic topic sentence that tells the reader who did what in the paragraph and why it matters. When you tell your reader what you are going to talk about, you describe. When you explain ‘who’ did ‘what’ and ‘why’ it matters, now you analyze. So be sure to start your paragraph with a topic sentence that identifies the key historical actor or actors, explains what they did, and why. So be sure to tell the reader: ‘who’ did ‘what’ and ‘why.]
1. Topic sentence
Start with a topic sentence that sets the stage, that introduces the main historical actors in the book you review and explains why the reader should care about your paper. Be sure to explain who did what and why.
2. Transition Sentence [Remember, explain ‘who’ did ‘what’ and ‘why.’]
3. 1st Main Theme — explain one of the two main themes of the book [Remember, explain ‘who’ did ‘what’ and ‘why.’]
4. 2nd Main Theme — explain one of the two main themes of the book [Remember, explain ‘who’ did ‘what’ and ‘why.’]
5. Transition Sentence [Remember, explain ‘who’ did ‘what’ and ‘why.’]
6. Thesis [Remember, explain ‘who’ did ‘what’ and ‘why.’]
State your thesis. In one sentence, tell me how the author succeeded/failed in proving their point and — most important — why.
II. Analysis

A. Thesis
1. Topic sentence
State the author’s thesis. In one sentence, tell me the author’s purpose in this book.
[Explain ‘who’ did ‘what’ and ‘why.’ Begin your paragraph with a dynamic topic sentence that tells the reader who did what in the paragraph and why it matters. When you tell your reader what you are going to talk about, you describe. When you explain ‘who’ did ‘what’ and ‘why’ it matters, now you analyze. So be sure to start your paragraph with a topic sentence that identifies the key historical actor or actors, explains what they did, and why. So be sure to tell the reader: ‘who’ did ‘what’ and ‘why.’]
Use quotes from the book to highlight key themes, that you will focus on in the Final Draft.
2. Quote from book with end note.
3. Quote from book with end note.
4. Quote from book with end note.
5. Quote from book with end note.
6. Quote from book with end note.
7. Concluding thought sentence
[Remember, explain ‘who’ did ‘what’ and ‘why.’]
Be sure to give the appropriate citation for the book. See Documentation below for the guidelines for academic citation of your respondent and other sources.
B. Evidence
1. Topic sentence
List the first major theme on which you will focus as you examine the author’s evidence.
[Explain ‘who’ did ‘what’ and ‘why.’ Begin your paragraph with a dynamic topic sentence that tells the reader who did what in the paragraph and why it matters. When you tell your reader what you are going to talk about, you describe. When you explain ‘who’ did ‘what’ and ‘why’ it matters, now you analyze. So be sure to start your paragraph with a topic sentence that identifies the key historical actor or actors, explains what they did, and why. So be sure to tell the reader: ‘who’ did ‘what’ and ‘why.’]
Use quotes from the book to highlight key themes, that you will focus on in the Final Draft.
2. Quote from book with end note.
3. Quote from book with end note.
4. Quote from book with end note.
5. Quote from book with end note.
6. Quote from book with end note.
7. Concluding thought sentence.
[Remember, explain ‘who’ did ‘what’ and ‘why.’]
Be sure to give the appropriate citation for the book. See Documentation below for the guidelines for academic citation of your respondent and other sources.
C. Evidence
1. Topic sentence
List the second major theme on which you will focus as you examine the author’s evidence.
[Explain ‘who’ did ‘what’ and ‘why.’ Begin your paragraph with a dynamic topic sentence that tells the reader who did what in the paragraph and why it matters. When you tell your reader what you are going to talk about, you describe. When you explain ‘who’ did ‘what’ and ‘why’ it matters, now you analyze. So be sure to start your paragraph with a topic sentence that identifies the key historical actor or actors, explains what they did, and why. So be sure to tell the reader: ‘who’ did ‘what’ and ‘why.’]
Use quotes from the book to highlight key themes, that you will focus on in the Final Draft.
2. Quote from book with end note.
3. Quote from book with end note.
4. Quote from book with end note.
5. Quote from book with end note.
6. Quote from book with end note.
7. Concluding thought sentence.
Be sure to give the appropriate citation for the book. See Documentation below for the guidelines for academic citation of your respondent and other sources.
D. Comparison
1. Topic sentence
[Explain ‘who’ did ‘what’ and ‘why.’ Begin your paragraph with a dynamic topic sentence that tells the reader who did what in the paragraph and why it matters. When you tell your reader what you are going to talk about, you describe. When you explain ‘who’ did ‘what’ and ‘why’ it matters, now you analyze. So be sure to start your paragraph with a topic sentence that identifies the key historical actor or actors, explains what they did, and why. So be sure to tell the reader: ‘who’ did ‘what’ and ‘why.’]
Explain whether or not the three secondary sources you use in the Comparison support the argument of the book you review.
Use quotes from the secondary sources to highlight key themes that you will focus on in the Final Draft.
Your history textbook may be used as one of your three secondary sources.
DO NOT use Wikipedia, encyclopedias, History.com or other general information websites.
Go to the ACC Library to look up scholarly sources. Also, you can ask one of the
on-call librarians for assistance.
You can also use Google Scholar and JSTOR.
These sites provide a wealth of academic sources.
2. Quote from book with end note.
3. Quote from book with end note.
4. Quote from book with end note.
5. Quote from book with end note.
6. Quote from book with end note.
7. Concluding thought sentence.
[Remember, explain ‘who’ did ‘what’ and ‘why.’]
Be sure to give the appropriate citation for the book. See Documentation below for the guidelines for academic citation of your respondent and other sources.
E. Reaction
1. Topic sentence: Identify the List the strengths and weaknesses of your Book.
Start with a topic sentence that explains the most important point you want to make in this section and then be sure to explain why it matters.
[Explain ‘who’ did ‘what’ and ‘why.’ Begin your paragraph with a dynamic topic sentence that tells the reader who did what in the paragraph and why it matters. When you tell your reader what you are going to talk about, you describe. When you explain ‘who’ did ‘what’ and ‘why’ it matters, now you analyze. So be sure to start your paragraph with a topic sentence that identifies the key historical actor or actors, explains what they did, and why. So be sure to tell the reader: ‘who’ did ‘what’ and ‘why.’]
Use quotes from the book to highlight key themes, that you will focus on in the Final Draft.
2. Quote from book with end note.
3. Quote from book with end note.
4. Quote from book with end note.
5. Quote from book with end note.
6. Quote from book with end note.
7. Concluding thought sentence [Remember, explain ‘who’ did ‘what’ and ‘why.’]
Be sure to give the appropriate citation for the book. See Documentation below for the guidelines for academic citation of your respondent and other sources.
III. Summary
In this paragraph you must summarize your paper. Briefly restate your purpose, summarize your main points, and offer some final thoughts.
[Outline format]
1. Topic sentence
[Explain ‘who’ did ‘what’ and ‘why.’ Begin your paragraph with a dynamic topic sentence that tells the reader who did what in the paragraph and why it matters. When you tell your reader what you are going to talk about, you describe. When you explain ‘who’ did ‘what’ and ‘why’ it matters, now you analyze. So be sure to start your paragraph with a topic sentence that identifies the key historical actor or actors, explains what they did, and why. So be sure to tell the reader: ‘who’ did ‘what’ and ‘why.’]
2. Restate topic sentence to II. A.
[Remember, explain ‘who’ did ‘what’ and ‘why.’]
3. Restate topic sentence to II. B.
[Remember, explain ‘who’ did ‘what’ and ‘why.’]
4. Restate topic sentence to II. C.
[Remember, explain ‘who’ did ‘what’ and ‘why.’]
5. Restate topic sentence to II. D.
[Remember, explain ‘who’ did ‘what’ and ‘why.’]
6. Restate topic sentence to II. E.
7. Concluding thought.
[Remember, explain ‘who’ did ‘what’ and ‘why.’]

Choose one of the videos of a section of Whitman’s “Song of Myself” produced by the Whitman Alabama documentary project:
https://www.youtube.com/c/WhitmanAlabamaLinks to an external site.
Provide an analysis of how the filmmakers conveyed Whitman’s message. What choices did they make to help make Whitman relevant today? Write about things like setting, choice of speaker, any interruptions, music, etc.
Your response should be at least 300 words. Please respond to at least two classmates.

please read only the oroonoko part of the article on the following site The Works of Aphra Behn, Vol. 5 (gutenberg.org)
P= Purpose(s) of text
A= Audience(s) of text
S= Subject matter of text
S= Stance of author toward text
K= Key passage of text (and why it is key!)
E= Elaborate on at least 3 questions and/or comments
Y= Your connection to the text (not so much did you identify with something in the text, but did it remind you of something–another text, another course, an experience, the news, etc.)
Each Initial should have a response based on the reading in your opinion. 1-3 sentence response is sufficient for each initial no paragraph’s please

Breakdown
Anthology (80 points)ElementsAnthology CoverInteresting title
Editor’s name
Cover art and/or images
Table of ContentsList of texts in your anthology
Introductory essay (see below)
About the editorShort paragraph
Pitch Presentation (20 points) (see below)
Introductory Essay
As stated above, your introductory essay should introduce your anthology and state why you chose the texts that you did. You should aim to include at least 3 scholarly sources in your essay. Additionally, you will need to turn in an annotated bibliography listing your sources.
Opening: Why did you choose this theme for the anthology? Why is it important to focus on this theme? Which four texts did you choose that best represent this theme?
Body: The body of your introductory essay should function like an analysis essay. In the body, you should analyze the texts for your chosen theme. To this extent, you should draw examples from the texts to support the argument you discussed in the opening. The body of your essay will be like your Literary Analysis Essay; you need to offer specific textual evidence drawing connections between your texts. Do not summarize the texts; instead, analyze them by showing how they are connected via your anthology’s theme.
Conclusion: Why is the theme relevant to our lives? Why should a 21st-century reader of American literature read your anthology? How can/should it be used in the classroom?
*Your essay needs to follow MLA format.
Double spaced
12 pt. Times New Roman font
Works Cited
Below I have already decided what poems I wants to use and what my theme is.Bonds Beyond Time: Exploring Love and Relationships in Early American Literature
The theme under consideration is “Love and Relationships in Early American Literature.” The literature of early America encapsulates a spectrum of cultural, religious, and societal influences, providing a nuanced lens through which to examine the perceptions and expressions of love during this transformative period. This exploration extends beyond romantic love to encompass familial bonds, societal expectations, and the intricate intersections of love with religious and moral frameworks.
RATIONALE
The selection of this particular theme stems from a profound curiosity in exploring the conceptualization and portrayal of love within a society experiencing notable cultural and religious transformations. The concept of love, being a prominent motif, functions as a pivotal element for comprehending the principles, anticipations, and obstacles encountered by individuals in early American society. The examination of love provides opportunities to gain understanding of the intricate dynamics of human connections, prevailing social conventions, and the progressive development of literature in this particular period.
“To My Dear and Loving Husband” by Anne Bradstreet (1650)
The poem authored by Anne Bradstreet serves as a fundamental work for the present investigation, offering an intimate depiction of marital affection within the Puritanical framework of early American society. The poem exhibits a captivating aesthetic quality and profound spiritual implications, so serving as a valuable entry point for comprehending the prevailing emotional climate of the day.
“Sinners in the Hands of an Angry God” by Jonathan Edwards (1741)
Edwards’ speech is important for understanding the religious zeal and moral concerns common in early America, even though it does not specifically address love. We can examine the conflict between worldly love and the fear of divine repercussions by contrasting this with Bradstreet’s poetry and exposing the larger theological and moral background.
“The Coquette” by Hannah Webster Foster (1797)
Foster’s novel introduces a narrative dimension to our exploration, delving into the societal expectations and consequences of romantic entanglements. The protagonist’s struggles reflect the tension between personal desires and societal norms, providing a nuanced perspective on love in the early American social milieu.
“Letters from an American Farmer” by J. Hector St. John de Crèvecœur (1782)
Crèvecœur’s letters offer a broader sociocultural perspective, providing insights into the familial and communal aspects of love in early America. The juxtaposition of personal and communal love allows for a holistic understanding of the theme.
Methodology
The analysis will involve close readings of the selected texts, paying attention to themes, motifs, and cultural nuances. Comparative analyses will be employed to highlight the diverse facets of love portrayed in each work, considering the sociohistorical context that shaped these literary expressions.
CONCLUSION
This thematic exploration aims to shed light on the multifaceted nature of love and relationships in early American literature. By examining these texts collectively, we can uncover the intricate interplay between personal emotions, societal expectations, and religious influences during this transformative period in American history. Feedback on the chosen theme, texts, and approach is welcomed to ensure a comprehensive and insightful exploration.
Works Cited
Bradstreet, Anne. “To My Dear and Loving Husband” (1650).
Edwards, Jonathan. “Sinners in the Hands of an Angry God” (1741).
Foster, Hannah Webster. The Coquette. 1797.
Crèvecœur, J. Hector St. John de. Letters from an American Farmer. 1782.

-Do a close reading of a particular scene (not a character)
-The last section of Act II (attached pages 57-71)
-Watch the video (attached link) that explains this scene.
-Some topics to talk about:
-Importance of names (for Gwendolen and Cecily) and satire/critique of marriage
-Deception (Jack and Algernon pretending to be Ernest) and social norms/expectations (the way the women stop fighting and pretend to be cordial with each other when the servers come in to set up the tea plate)
-Dramatic irony (the reader is aware that Jack and Algernon are not named Earnest, but the female characters do not know this yet at the beginning of this section)
-Wit and wordplay on page 43 when Jack and Algernon reveal their actual names
NOTE: ATTACHED IS ONE SOURCE THAT NEEDS TO BE USED IN THIS PAPER.
This paper needs to be 1000 words, showing that you can connect the details of a work to its overall meaning and design. Paper must begin (beneath the title) with a brief quotation from the work, formatted as an epigraph to the paper. The opening sentence must say something intelligent about the words of the quotation (with no empty generalizations, windy fluff, or pretentious blather); the rest of the paper must eventually work outward from your opening sentences toward a reading of a larger part of the work or of the work as a whole. In other words, you are doing an extended close-reading assignment, beginning with one sentence from which you are extending your analysis. This essay is NOT merely a close-reading of that scene, but an analysis of how that scene contributes to the overall meaning of the book.

Required Reading
The Nickel Boys, by Colson Whitehead (the first half–through the end of Chapter Nine)
Journal #7 Directions
Write at least one page in response this week’s reading. Use the list below, labeled “What Sort of Things Can You Do in a Journal,” to give you ideas of what to write about.
Your journal should be a minimum of one page, double-spaced. Follow MLA formatting guidelines (header, page number, title).
While I want you to follow MLA guidelines for basic formatting, I have different ideas about how to cite sources in a journal. I do not expect a Works Cited page for journal entries, but I do expect that all sources you use be acknowledge clearly in some way within your writing wherever you paraphrase, summarize, or quote them; furthermore, I expect all direct quotes to be placed in quotation marks.
What sort of things can you do in a journal?
record your personal thoughts and reactions to things we read, watch, or listen to
examine the artistic and literary merits of things we read, looking at things like characterization, theme, symbolism, etc.
explore historical and cultural observations about things like gender, race, the family, social class, economics, consumer culture, government structure, etc.
perform outside research to deepen your understanding of the text and share that research, as well as your insights make connections between our course materials and your own life and observations