Category: Literature

2 different parts directions are in the file, part 1 is 1 paragraph per question, part 2 is 2 pages

Summarize the key changes in scholarly perspective over time on the lead-in and inception of MTV,1) critically compare and contrast the opposing claims regarding the impact of MTV on popular culture, mass media, and the music business; 2) present a case for solving the problems that were created by the establishment of MTV;

Your posts must address Mama Day by Gloria Naylor. Please see the Discussions section of our syllabus for directions. If you do not have a topic in mind, you may wish to consider ONE of the following:
1) What function do the supplementary materials (family tree, map and bill of sale) play within the text? When and why did you find yourself referring to these documents as you read?
2) In what ways are the city and country contrasted in this work? In particular, how is the city of New York depicted? Why do you think Cocoa moved so far from home?
3) Why might Naylor stage part of the novel in Willow Springs, a town that’s “actually in no state?” (29). In what ways, and for what purposes, does ambiguity enter the text? How would you describe the community of Willow Springs?
4) How does Naylor develop Ophelia/Cocoa as a character? (39) What point might Naylor be making with Ophelia’s nickname?
5) What kind of mother figures do we see in this text? Who serves as maternal influence for Cocoa?

When reading Tracy K. Smith’s introduction to Generations, I fell in love with the following question: “What, then, is the vision of America that Clifton is intent upon illuminating?” (page x).
What better question to consider as you read the poems on pages 34-61 in How to Carry Water and “Caroline and Son” in Generations? For your second response paper, I’d simply like for you to mull this (big) question over. You don’t have to come up with any definitive answers, but consider it. Let your mind wander over the question, and hold it in your mind as you read the poems, like a mantra: “What, then, is the vision of America that Clifton is intent upon illuminating?”
There are several key words in this question: “intent” and “illuminating” are two. One way to approach this response is to consider the images in Clifton’s poems. Which images repeat? How do her images function in the poems? What tone does she take on in individual poems?
I can’t read the word “America” without thinking also of Walt Whitman’s vision of America. And clearly Clifton can’t either, as she includes a quote from Whitman’s “Song of Myself” as an epigraph to “Caroline and Son.” Maybe one way to consider Clifton’s vision is to also consider Whitman’s, or to consider other writers’ visions (living or dead) that come to your mind. (Note: If you quote outside sources, make sure to cite correctly and include on your Works Cited page.)
As noted in the syllabus, you do not need to include a thesis statement for the short response papers. The purpose of these responses is to explore your ideas fully and thoroughly, getting to know and understand your own thinking.
Please write 600-750 words, due Saturday, July 22nd, by midnight (note the 1-day grace period), and include the following:
• Quotes from individual poems and/or “Caroline and Son” or Tracy K. Smith’s introduction as evidence to support your points (Try not to let quotes overrun your paper. I want to hear your thoughts and observations.)
• Proper MLA formatting, especially of in-text citations
• Works Cited page

In preparation for the paper due in Unit 6, students will submit a topic proposal including an introduction with a preliminary thesis, a brief outline of the points they plan to cover, and an initial bibliography containing the play and two or more secondary sources they plan to use.
Here is a link to the play “Fences” by August Wilson https://archive.org/stream/WilsonFences/Wilson%20Fences_djvu.txt
You will also right about Civil rights

Here is the link to read the play–
https://archive.org/stream/WilsonFences/Wilson%20Fences_djvu.txt
****The play is called “Fences” by August Wilson
Please make sure you have read Act I before beginning the Discussion for this week.
One hallmark of listening to multicultural voices is the presence of language and themes that are sometimes uncomfortable. However, many argue that we should not shy away from realism and historical accuracy. Using your experience with Fences as a basis, discuss the power of language in multicultural voices and specifically regarding civil rights issues in America. How does using “real-life language” enhance or inhibit civil rights discussions? In what other works of art or literature have you experienced similar reactions to the language used?

Read: Hirsch, “How to Read a Poem”: https://www.poets.org/poetsorg/text/how-read-poem-0?page=2
In “How to Read a Poem,” Hirsch says that “most readers make three false assumptions when addressing an unfamiliar poem”:
1. Assuming you should understand the poem on the first reading (and if not, “there’s something wrong with you or with the poem”);
2. Assuming the poem is a kind of code that needs to be cracked (that “each detail corresponds to one and only one thing”);
3. Assuming the poem can mean anything you want it to mean.
For this week’s response, a bit of a personal reflection:
How do you feel about reading poetry? Do you find it enjoyable? Challenging? Impenetrable? Why?
Which of the false assumptions described by Hirsch, if any, sounds the most like you?
Do you have a practice or a way of reading that helps you to better understand poetry?
1 – 2 paragraph

Book name – The Norton Anthology of Afrocan American Literature, Volume I and II
If need anymore information please reach out to my. This is my finals and I have a very low percentage in this class.

All the requirements are attached in NCA ESSAY TOPICS.
It contains two separated essays but both focusing on 4 works. Each essay is about 1650 word long. I created such offer since I need the same writing style.
My expectation is getting an A for this essay so please satisfy all the requirements.
I also attached a file named “Is Aging a Door to Memoir” which are my original ideas for topic 2, and I would like to develop the essay from those ideas. However, you could change to make the essay better if needed.
The primary source of The Blackridge House may not be found online so after accepting this offer, please contact me via email that I could send you an account and password to log in an app to access the book.
Wild is the Wind is a movie so that you could watch it online (Netflix).
The Sense of an Ending is also a famous movie so that you could find it easily online.
The primary source of Against an Afrikan Sky is attached below as PDF file.
Other secondary sources are also attached below. And please use more sources from JSTOR or any academic sources you could find.

Grade an Outline Community Review
For this assignment, you will need to read each of the graded and annotated outline examples (with scored rubrics), read the ungraded outline example, and score the outline with the attached rubric to share your response with your writing community via the discussion. Then, you will choose a peer’s response from your writing community and conduct a review.
Assignment Instructions
1.Post your review to the discussion:
a.Read all four graded outlines and review the rubrics.
b.Read the ungraded outline
c.Grade the ungraded outline while consulting the rubric below the response. Determine a proficiency level for each area.
d.Create a thread in the Grade an Outline Community Review Discussion Forum that indicates the total score you would give this outline out of 10 points. Next, indicate the proficiency level you would score the outline in each of the four areas (thesis, support, organization, and grammar), and justify your score.
2.Review a peer’s Argumentative Review Sheet in the discussion. Choose a peer who has not yet been reviewed.
a.As soon as you have chosen a peer to review, submit a reply that states “taken” so that multiple students do not review the same response.
b.Develop your response to your peer’s review by focusing on each of these talking points:
§Which rubric sections were scored the same in your review?
§Which rubric sections were scored differently in your review, and why?
§How similar or different was your overall grade for the essay, and why did you score it that way?
3.Submit your response as a reply to his or her original discussion post. Be sure to address all of the items listed above.
Prompt A:
Should children under the age of 14 be allowed on Facebook? Why, or why not?
Response:
Thesis: Children under the age of 14 should not be allowed on Facebook due to the harmful things on the internet, at that early age they should concentrate on being kids.
Topic sentence 1: On line bullying is a big thing on the Internet and can damage a lot of people, at the age of 14 no kid needs to go through that experience.
Topic sentence 2: School is more important than facebook. Once a child gets on facebook it will distract the child from doing important things like school work, and that is not a good sign.
Topic sentence 3: When you wait and have patience for things you want, they usually come at the right time. So children under 14 do not need to rush to get a Facebook, they will enjoy it better as adults and be a lot safer with it.
Thesis1.75(17.50%)
Thesis
PL4 2.5 (25.00%) points
Explicit thesis is exceptionally worded, original, and thought-provoking. Thesis reveals a creative perspective on the topic at hand.
PL3 2 (20.00%) points
Explicit thesis is original and thought-provoking.
PL2 1.75 (17.50%) points
Thesis is explicitly stated and satisfies the objective of the assignment.
PL1 0 (0.00%) points
Thesis is missing (or) unclear (or) an announcement of topic (or) does not address the assignment.
Support1.75(17.50%)
Support
PL4 2.5 (25.00%) points
Support for thesis is soundly based on the best possible details/evidence/examples that seamlessly aggregate to illustrate a single unified idea. Development of support reveals a deep and intense grappling with ideas.
PL3 2 (20.00%) points
Details/evidence/ examples clearly support the thesis in a logical way that persuades or informs the reader.
PL2 1.75 (17.50%) points
Details/evidence/examples are adequate and related to thesis.
PL1 0 (0.00%) points
Details/evidence/examples are too similar (and/or) inadequate (and/or) weak (and/or) unrelated to thesis.
Organization0(0.00%)
Organization
PL4 2.5 (25.00%) points
The organization of the outline reveals the logical analysis and synthesis of a given topic through effortless transitions and thoughtful division of ideas into sections.
PL3 2 (20.00%) points
The organization of the outline reveals a structured analysis of a given topic through the use of appropriate transitions and sections. The outline has a logical flow of ideas.
PL2 1.75 (17.50%) points
A clear pattern of organization is evident through the use of sections and appropriate transition words and phrases.
PL1 0 (0.00%) points
Outline shows little to no discernible pattern of organization. Ideas are not logically connected by any obvious means.
Grammar1.75(17.50%)
Grammar
PL4 2.5 (25.00%) points
No usage errors or sentence structure errors. Strong evidence of advanced diction. No clichés, weak words, slang, or contractions.
PL3 2 (20.00%) points
Minor errors. Some evidence of advanced diction. Writer avoids clichés, weak words, slang, and contractions.
PL2 1.75 (17.50%) points
Errors begin to affect readability. Writer uses mostly appropriate diction with minor use of clichés, weak words, slang, and contractions.
PL1 0 (0.00%) points
Multiple errors severely affect readability and/or overuse of clichés, weak words, slang, contractions, or other informal language.
Total the points for each area (Thesis, Support, Organization, Grammar).
PL1 = 0 points
PL2= 1.75 points
PL3= 2 points
PL4= 2.5 points
(PL stands for Proficiency Level.)
Prompt B:
1. Should teachers be allowed to use fictional texts that include controversial material in the public school classroom? Why, or why not?
Response:
Thesis: Teachers should be allowed to use fictional texts that include controversial material in the public school classroom.[DC1]
Topic Sentence 1: Fictional texts should be included in public school classrooms to spark discussions that raise students critical thinking.
Topic Sentence 2: Fictional texts should be included [DC2] in public school classrooms to allow teachers insight [DC3] into a student’s thinking process in order to teach to the student in a way that is meaningful to that student.
Topic Sentence 3: Fictional texts should be included in public school classrooms to spark creativity and to teach students that, while their opinions may differ, each student should be accepted for his input into the discussion. At the end of the day, we are all humans with differing opinions, upbringings, and environments. We need to be inclusive rather than just accepting those that agree with us. We can agree to disagree and still [DC4] be friends.
Thesis2.5(25.00%)
Thesis
PL4 2.5 (25.00%) points
Explicit thesis is exceptionally worded, original, and thought-provoking. Thesis reveals a creative perspective on the topic at hand.
PL3 2 (20.00%) points
Explicit thesis is original and thought-provoking.
PL2 1.75 (17.50%) points
Thesis is explicitly stated and satisfies the objective of the assignment.
PL1 0 (0.00%) points
Thesis is missing (or) unclear (or) an announcement of topic (or) does not address the assignment.
Support2.5(25.00%)
Support
PL4 2.5 (25.00%) points
Support for thesis is soundly based on the best possible details/evidence/examples that seamlessly aggregate to illustrate a single unified idea. Development of support reveals a deep and intense grappling with ideas.
PL3 2 (20.00%) points
Details/evidence/ examples clearly support the thesis in a logical way that persuades or informs the reader.
PL2 1.75 (17.50%) points
Details/evidence/examples are adequate and related to thesis.
PL1 0 (0.00%) points
Details/evidence/examples are too similar (and/or) inadequate (and/or) weak (and/or) unrelated to thesis.
Organization2.5(25.00%)
Organization
PL4 2.5 (25.00%) points
The organization of the outline reveals the logical analysis and synthesis of a given topic through effortless transitions and thoughtful division of ideas into sections.
PL3 2 (20.00%) points
The organization of the outline reveals a structured analysis of a given topic through the use of appropriate transitions and sections. The outline has a logical flow of ideas.
PL2 1.75 (17.50%) points
A clear pattern of organization is evident through the use of sections and appropriate transition words and phrases.
PL1 0 (0.00%) points
Outline shows little to no discernible pattern of organization. Ideas are not logically connected by any obvious means.
Grammar2.5(25.00%)
Grammar
PL4 2.5 (25.00%) points
No usage errors or sentence structure errors. Strong evidence of advanced diction. No clichés, weak words, slang, or contractions.
PL3 2 (20.00%) points
Minor errors. Some evidence of advanced diction. Writer avoids clichés, weak words, slang, and contractions.
PL2 1.75 (17.50%) points
Errors begin to affect readability. Writer uses mostly appropriate diction with minor use of clichés, weak words, slang, and contractions.
PL1 0 (0.00%) points
Multiple errors severely affect readability and/or overuse of clichés, weak words, slang, contractions, or other informal language.
Score= 8.75 out of 10
[DC1]Thesis is rather generic and lacks forecast
[DC2]Repetitive phrasing
There is a sense of organization, but the student does not show the flow of what would become an essay. The response lacks any transitions.
[DC3]Support found in each topic sentence is relevant and interconnected, yet not repetitive.
[DC4]There are no major sentence structure or grammar errors in this response.
Prompt C:
Should children under the age of 14 be allowed on Facebook? Why, or why not?
Response:
Thesis: Children under the age of 14 should not be allowed on Facebook due to their immaturity at such a young age.[DC1]
Topic sentence 1: Cyber bullying is a huge problem in our world for young children, b[DC2] y keeping children off of social media w[DC3] e could drastically reduce those numbers.
Topic sentence 2: Children under the age of 14 could become easily vulnerable [DC4] to child predators since they are young and naive.
Topic sentence 3: Not only [DC5] are many kids under the age of 14 vulnerable, but they also do not have the maturity to manage their time on social media. [DC6]
Thesis1.75(17.50%)
Thesis
PL4 2.5 (25.00%) points
Explicit thesis is exceptionally worded, original, and thought-provoking. Thesis reveals a creative perspective on the topic at hand.
PL3 2 (20.00%) points
Explicit thesis is original and thought-provoking.
PL2 1.75 (17.50%) points
Thesis is explicitly stated and satisfies the objective of the assignment.
PL1 0 (0.00%) points
Thesis is missing (or) unclear (or) an announcement of topic (or) does not address the assignment.
Support1.75(17.50%)
Support
PL4 2.5 (25.00%) points
Support for thesis is soundly based on the best possible details/evidence/examples that seamlessly aggregate to illustrate a single unified idea. Development of support reveals a deep and intense grappling with ideas.
PL3 2 (20.00%) points
Details/evidence/ examples clearly support the thesis in a logical way that persuades or informs the reader.
PL2 1.75 (17.50%) points
Details/evidence/examples are adequate and related to thesis.
PL1 0 (0.00%) points
Details/evidence/examples are too similar (and/or) inadequate (and/or) weak (and/or) unrelated to thesis.
Organization1.75(17.50%)
Organization
PL4 2.5 (25.00%) points
The organization of the outline reveals the logical analysis and synthesis of a given topic through effortless transitions and thoughtful division of ideas into sections.
PL3 2 (20.00%) points
The organization of the outline reveals a structured analysis of a given topic through the use of appropriate transitions and sections. The outline has a logical flow of ideas.
PL2 1.75 (17.50%) points
A clear pattern of organization is evident through the use of sections and appropriate transition words and phrases.
PL1 0 (0.00%) points
Outline shows little to no discernible pattern of organization. Ideas are not logically connected by any obvious means.
Grammar1.75(17.50%)
Grammar
PL4 2.5 (25.00%) points
No usage errors or sentence structure errors. Strong evidence of advanced diction. No clichés, weak words, slang, or contractions.
PL3 2 (20.00%) points
Minor errors. Some evidence of advanced diction. Writer avoids clichés, weak words, slang, and contractions.
PL2 1.75 (17.50%) points
Errors begin to affect readability. Writer uses mostly appropriate diction with minor use of clichés, weak words, slang, and contractions.
PL1 0 (0.00%) points
Multiple errors severely affect readability and/or overuse of clichés, weak words, slang, contractions, or other informal language.
Score= 7 out of 10
[DC1]Somewhat repetitive thesis
It does have both an assertion and forecast, but it is not particularly well stated and lacks originality.
[DC2]Run on
[DC3]Missing comma
[DC4]Awkward wording
[DC5]The attempt at a transition here may be better than none at all, but it does seem forced and somewhat awkward in this case.
[DC6]The order of the argument is questionable. Typically, we want to end with our strongest and most convincing line of reasoning.
Prompt F: Should children under 14 be allowed on Facebook? Why, or why not?
Thesis: Children under 14 should not be allowed to be on Facebook. [DC1]
Topic sentence 1: Some children do not understand that grown individuals on the Internet tend to try to [DC2] bribe kids pretending like they’re[DC3] a business that way they can get [DC4] their addresses. This can result in kidnapping children, or even worse, rape or death. They are not old enough to navigate the complexities of relationships online, which almost always [DC5] leads to misunderstandings and conflicts.
Topic sentence 2: Facebook has inappropriate language and content that 14 year olds do not need to see or even be in that environment[DC6] . Grown individuals also [DC7] tend to talk about killing people they do not like.
Topic sentence 3: Ch[DC8] ildren may end up getting into trouble trying to do things they see people on Facebook doing. Whether this is using inappropriate language, posting their body in a revealing way, or even just texting back random people that they have been warned about by their parents[DC9]
Thesis1.75(17.50%)
Thesis
PL4 2.5 (25.00%) points
Explicit thesis is exceptionally worded, original, and thought-provoking. Thesis reveals a creative perspective on the topic at hand.
PL3 2 (20.00%) points
Explicit thesis is original and thought-provoking.
PL2 1.75 (17.50%) points
Thesis is explicitly stated and satisfies the objective of the assignment.
PL1 0 (0.00%) points
Thesis is missing (or) unclear (or) an announcement of topic (or) does not address the assignment.
Support1.75(17.50%)
Support
PL4 2.5 (25.00%) points
Support for thesis is soundly based on the best possible details/evidence/examples that seamlessly aggregate to illustrate a single unified idea. Development of support reveals a deep and intense grappling with ideas.
PL3 2 (20.00%) points
Details/evidence/ examples clearly support the thesis in a logical way that persuades or informs the reader.
PL2 1.75 (17.50%) points
Details/evidence/examples are adequate and related to thesis.
PL1 0 (0.00%) points
Details/evidence/examples are too similar (and/or) inadequate (and/or) weak (and/or) unrelated to thesis.
Organization1.75(17.50%)
Organization
PL4 2.5 (25.00%) points
The organization of the outline reveals the logical analysis and synthesis of a given topic through effortless transitions and thoughtful division of ideas into sections.
PL3 2 (20.00%) points
The organization of the outline reveals a structured analysis of a given topic through the use of appropriate transitions and sections. The outline has a logical flow of ideas.
PL2 1.75 (17.50%) points
A clear pattern of organization is evident through the use of sections and appropriate transition words and phrases.
PL1 0 (0.00%) points
Outline shows little to no discernible pattern of organization. Ideas are not logically connected by any obvious means.
Grammar0(0.00%)
Grammar
PL4 2.5 (25.00%) points
No usage errors or sentence structure errors. Strong evidence of advanced diction. No clichés, weak words, slang, or contractions.
PL3 2 (20.00%) points
Minor errors. Some evidence of advanced diction. Writer avoids clichés, weak words, slang, and contractions.
PL2 1.75 (17.50%) points
Errors begin to affect readability. Writer uses mostly appropriate diction with minor use of clichés, weak words, slang, and contractions.
PL1 0 (0.00%) points
Multiple errors severely affect readability and/or overuse of clichés, weak words, slang, contractions, or other informal language.
Score= 5.25 out of 10
[DC1]The thesis is an unoriginal restatement of the prompt with no forecast.
[DC2]Awkward wording
[DC3]Informal word choice
[DC4]Questionable grammatical structure
[DC5]Potential over generalization
[DC6]Awkward structure
[DC7]While related, this sentence is presented as a new piece of support rather than a continuation or clarification of the topic sentence. At best, it is a major supporting detail, which is unneeded for this question response.
[DC8]The response lacks transitions or discernable organization strategies. However, each topic is defined fairly well, and the topics are not repetitive.
[DC9]Fragment