discussion post about Aristotle, Poetics compared to a film

Films that could be used: (choice one)
The Third Man (1950)
Soylent Green (1973)
The Empire Strikes Back (1980)
The Usual Suspects (1995)
Sixth Sense (1999) *** Professor’s Choice***

The Others (2001)

PROMPTS:
Look at the film that you viewed and try to use Aristotle’s terminology surrounding recognition scenes to try and discuss the plot of the film. Which kinds of recognition do you recognize in the film? Does Aristotle’s sense of the value of the scene work for you here? In terms of story, how does the recognition scene work? Discussion posts should do the following things:
1. Situate your Reading State some thing that you are drawn to or find compelling. Maybe it’s a quote, some specific words that are used (write out those quotes, [supanova_question]

Please read works 1, 2, 3, and 4 with each example on how to create

Please read works 1, 2, 3, and 4 with each example on how to create your own comment. You need to make a useful comment on your partner’s work.
Make your comment under each work, in blue color, please.
Use your own words and thoughts.
Work 1
As Schugurensky (2000), points out education can come in two main forms – formal and informal. Formal education is hierarchical and highly institutionalized. It includes levels ranging from preschool to graduate school. At the end of each level, students typically get a form of certification stating that they’ve completed their level and are allowed to progress to the next one or enter the labor market. Basic formal education is often compulsory in many countries. Informal education, on the other hand, is voluntary. It happens outside the formal educational system, is based on people’s interests, and caters to all ages. Some examples of informal education are sports classes, foreign language classes, etc.
Unlike formal and informal education, informal learning is not based on any established curriculum. It happens independently and typically takes one of three forms (self-directed learning, incidental learning, and socialization). Schugurensky (2000) defined these forms in terms of intentionality and the learner’s awareness of a learning experience.
Self-directed learning is intentional in its nature, and the learner is always aware of the fact of learning something new. It doesn’t require an educator to be present, but a reference person might assist throughout the learning experience. I’d like to provide an example of my 8-year-old daughter learning to bake a cake. One day she just wanted to make a cake, so she searched for a kid-friendly recipe online, something that she could do entirely by herself. I was there to answer questions and just to ensure that the kitchen was not a complete mess after she was done. Well, she now knows how to make that chocolate cake, and she’s made it several times since then.
Incidental learning happens when a leaner doesn’t intend to learn anything, but a leaning experience happens nevertheless, and the learner recognizes it. To continue with my previous example of my daughter learning to bake a cake, she also learned that dry ingredients need to be mixed before she adds them to wet ingredients. She now uses this principle with any other kind of baking she does. She also learned a bit of fractions when she was trying to figure out what ¾ of a cup means. I think this kind of learning happens all the time in our lives when we encounter a new situation or trying to solve an unexpected problem. It’s particularly common among people who learn to live in a different culture and adjusting to a different way of life. I think I have a whole bag of stories here. For instance, I got locked out of my house because I couldn’t imagine that you could lock a door without using a key. Another example was when I was taking a shower and suddenly hot water ended because I just decided to take a really long shower. In Ukraine, we didn’t have water meters at that time, so we paid the same amount every month no matter how much water we used. Saving water was not something I leaned while growing up.
Socialization, or tacit learning, “refers to the internalization of values, attitudes, behaviors, skills, etc. that occur during everyday life” Schugurensky (2000). Even though learning through socialization happens unconsciously, it is possible that a person may acknowledge it later on in life “though a process of retrospective recognition” Schugurensky (2000). I’d like to provide a personal example here that illustrates this point. The first time I lived overseas was about 15 years ago when I was studying in Sweden. We were asked to make short introductory powerpoint and present it in class of about 40 people. Many students included some information about their families. One Pakistani guy showed us a picture of a man whom he introduced as his boyfriend. At those words, I literally froze in my seat. Never ever before had I seen a person who would publicly say that he was gay. I felt very uncomfortable. I looked around to see other people’s reactions. I think I was one of very few people in class (mostly of international students with a couple of Swedes) who were shocked. As my time in Sweden went by, years passed, and new life experiences happened, I realized that homophobia was embedded in the culture I grew up in. It took years for my attitude to change and for me to develop understanding and acceptance of different types of sexuality.
Example
Olena, I like the way you shared your experience about your studies in Sweden. Our cultures and identities as well as geographical locations make us odd when we find ourselves in setting places. I believe that you did well differentiating formal and Informal sectors (learning). Just curious, do you have non-formal education in Sweden? or it is classified as formal education? I think Schugurensky does well in explaining each type of the three with multiple examples.
Work 2
Formal education can be defined by the following criteria: 1) Highly institutionalized; 2) begins with what’s considered “basic” education with a state approved curriculum and includes certified instructors, and employs goals and assessments; 3) Is level based. Each level must be passed satisfactorily before the next may be started; 4) Has a defined hierarchy; and 5) credentials are issued at the end of each level completed (Schugurensky, 2000).
Non-formal education includes organized learning that occurs outside the formal education system. Most non-formal education is short (single classes on a topic, for example), and are entered into by choice of the learner, and not compulsory like much formal education. In most non-formal education, there is no strict level system, though some instances do offer certification and credentials upon completion. There are non-formal education opportunities for people of all ages in a large array of topics (Schugurensky, 2000).
Informal learning includes all learning that occurs outside of the formal and non-formal education spaces. Informal learning specifically does not use the term “education” to differentiate it from formal and non-formal institutions of education (Schugurensky, 2000).
Informal learning can be broken down into three different categories. Part of the categorization of these three types involve intentionality (whether the learning is intentional) and Awareness (whether the learner is aware at the time of the learning).
The first category of informal learning is “self-directed” learning. Self-directed learning is intentional, and the learner is aware of the learning at the time it occurs. Self-motivation is the driving factor in this type of informal learning and can include others as resources, but does not involve the use of formal educators (Schugurensky, 2000). I’ll use myself as an example in this type of learning. When I started working for my current company nine years ago, we were farming out most of our graphic design work. To save the company money and to have better control of our branding and design, I took it upon myself to learn Photoshop. I used several different resources to facilitate learning the software. I used a Photoshop instruction book, and many YouTube tutorials. I now do all the graphic and branding work for the company.
The second category of informal learning is “incidental.” Incidental learning happens when one does not intentionally enter into a situation for the purpose of learning, but after the experience is conscious that learning did take place (Schugurensky, 2000). Several years ago, my mother, a retired associate professor and 30 year public school teacher, was recruited to work in her local Senior Drug Court. Hired as an educational consultant, she was initially brought in as a resource to help recovering addicts with their court ordered writing and reflection assignments as a mechanism to facilitate their recovery. These essays were used in group sessions as discussion points for the participants. When she began leading these sessions, she had thought that she would be correcting grammar and syntax errors, and helping participants polish their writing and narrative skills. Since then, she has gained an entirely new outlook on addiction and has had many emotional moments with folks going through recovery. She has a greater appreciation of the struggles and trauma that they have experienced, and has a very different perspective on addiction from when the program started.
The third and final category of informal learning occurs by socialization. Schugurensky (2000) states that, “Socialization refers to the internalization of values, attitudes, behaviors, skills, etc. that occur during everyday life.” An example of socialization would include a personal friend of mine’s experience. My friend grew up in a very strict Catholic household. Her family, and the social circle they existed in, believed that divorce was wrong and was considered a very serious sin. Divorcees were not welcome at their church, nor were there any divorcees in their outside church social community. Later on in life, my friend did get a divorce and while very difficult, she realized that for some people, especially those in abusive relationships, divorce is the correct and only option. She realized that what she had learned through family socialization and her upbringing did not align with her life’s reality.
Example
Hi Mohammed,
I really liked the examples of informal learning you provided. I’m particularly impressed with the work your mom had done helping drug addicts to recover. I think it’s an interesting approach of having people to put in writing and reflect upon their experiences. It must be quite theuraputic. I wonder (if you know, of course) whether this writing and reflecting process is effective in terms of returning people to drug-free life? Are there any testimonials that show that this kind of writing was helpful for the recovered addicts?

Work 3
Schugurensky (2000) describes formal education as education that is hierarchical, regimented and linear. Formal education necessitates that a particular curriculum be followed due to its governmental oversight. Non-formal learning still utilizes a curriculum, but those who are enrolling in non-formal learning choose their courses without an educational mandate. Non-formal learning may not assume or require that learners have prior knowledge.
Schugurensky proposes three types of informal learning “self-directed learning, incidental learning and socialization” (2000, p. 20) to assist in defining how informal learning occupies the space outside both formal and non-formal education. Self-directed learning is the only one of the three that includes an intentionality on the part of the learner. Both incidental and socialization do not include intentionality, though learners are aware of their learning when the learning is incidental rather than socialized.
Self-directed learning is when an individual decides to acquire new knowledge, but without the aid of an educator. I decided that I wanted to make homemade gifts for my friends and family members. After trying and failing at knitting when I was younger, I decided that crochet looked easier! To teach myself, I purchased a few introductory books, but found that the images did not assist me in capturing the movement that I needed. I turned to YouTube instructional videos where folks post resource videos to clarify stitches. Through this process, I can now make scarves, but found a true passion for amigurumi crochet. Another example of self-directed learning was when I fixed a toilet that had been running. I conducted a Google search to determine what was causing the issue. I then narrowed down the possible causes by assessing the floater, etc. I then was able to purchase the needed items and install them, after watching a YouTube video.
Incidental learning is not intentional, but the learner is aware that they have acquired new knowledge. The first thing that comes to my mind are my conversations with my partner, who listens to a lot of podcasts. It is somewhat random, but he will see something that then sparks story telling regarding something he learned through his podcasts. For example, last night, we were eating mozzarella, cheese, and tomato. We had just watched a cooking show and I said something about how I wondered how people in different geographic locations decided what was edible or not because of a worm that was eaten on the show. This was a rhetorical question and I wasn’t intending to learn anything from my partner, nor did I know that he would have knowledge to offer regarding this question. He then told me about cheese, and how people realized that they could make cheese through carrying milk in the stomach of a deer. Honestly, this then turned into self-directed learning because I cannot stop myself from conducting a Google search on everything.
The third type of informal learning is socialization. In my work, I reflect on socialization’s role on gender expectations and performance. From a young age, I was taught how women were supposed to behave. For example, I had a babysitter who would not let me do certain things that my brother was allowed to do because I was a girl. I had a classmate in fifth grade tell me that I could not play baseball with the Texas Rangers because I was a girl. He would have had a fair point if he had just said I wasn’t good enough, but his criticism was rooted in my gender. I was told that I should wear makeup, or dress more femininely. When I did not behave in ways that were aligned with a societal expectation of how I should behave, I received criticism from others which reinforced that I was behaving incorrectly. There are rewards for behaving in ways that did align with societal expectations. For example, Etcoff, et al. (2011) found that women are viewed as more competent by others when wearing makeup. Granted, this study was paid for by Proctor [supanova_question]

In “Resistance to Civil Government,” Thoreau presents prison in a relatively positive light. Is this

Language and Culture Assignment Help In “Resistance to Civil Government,” Thoreau presents prison in a relatively positive light. Is this representation convincing? Why or why not? Why might he have chosen to emphasize the good qualities of prison? Why might Thoreau have wanted to take on this unaffected and naïve persona that comes through in his writing? (Use quotes from the text provided) PLEASE READ THE TEXT I ATTACHED[supanova_question]

You may already have developed a writing process that works for you, or you

You may already have developed a writing process that works for you, or you may want to develop a process while you write your assignments for this course.
Write a journal entry in which you
give two specific ideas/ approaches that you can take from this chapter to apply to your own writing process.
for each, discuss an area of your approach to writing that may need improvement, and indicate how this idea/ approach could help
Reflect on when and how you might adapt your process for various assignments or writing project
(For example, some students might never use an outline to plan, but others may rely on the outline step, and still others might find the outline helpful sometimes, or may want to add an outline step for this course.)
Be sure you have addressed the prompt, that you are specific, and that your entry says something worthwhile. Journal entries are informal writing, but as with all class writing, editing counts. Be sure to proofread your entry.

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personal mission statement – 202170.75633 BAS-300-DL2 (Fall 2021)

The results you get from the Covey Mission Statement Builder will be
very “bullet orientated”. What I want you to do is to embellish the
bullets you get from the Covey site and write a paper about your
personal mission statement (what you might have to work on, what others
can help you with, what is very important to you, how your life so far
has shaped you, what you’ve learned about yourself and learned from
others etc.).
https://learn-us-east-1-prod-fleet01-xythos.conten…
This is your “road map” to effectiveness. Make sure you include your roles and values. Submit your assignments below.
2-4 pages a title page
1″ margins
12 point font
Double spaced
Grammar counts in papers
Submit in Adobe PDF format with your name some where in the file names

Please note: You need to attach two submissions for this assignment:

A paper embelishing the Covey Mission Builder site results, and
A copy
of what the Covey Mission Builder results were (downloaded/Copied from
the Covey Personal Mission Builder site – when you finish the on-line
builder you can get an email with your statement from Covey. An example
of the elements required is attached)

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Read and analyze chapters 1-12 of the The Scarlet Letter. How does Nathaniel Hawthorne portray

Read and analyze chapters 1-12 of the The Scarlet Letter. How does Nathaniel Hawthorne portray the Puritan society? What are the beliefs, virtues, or prejudices found in the townspeople? How does this cultural setting impact the plot and the decisions the characters make? Are there any good qualities among townspeople? Provide at least three quotations from the text and integrate them properly into your writing. Remember to cite sources and provide a full MLA citation in the third page.
https://www.gutenberg.org/files/25344/25344-h/2534…

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Read and analyze chapters 1-12 of the The Scarlet Letter. How does Nathaniel Hawthorne portray

Language and Culture Assignment Help Read and analyze chapters 1-12 of the The Scarlet Letter. How does Nathaniel Hawthorne portray the Puritan society? What are the beliefs, virtues, or prejudices found in the townspeople? How does this cultural setting impact the plot and the decisions the characters make? Are there any good qualities among townspeople? Provide at least three quotations from the text and integrate them properly into your writing. Remember to cite sources and provide a full MLA citation in the third page.
https://www.gutenberg.org/files/25344/25344-h/2534…

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With this outline you made, you should write a narrative essay after. This should

With this outline you made, you should write a narrative essay after. This should be an outline for a 5-paragraph essay. The outline must conform to standard outline form with Roman numerals denoting each paragraph and capital letters denoting subsections.
I. Introduction
A. Background
B. Thesis
II. First Body Paragraph
A. Support
B. Support
Etc.
Can anyone help me to write one an outline and an essay later other story? I attached two files as in the attach file as example.
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The report should be 1-2 pages, single spaced, at 11pt font. What is Downs

The report should be 1-2 pages, single spaced, at 11pt font.
What is Downs concept of the “geographic eye”?What are the characteristics of the “geographic eye”?What is the difference between the “geographic eye” and “GIS”?What are your thoughts on the main points this article and how do you think this applies to your study and application of GIS in your field?
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The Geographic Eye: Seeing through GIS?
Read the article and prepare a report answering

The Geographic Eye: Seeing through GIS?
Read the article and prepare a report answering the following questions. The report should be 1-2 pages, single spaced, at 11pt font.
What is Downs concept of the “geographic eye”?What are the characteristics of the “geographic eye”?What is the difference between the “geographic eye” and “GIS”?What are your thoughts on the main points this article and how do you think this applies to your study and application of GIS in your field?
[supanova_question]

Then, you definitely need to go to the library website (www.mclennan.edu/library) and start to

Language and Culture Assignment Help
Then, you definitely need to go to the library website (www.mclennan.edu/library) and start to look for your scholarly/academic source that will influence and aid you in developing your thinking about the piece you choose.
Do NOT rely on Googled sources for this assignment (even from Google scholar). I DO expect you to read at least one academic/scholarly source and effectively synthesize it into an argumentative/analytic essay.
Remember, “analysis” is NOT description, interpretation, or opinion.
Once you have a source and a reading, your job needs to focus on practicing analytic thinking, reading, and writing.
This website has a pretty good, step-by-step guide to the process of literary analysis:
https://www.edutopia.org/blog/reaching-literary-an…
By the end of this unit, you should have a strong outline with thesis, topic sentences, major quotations from the text and scholarly source, and have started to flesh it out.
Requirements: 1200-1500
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Read the article and prepare a report answering the following questions.

The report should be 1-2 pages, single spaced, at 11pt font.
What is Downs concept of the “geographic eye”?What are the characteristics of the “geographic eye”?What is the difference between the “geographic eye” and “GIS”?What are your thoughts on the main points this article and how do you think this applies to your study and application of GIS in your field?
[supanova_question]

List at least 5 common characteristics of the following protagonists: Sir Gawin, Robin Hood,

List at least 5 common characteristics of the following protagonists: Sir Gawin, Robin Hood, Davy Crockett. (This can be answered in bullets instead of paragraph form.)
2. How are these characters similar to the ones we read about in Classical Mythology?
3. What specific things would appeal to a younger audience? In contrast, what would appeal to adults?
Remember to include:
– one paragraph for each question.
-direct quotes and specific examples.
Perfect
Almost there
Not so much
All three questions are answered in paragraph form.
15
10
0
Each paragraph answers the question with a topic sentence.
5
3
0
There is at least one supporting detail in each paragraph that points to the literature, either a direct quote or paraphrase.
5
3
0
There is evidence of original, collegiate, analytical thought. There is no plagiarism and sources are included when ideas are borrowed.
5
3
0
There is an attempt at producing a college-worthy writing sample with adequate academic language, grammar and punctuation.
5
3
0
Total/ 35

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‘ One person’s utopia might be a country where discrimination does not exist and all

‘ One person’s utopia might be a country where discrimination does not exist and all lifestyles are tolerated. Another person’s utopia might be a huge city full of clubs, theaters and restaurants. What is your idea of utopia? If you could design the ideal society, what kind of laws would govern it? What would it look like? What kind of people would live there?”
Your journal entry should be at least 3/4 page long.
-1st person should be used
-One long paragraph or multiple paragraphs are fine
-It should be clear you really thought about this
-This is a journal so it should be informal! (you can be lighthearted, serious, whatever you want!)

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List at least 5 common characteristics of the following protagonists: Sir Gawin, Robin Hood,

Language and Culture Assignment Help List at least 5 common characteristics of the following protagonists: Sir Gawin, Robin Hood, Davy Crockett. (This can be answered in bullets instead of paragraph form.)
2. How are these characters similar to the ones we read about in Classical Mythology?
3. What specific things would appeal to a younger audience? In contrast, what would appeal to adults?
Remember to include:
– one paragraph for each question.
-direct quotes and specific examples.
Perfect
Almost there
Not so much
All three questions are answered in paragraph form.
15
10
0
Each paragraph answers the question with a topic sentence.
5
3
0
There is at least one supporting detail in each paragraph that points to the literature, either a direct quote or paraphrase.
5
3
0
There is evidence of original, collegiate, analytical thought. There is no plagiarism and sources are included when ideas are borrowed.
5
3
0
There is an attempt at producing a college-worthy writing sample with adequate academic language, grammar and punctuation.
5
3
0
Total/ 35
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org/stories/perfect-moments

org/stories/perfect-moments
[supanova_question]

Note that you can use the prompts as you see fit: do not feel

Note that you can use the prompts as you see fit: do not feel as if you need to address every point a prompt brings up. Also, if you have a particular question or idea that is not covered by a prompt and about which you want to post, go ahead. In most cases, though, the prompts will focus your thoughts and help you do a better job on this assignment. Regardless, always change your post’s subject-line so that it reflects your focus.
Claudius begins Act 1, Scene 2 with a speech to the royal court at Elsinore. His brother King Hamlet has died, and he has married his brother’s widow and claimed the throne, even though conventionally the line of succession passes to a king’s son, not brother (or even wife). Denmark had an elected monarchy, which means that succession was not automatic: the nobles had to approve the new king. What explanation for his actions does he provide? How persuasive do you find it? Can you see anything wrong with it?
InstructionsA reading response post is your opportunity to record whatever thoughts, questions, and emotional or aesthetic reactions you have as you read. For every reading assignment, I will provide a new discussion board forum on which I will post possible issues or questions. When your group has a reading post due, you should pick one of them and respond to it as best you can.
Because these responses represent the early stages of your thinking about the readings, you should feel free to use them to test out ideas, ask questions, and admit confusion; indeed, summary judgments and easy answers aren’t much use to me or your classmates, whereas confusion, when clearly expressed, can be stimulating. On the other hand, I admire students who are willing to venture an opinion and back it up. What is important is that your response demonstrates your engagement with these works.
The key to reading response posts is to keep them focused by quoting specific passages — you must support your argument with textual evidence by quoting and citing the reading for that thread at least once during your post — and commenting on those quotations in order to support a point. Do not simply quote and expect us to see what you see in the passage; explain. That means you should never begin or end a paragraph with a quotation. Start by establishing a point you want to make or an issue you want to explore. Quote (do not paraphrase) the text to provide evidence for what you are saying. Then, comment on the quotation: never assume that your peers or I will see what you see in the passage you quote, let alone see it the same way. Quotations provide evidence; they do not make your case for you. The ratio of commentary on a quotation to the quotation itself is typically a good indication of how strong a post is.
Always set quotations up substantively. That means that setting up a quotation with a simple phrase like “Shakespeare writes” is unacceptable. If the set-up for a quotation tells readers nothing other than the information a citation could give them, it’s not substantive.

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Explain the Role of Conflict in both Shakespearean plays “Hamlet” and “A Midsummer Night’s Dream,”

Explain the Role of Conflict in both Shakespearean plays “Hamlet” and “A Midsummer Night’s Dream,” and their differences between genre and subject matter. Also, examine how Shakespearean plays “Hamlet and “A Midsummer Night’s Dream” mirror the technique of “A Play Within A Play” citing technique history and specific examples.[supanova_question]

Note that you can use the prompts as you see fit: do not feel

Language and Culture Assignment Help Note that you can use the prompts as you see fit: do not feel as if you need to address every point a prompt brings up. Also, if you have a particular question or idea that is not covered by a prompt and about which you want to post, go ahead. In most cases, though, the prompts will focus your thoughts and help you do a better job on this assignment. Regardless, always change your post’s subject-line so that it reflects your focus.
Hamlet does not appear in this play until Scene 2. Normally, especially in plays written in Shakespeare’s era, tragedies begin with the main character. Why do you think Shakespeare decided to delay Hamlet’s entrance and begin the play with Horatio, the guards, and the ghost?
Claudius begins Act 1, Scene 2 with a speech to the royal court at Elsinore. His brother King Hamlet has died, and he has married his brother’s widow and claimed the throne, even though conventionally the line of succession passes to a king’s son, not brother (or even wife). Denmark had an elected monarchy, which means that succession was not automatic: the nobles had to approve the new king. What explanation for his actions does he provide? How persuasive do you find it? Can you see anything wrong with it?
In the Elizabethan understanding of psychology, Hamlet is what was called melancholy — which means largely what it means now, but was associated specifically with an intellectual (as opposed to emotional) character. Find evidence for this diagnosis of his problem. Do you think he is mentally ill? Would we call him depressed? (Then again, at times he seems almost manic.) Are his feelings under the circumstances justified?
Why does Laertes warn Ophelia about Hamlet? Why does Polonius order her to avoid him in the future? What do they have against him? Do they have the same reasons for their warnings?
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Do you believe AIDS/HIV was something spread by the gay community or the government?

For this project you have the freedom to explore any writer or time period/movement covered in this class. I encourage you to revisit your journals for ideas. The topic must be focused with a specific thesis. No more than 20% of the essay should be quotes and paraphrasing. The focus must be on your own ideas, analysis, reactions to the writer or literature.
We will share topic ideas in the discussion board this week.
6-8 double spaced page
Cite all sources in MLA Format. A works cited page and corresponding intext citations are required.
A minimum of three scholarly sources from the APUS library.
A clear and focused thesis.
Well written and proofread.
No more than 20% of the essay should be quotes or paraphrasing from sources.
Write a short outline of the major points you will cover (how you will support your thesis).Write the outline in outline format. Include a topic sentence and 2-3 points you will cover in each body paragraph.
Identify 3 scholarly sources (cite in MLA format) and explain how these sources will support your thesis.
Topic
Thesis

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Literary Analysis Essay

Literary Analysis Essay
The major writing assignment for this week is to compose a 600 word paper that compares and contrasts Genesis and Ovid’s Metamorphoses.

Creation stories and myths provide insight into a cultures values and beliefs. Both Genesis and Ovid’s Metamorphoses offer a portrayal of the divine (gods and goddesses). Compare and contrast the way in which these two works portray the divine and their relationship with humanity. Make sure to include specific examples and quotations from each literary work to support your argument.

Before submitting your paper proofread to check if the:

Thesis is clear and focused, and the introduction includes all the necessary information.
The paragraphs following the introduction support and defend this thesis by analyzing and discussing specific examples and quotations from the readings.
Conclusion is appropriate and reinforces the paper’s main ideas without repeating the introduction word for word.
Essay is formatted in APA style throughout, and it uses appropriate grammar, spelling, and mechanics.
Quoted material does not exceed 25% of the essay.[supanova_question]

“Chrysanthemums”

Read the short story “Chrysanthemums” by Steinbeck. Please respond to the following questions using textual evidence as necessary.

1. Compare the description of Elisa at the beginning of the story and at

the end. How does she change over the course of the narrative?

2. Elisa tells the man in the wagon, “I could show you what a woman might do”. What is the significance of her statement and its timing?

3. What do the chrysanthemums represent for Elisa? For her husband? For the man in the wagon?[supanova_question]

Thomas Jeffersons Arguement Essay

Language and Culture Assignment Help Write an essay in which you evaluate the effectiveness
of Thomas Jefferson’s argument. Review your notes before you
begin.
Decide if you think Jefferson successfully supported
his thesis, and then defend or challenge his claims.
Carefully choose details and examples from the text
that support your opinion.
Outline your points in a logical structure with smooth
transitions.
Cite supporting examples and passages accurately.
Add rhetorical devices such as repetition and
parallelism to strengthen your argument.
Make sure to include all the elements of an essay-
Introduction with thesis, body 1 (reason 1), body 2
(reason 2), body 3 (reason 3), opposing claim/
counterclaim and conclusion.
Your argument should have no more than 6 paragraphs.

3 sentences per paragraphs[supanova_question]

Edison New Jersey -Junot Diaz

Edison New Jersey Short Story Analysis -Please write a 1- page response that points to examples of this characters’ “stuckness” and his struggle with his predicament. If you can, please also include some observations about “voice” and “tone” and how its employed to express this character’s complex feelings. (Also, note what words are italicized in this story.)[supanova_question]

Please write a short, 1 page written analysis over the following prompt.PROMPT: How does Hemingway’s

Please write a short, 1 page written analysis over the following prompt.
PROMPT: How does Hemingway’s “Hills Like White Elephants” portray specific principles of the Modernist movement? Identify 2-3 literary elements found in the poem and briefly analyze how those elements help portray these Modernist ideals. Remember to incorporate specific quotes from the text as evidence to help support your claim. 
*Please treat this writing assignment as a mini-essay. This will be graded for content and strength of analysis.
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My teacher gave me some ideas but I don’t know how to put them

My teacher gave me some ideas but I don’t know how to put them into what we already have. She said ” It looks like you’ve focused on violence. Maybe there’s something about the role of violence in oppressions or the oppressed? maybe there’s something about the role of power? those in power turn to violence? maybe something about violence and trauma? there’s definitely an argument to be made. Please keep in mind I will have to use this in an essay coming up, so maybe keep it a little easy/simple that I can work from?
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Post 1: Look at Henry David Thoreau’s “Resistance to Civil Government.”  He claims that it

Language and Culture Assignment Help Post 1: Look at Henry David Thoreau’s “Resistance to Civil Government.”  He claims that it is not just our right as Americans, but it is also our duty to defy unjust laws.  This is a very American idea.  Part of the American identity involves intervening in the face of injustice.  Do you agree with this point?  What boundaries should exist to those interventions?  Support your claims using “Resistance to Civil Government” AND one of the other assigned readings from this week.Criteria:300 words minimum (excluding quotations and citations)
Include two properly and integrated quotations (one from each work) to support your claims.  You may use either direct or paraphrased quotes.  See the Literary Analysis Tools Modules in Weeks 1 and 2 for information about integrating and citation quotes.
*****There is a no-research policy in place for this class. Using any material other than the assigned readings and lectures, even if it is correctly quoted and cited, will result in a failing grade for this assignment. Contact your instructor if you have questions about this policy.[supanova_question]

Week 4 Creative Writing Assignment:Write an epilogue to ” The Cask of Amontillado” in which

Week 4 Creative Writing Assignment:Write an epilogue to ” The Cask of Amontillado” in which a case against Montresor comes to trial.  In your epilogue, provide the prosecuting attorney’s closing argument, reminding the jury of any evidence that proves Montresor’s guilt.  Then provide the defense attorney’s closing argument and describe the jury’s final verdict.Assignment Requirements:

Your submission must: include a minimum of 400 words, written in paragraph form. 
be written in the third-person point of view (academic voice). You may write in the first-person point of view if you want to pretend you are Montresor.
be double spaced.  A title page, running head, and abstract are not required.
be submitted as a Microsoft Word attachment on the submission page (click title above).  Assignments not submitted in this way may be returned to you ungraded.
*****There is a no-research policy in place for this class. Using any material other than the assigned readings and lectures, even if it is correctly quoted and cited, will result in a failing grade for this assignment. Contact your instructor if you have questions about this policy.[supanova_question]

how social media was used in a professional context for good or bad. Your

how social media was used in a professional context for good or bad. Your paper should be 2-3 full pages of text (double spaced, Times New Roman, Size 12 font) and include the following details [make sure it’s written as an essay format, not question and answer format]: ● What social media platform was used? ● Who was involved? ● What was good or bad about it? Why?● How did it promote or degrade the profession? ● What does it tell us about using social media in a professional setting? Feel free to include ideas not listed in the questions above, but ensure you do address the above questions. Also, make sure you’re explaining the content in your own words (think about the guidelines we went over for writing a summary). If you want to focus on a negative example in the medical field in your paper, Google search ‘nurse fired HIPAA violation, social media’ or similar phrases. There are positive examples too of course. You might want to write about a specific hospital and their Facebook page for the children’s department and the fun things they post, or how they keep parents informed and engaged. The scope is fairly broad, and up to your interpretation. Also, you are not limited to the medical field. The essay must be typed and submitted in iTunesU by the last day of class. I recommend you research news articles instead of long, academic, journal type articles. This is about how individuals use/misuse social media in the professional setting, so you might not find a lot of research articles on it.[supanova_question]

I will give the access to textbook once I hire*In at least two full

I will give the access to textbook once I hire*In at least two full paragraphs, describe the main points in the reading by Cotton Mather.*Describe the style and structure and theme of one poem by Phillis Wheatley in at least two full paragraphs.*Describe the style and structure and theme of one poem by Anne Bradstreet in at least two full paragraphs.

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Compare and Contrast Rent and 1,112 and Counting.

Language and Culture Assignment Help This is a very broad question. You can take any angle you want on this question. The main goal is to analyze/examine the two works in relation to each other in some way. For example, the response could compare and contrast themes, characters, main ideas, etc. In addition, consider Sarah Schulman’s criticism of Rent and AIDS activism as you compare and contrast the two texts.
The focus is on analysis. Organization, formatting, grammar and spelling will also be graded. Focus on a thoughtful approach and analysis of the texts, ideas, issues, and the representation of AIDs and LGBTQ in the media.
references
Larry Kramer: 1,112 and Countinghttp://bilerico.lgbtqnation.com/2011/06/larry_kram…

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Select one or more of this week’s readings (or one other reading of your

Select one or more of this week’s readings (or one other reading of your choice) and discuss the political and social legacy of AIDs literature.
1. How did it impact our reaction to AIDS, AIDS patients, and the gay community, for example? This is an open-ended question and students have the freedom to explore the literature and this question from multiple angles.
2. Do you agree with Shilts’ thesis that the US government only made the AIDs epidemic worse?

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I will provide all needed information about “A Streetcar Named Desire”, “Naturalism” and “History

I will provide all needed information about “A Streetcar Named Desire”, “Naturalism” and “History of Social Darwinism”

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o Objectives:? Identify and explicate the use of symbols, imagery and language in a

o Objectives:
? Identify and explicate the use of symbols, imagery and language in a short story.
? Compare and contrast two main characters within Hawthorne’s short stories.
? Develop a thesis and a basic outline for a research paper.
? Demonstrate cumulative knowledge of course concepts through a midterm exam.
o Reading preparation:
o Hawthorne’s Twice-Told Tales URL
? Read “The Minister’s Black Veil”
o Hawthorne’s Little Masterpieces URL
? Read “The Birthmark”
o Research Topic Proposal – Instructions Page
o Research Paper – Instructions (due at the end of week 7) Page
o View the online learning resources:
o Hawthorne, Nathaniel – Bloom’s Literature URL
o Writing about Language, Symbols, and Imagery – Bloom’s Literature URL
o Guidelines for Reading and Analyzing Literature URL
o Thesis Examples URL
o Complete the activities:
o Nathaniel Hawthorne Discussion Forum Open Forum1 unread post
o Midterm Exam Quiz
o Research Topic Proposal Turnitin Assignment 2
Discussion Forum Rubric
Consistent participation in discussion forums is an important factor in the successful completion of this course. Please keep the following guidelines in mind to help you develop and formulate engaged, thought-provoking responses in your weekly discussions.
General Guidelines
• Organize your thoughts prior to composing your responses, and proofread your responses prior to submission.
• Use polite, professional language in all posts.
• Contribute meaningful, relevant, substantive replies to peers. Your professor can deduct points if replies to peers supply only the following types of content: reflection (simply repeating or rewording what someone else has already said); deflection (asking mundane or trivial questions of others rather than supplying your own thoughts or ideas); affirmation and/or adulation (agreeing with someone, or offering praise or encouragement alone, while making no clear effort to meaningfully further the academic discussion with ideas or opinions of your own). All substantive replies count, whether it be replies to several different classmates, or multiple replies (as part of an ongoing conversation) within a single discussion thread.
• Use proper MLA-style formatting and citations if quoting/paraphrasing ideas or information from other sources. Proper sources include the literature itself, online learning resources provided to you in class, and relevant sources from GMC Library; please avoid the use of any and all other outside sources in discussion forums (unless directed otherwise by your professor). Plagiarism or any other form of academic dishonesty, on any post, will result in no credit for the forum assignment, as well as potential referral to the school’s Honor Council. For more information on MLA style, please visit the “How-To Guide: MLA Formatting and Citations” page linked in class.
Grading Rubric Guidelines
• Timeliness assesses the timeliness of your first post (main response) to the discussion forum prompt. To earn full credit, you must post your response to the prompt on or before the first-post due date for each forum:
o The Discussion Forum first-post due date is typically Wednesday, by 11:55 p.m. EST. This is the due date for your FIRST post (your main response), not all posts. The first post replying to forum instructions can be submitted late, but receives a points penalty after Wednesday (see grading rubric below).
o Some course weeks feature two discussion forum activities; in those weeks, the first-post due date for the second (lower) forum activity (entitled ‘Discussion Forum #2’) is typically Friday night by 11:55 pm EST.
o All discussion forum posts (main responses, and replies to peers) for all weekly discussion forum activities must be posted by Sunday night at 11:55 p.m. each week. No posts made after that weekly deadline will receive credit.
o The specific due dates for your first posts in the discussion forums can be found on the course calendar, course schedule, the News and Announcement forums, or in the actual discussion forum post directions themselves. If you have any questions, contact your instructor at the appropriate email address found in the syllabus.
• Engagement assesses the number of days you were active in each of the weekly discussion forums. To earn full credit, you must contribute to EACH weekly discussion forum over the course of at least two or more days (consecutive, or non-consecutive) during an active course week.
• Interaction assesses the quality and quantity of your replies to peers. To earn full credit, you must supply at least two meaningful, relevant, substantive replies to peers in addition to the main post responding directly to prompt instructions (3 or more posts total).
• Content measures your ability to effectively address content requirements for your main response. To earn full credit, your main response must be at least 150 words or more, and the content of your first post needs to accurately and completely address all stated content requirements.
• Mechanics, Tone, and Style measures your ability to communicate effectively and professionally. To earn full credit your contributions must be written in a polite, professional manner and avoid major or pervasive grammatical, spelling, or punctuation errors. In addition, any necessary MLA documentation (quotations, in-text citations, works cited) should be used effectively.

Timeliness No participation Main response posted after stated first-post deadline N/A – no points are available for this criterion Main response posted on or before stated first-post deadline
Engagement No participation Posted on one day during active course week N/A- no points are available for this criterion Posted on two or more separate days during active course week
Interaction No participation, or no substantive replies to peers One substantive reply to peer N/A- no points are available for this criterion Two or more substantive replies to peers (in addition to main response)
Content No participation Main response content is not substantive or relevant, or fails to meet/exceed 150 words in length Main response content is substantive, but fails to specifically or correctly address some aspect of content instructions. Main response content is substantive, relevant, organized, and meets or exceeds 150 words in length
Mechanics, Tone, and Style No participation Posts contain major or frequent errors in tone, grammar/ mechanics, or MLA-style documentation Posts contain minor or infrequent errors in tone, grammar/mechanics, or MLA-style documentation Posts are written in a polite, professional tone and are essentially free of errors in grammar/mechanics. Any necessary documentation is proficient in MLA style.

Timeliness No participation Main response posted after stated first-post deadline N/A – no points are available for this criterion Main response posted on or before stated first-post deadline
Engagement No participation Posted on one day during active course week N/A- no points are available for this criterion Posted on two or more separate days during active course week
Interaction No participation, or no substantive replies to peers One substantive reply to peer N/A- no points are available for this criterion Two or more substantive replies to peers (in addition to main response)
Content No participation Main response content is not substantive or relevant, or fails to meet/exceed 150 words in length Main response content is substantive, but fails to specifically or correctly address some aspect of content instructions. Main response content is substantive, relevant, organized, and meets or exceeds 150 words in length
Mechanics, Tone, and Style No participation Posts contain major or frequent errors in tone, grammar/ mechanics, or MLA-style documentation Posts contain minor or infrequent errors in tone, grammar/mechanics, or MLA-style documentation Posts are written in a polite, professional tone and are essentially free of errors in grammar/mechanics. Any necessary documentation is proficient in MLA style.

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Literary works like Frankenstein explore the “human condition” or experiences that humans encounter. The study guides

Language and Culture Assignment Help Literary works like Frankenstein explore the “human condition” or experiences that humans encounter. The study guides for Frankenstein offer several “Real Life Considerations” meant to help you critically analyze the applications of the work’s themes in today’s world. Now, you will choose one of these topics and explore it using secondary resources to learn more about the novel and its relevant social topics. You might find information about social issues in familiar sources such as magazines, newspapers, or social science journals. Make sure your sources are credible – you do not want a random website or an encyclopedic website such as Wikipedia.2 Your sources will preferably be scholarly ones. Here are some ideas of places where you might find appropriate sources for this assignment:

Google Scholar: https://scholar.google.com/ (note that this is different from regular Google)

Microsoft Academic Search: http://academic.research.microsoft.com/
Cornell University’s arXiv (open access sources in math, biology, physics, and other fields): http://arxiv.org/
Bielefeld Academic Search Engine (BASE): https://www.base-search.net/
Your local library
Your thesis statement and paper must address both the literary qualities and the social issues as you evaluate the novel, Frankenstein. However, keep in mind, your essay does not have to answer ALL of the questions listed under each topic. Only answer the questions you feel are the most relevant to the thesis statement you choose. Develop your essay so it has a clear introduction, body, and conclusion. Ensure that each of your claims is supported with valid evidence from the novel, Frankenstein, and at least three other credible external sources.3 
Using proper MLA style, insert parenthetical citations and signal phrases for all borrowed information in addition to a Works Cited page for Frankenstein and your chosen external sources.
You have several options for this assignment:
Option #1: Can science go too far?There is an ongoing battle between faith or spirituality and science that has been active even before the time of Mary Shelley. What are some of the dilemmas she addresses that are still important today? What are some of the ethical questions she brings up regarding the scientific definition of life and death? What does she illustrate about the power science has to blur the line between life and death? What is a current news item that is similar to this issue?
Hint: Develop a thesis that answers a question like this one: “How and how well does Mary Shelley’s Frankenstein address ethical issues of science and/or faith for audiences, regardless of when they read the novel?”
Option #2: DiscoveryBoth Frankenstein and Walton are trying to discover something important to them. What parts of their real lives drive them to discovery? Does that drive still exist today? While we’ve mapped the globe, are there still geographical places for people to explore? In science, are people still trying to discover the meaning of life, how to save life, and how to defeat death? What methods do they use? Are there better ways to accomplish these goals than others? What are some of today’s motivations for discovery?
Note: Develop a thesis that answers questions like this one: “How and how well does Mary Shelley’s Frankenstein address human discovery as a theme?”
Option #3: World Perception and PrejudiceReread the paragraph where the creature describes the book from which Felix teaches Safie. It begins: “The book from which Felix instructed Safie was Volney’s Ruins of Empires…”
What are some of the perceptions and prejudices from the book that Felix teaches Safie? How have these perceptions and prejudices changed, if they have, in today’s society? What are some present-day situations and references that may claim a lack of prejudice or an open-mindedness, but, in fact, are still very prejudiced, racist, sexist, etc.? Why do you think these situations still happen? Can anything be done about it?
Hint: Develop a thesis that answers a question like this one: “How and how well does Mary Shelley’s Frankenstein address human prejudice in the world throughout time?”
Option #4: Personal PerceptionIt could be argued that the creature did not consider itself a monster and didn’t do awful things until people treated him like a monster. What are some real-world instances in which people’s actions could be a reaction to abuse from others? Who do you feel is accountable in these situations? Why?
Hint: Develop a thesis that answers a question like this one: “How and how well does Mary Shelley’s Frankenstein address the effect of peer perceptions on personal development?”
Option #5: Death and SuicideAt the end of the book, the creature promises to destroy himself. Is this a justifiable end for him? Could he have been redeemed? Would he have had a place in the world of Shelley’s novel? How could this relate to current-day issues like suicide or the death penalty?
Hint: Develop a thesis that answers a question like this one: “How and how well does Mary Shelley’s Frankenstein address the value of an individual’s life and death?”
Option #6: Nature vs. NurtureThe creature argues that had someone properly guided him, he would not have been so wretched. Frankenstein4 argues that the creature was evil to begin with, so it would have been useless to teach him at all. What are some current debates – especially in education – where these kinds of arguments still arise? How much of behavior of you think is based on nature (how a person IS) and how much is based on nurture (what a person LEARNS or EXPERIENCES)? What examples from the present support your opinion? What do you feel is the truth? Why?
Hint: Develop a thesis that answers a question like this one: “How and how well does Mary Shelley’s Frankenstein address existing personality traits versus how a person is taught to act?”
Option #7: FeminismThe feminist perspective is often explored in Mary Shelley’s Frankenstein. How are the women characters treated in the novel? What perceptions of women did Shelley use and comment on? How did she handle the theme of motherhood?
Hint: Develop a thesis that answers a question like this one: “How and how well does Mary Shelley incorporate responses to feminist issues into the novel, Frankenstein?”

The guidelines for this assignment are as follows:Header: Include a header in the upper left-hand corner of your writing assignment with the following information:

Your first and last name
Course Title (Composition II)
Assignment name (Frankenstein Application Essay)
Current Date
Format:

MLA-style source documentation and Works Cited5
Your last name and page number in the upper-right corner of each page
Double-spacing throughout
Standard font (Times New Roman, Calibri)
Title, centered after heading
1″ margins on all sides
Save the file using one of the following extensions: .docx, .doc, .rtf, or .txt
Underline your thesis statement in the introductory paragraph. 

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o Objectives:? Identify and explicate the use of symbols, imagery and language in a

o Objectives:
? Identify and explicate the use of symbols, imagery and language in a short story.
? Compare and contrast two main characters within Hawthorne’s short stories.
? Develop a thesis and a basic outline for a research paper.
? Demonstrate cumulative knowledge of course concepts through a midterm exam.
o Reading preparation:
o Hawthorne’s Twice-Told Tales URL
? Read “The Minister’s Black Veil”
o Hawthorne’s Little Masterpieces URL
? Read “The Birthmark”
o Research Topic Proposal – Instructions Page
o Research Paper – Instructions (due at the end of week 7) Page
o View the online learning resources:
o Hawthorne, Nathaniel – Bloom’s Literature URL
o Writing about Language, Symbols, and Imagery – Bloom’s Literature URL
o Guidelines for Reading and Analyzing Literature URL
o Thesis Examples URL
o Complete the activities:
o Nathaniel Hawthorne Discussion Forum Open Forum1 unread post
o Midterm Exam Quiz
o Research Topic Proposal Turnitin Assignment 2
Discussion Forum Rubric
Consistent participation in discussion forums is an important factor in the successful completion of this course. Please keep the following guidelines in mind to help you develop and formulate engaged, thought-provoking responses in your weekly discussions.
General Guidelines
• Organize your thoughts prior to composing your responses, and proofread your responses prior to submission.
• Use polite, professional language in all posts.
• Contribute meaningful, relevant, substantive replies to peers. Your professor can deduct points if replies to peers supply only the following types of content: reflection (simply repeating or rewording what someone else has already said); deflection (asking mundane or trivial questions of others rather than supplying your own thoughts or ideas); affirmation and/or adulation (agreeing with someone, or offering praise or encouragement alone, while making no clear effort to meaningfully further the academic discussion with ideas or opinions of your own). All substantive replies count, whether it be replies to several different classmates, or multiple replies (as part of an ongoing conversation) within a single discussion thread.
• Use proper MLA-style formatting and citations if quoting/paraphrasing ideas or information from other sources. Proper sources include the literature itself, online learning resources provided to you in class, and relevant sources from GMC Library; please avoid the use of any and all other outside sources in discussion forums (unless directed otherwise by your professor). Plagiarism or any other form of academic dishonesty, on any post, will result in no credit for the forum assignment, as well as potential referral to the school’s Honor Council. For more information on MLA style, please visit the “How-To Guide: MLA Formatting and Citations” page linked in class.
Grading Rubric Guidelines
• Timeliness assesses the timeliness of your first post (main response) to the discussion forum prompt. To earn full credit, you must post your response to the prompt on or before the first-post due date for each forum:
o The Discussion Forum first-post due date is typically Wednesday, by 11:55 p.m. EST. This is the due date for your FIRST post (your main response), not all posts. The first post replying to forum instructions can be submitted late, but receives a points penalty after Wednesday (see grading rubric below).
o Some course weeks feature two discussion forum activities; in those weeks, the first-post due date for the second (lower) forum activity (entitled ‘Discussion Forum #2’) is typically Friday night by 11:55 pm EST.
o All discussion forum posts (main responses, and replies to peers) for all weekly discussion forum activities must be posted by Sunday night at 11:55 p.m. each week. No posts made after that weekly deadline will receive credit.
o The specific due dates for your first posts in the discussion forums can be found on the course calendar, course schedule, the News and Announcement forums, or in the actual discussion forum post directions themselves. If you have any questions, contact your instructor at the appropriate email address found in the syllabus.
• Engagement assesses the number of days you were active in each of the weekly discussion forums. To earn full credit, you must contribute to EACH weekly discussion forum over the course of at least two or more days (consecutive, or non-consecutive) during an active course week.
• Interaction assesses the quality and quantity of your replies to peers. To earn full credit, you must supply at least two meaningful, relevant, substantive replies to peers in addition to the main post responding directly to prompt instructions (3 or more posts total).
• Content measures your ability to effectively address content requirements for your main response. To earn full credit, your main response must be at least 150 words or more, and the content of your first post needs to accurately and completely address all stated content requirements.
• Mechanics, Tone, and Style measures your ability to communicate effectively and professionally. To earn full credit your contributions must be written in a polite, professional manner and avoid major or pervasive grammatical, spelling, or punctuation errors. In addition, any necessary MLA documentation (quotations, in-text citations, works cited) should be used effectively.

Timeliness No participation Main response posted after stated first-post deadline N/A – no points are available for this criterion Main response posted on or before stated first-post deadline
Engagement No participation Posted on one day during active course week N/A- no points are available for this criterion Posted on two or more separate days during active course week
Interaction No participation, or no substantive replies to peers One substantive reply to peer N/A- no points are available for this criterion Two or more substantive replies to peers (in addition to main response)
Content No participation Main response content is not substantive or relevant, or fails to meet/exceed 150 words in length Main response content is substantive, but fails to specifically or correctly address some aspect of content instructions. Main response content is substantive, relevant, organized, and meets or exceeds 150 words in length
Mechanics, Tone, and Style No participation Posts contain major or frequent errors in tone, grammar/ mechanics, or MLA-style documentation Posts contain minor or infrequent errors in tone, grammar/mechanics, or MLA-style documentation Posts are written in a polite, professional tone and are essentially free of errors in grammar/mechanics. Any necessary documentation is proficient in MLA style.

Timeliness No participation Main response posted after stated first-post deadline N/A – no points are available for this criterion Main response posted on or before stated first-post deadline
Engagement No participation Posted on one day during active course week N/A- no points are available for this criterion Posted on two or more separate days during active course week
Interaction No participation, or no substantive replies to peers One substantive reply to peer N/A- no points are available for this criterion Two or more substantive replies to peers (in addition to main response)
Content No participation Main response content is not substantive or relevant, or fails to meet/exceed 150 words in length Main response content is substantive, but fails to specifically or correctly address some aspect of content instructions. Main response content is substantive, relevant, organized, and meets or exceeds 150 words in length
Mechanics, Tone, and Style No participation Posts contain major or frequent errors in tone, grammar/ mechanics, or MLA-style documentation Posts contain minor or infrequent errors in tone, grammar/mechanics, or MLA-style documentation Posts are written in a polite, professional tone and are essentially free of errors in grammar/mechanics. Any necessary documentation is proficient in MLA style.

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American Literature

1.  Read the following in preparation for submitting written assignment 3:

Textbook

Nathaniel Hawthorne, pp. 651-655 

“My Kinsman, Major Molineux,” pp. 655-668

“Young Goodman Brown,” pp. 668-677

“The Birthmark,” pp. 694-706

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I believe it was Shakespeare who once said “all the world is the stage

I believe it was Shakespeare who once said “all the world is the stage and everyone an actor.”  In The Death of Ivan Ilyich we see the 
main character speaking a lot about the expected behavior one must engage in both personally and professionally and how that gives 
one a happiness and a good life.  What do you think of this in our modern times?  Are we like Ivan Ilyich in how we live our lives?  
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The main theme in The Death of Ivan Ilyich is the inevitability of mortality.

Language and Culture Assignment Help The main theme in The Death of Ivan Ilyich is the inevitability of mortality.  For this one page response I would like you to reflect on the 
main characters anguish just prior to his death.  He struggled, it seemed, with the apparent meaninglessness of his life.  In the end, is 
there any real way to see one’s life as anything less than meaningless in consideration of everyone’s inevitable mortality or is there a way to make one’s life meaningful?
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American Literature

1.  Read the following in preparation for submitting written assignment 2:

Textbook

Henry David Thoreau, pp. 900-902

Walden 

“Where I Lived, and What I Lived for,” pp. 962-972

“Conclusion,” pp. 990-996 (beginning with “I left the woods . . .”)

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