Literature

The Epic of Gilgamesh, “Toads,” and “Everyday Use” each contains a powerful simile which likens a dog to a character or group of characters in the work. Describe the simile in each work, and explain fully how the simile works. What particular qualities of the dog is connected to the character(s) in each case? What specifically is revealed about each character in each of the similes? (Don’t B.S. here; identify specific traits connected to the character in each case).

Read Thomas Roske’s “Collecting Madness” and “Art Brut Today: A Correspondence between Michel Thevoz and Allen S. Weiss.” Both essays deal with the paradox of collecting outsider art. How can such art, created in the margins by those not invested in (or excluded from) the mainstream of culture and its markets, maintain its rebellious and emotionally powerful aura? Using these two essays, please outline the problems as these authors see them.

The type of essay required is an argumentative essay about “Should beauty standards be more inclusive?”  Everything is written in detail about how and what the essay should be like in the attached rubric and presentation. Should beauty standards be more inclusive? Should beauty standards be more inclusive? Should beauty standards be more inclusive?

To Kill a Mockingbird – Literary Analysis Assignment Overview of Format You will be required to construct a four paragraph essay that follows the following format. (This is the same type of essay that you wrote for The Crucible.) Paragraph #1: Introduction Hook, link, and thesis statement Paragraph #2: Body #1 to support thesis statement Topic sentence 3 supporting details with citations from the book Commentary to discuss how each supporting detail proves the topic sentence Concluding sentence Paragraph #3: Body #2 to support thesis statement Topic sentence 3 supporting details with citations from the book Commentary to discuss how each supporting detail proves the topic sentence Concluding Sentence Paragraph #4: Concluding paragraph Restatement of the thesis Summary of both concluding sentences (from body paragraphs) Clincher Select ONE of the following essay prompts as the focus for your essay. #1 What important life lessons can we learn from the novel? Consider Lee’s emphasis on values (what is important), morals (what is good or bad) and ethics (what is right or wrong). Give examples of qualities in characters and situations to support your position. Think about the lessons Scout and Jem learned throughout the novel. What can we learn from Atticus? Possible Thesis: Brainstorm: #2 Why is the book titled To Kill a Mockingbird? Provide examples from the book (Tom, Dill, Boo, etc.) to explain the meaning of the title and the reasons for its use. Think about what Scout meant when she said “…would be kind of like killing a mockingbird.” Possible Thesis: Brainstorm: #3 Atticus said that, “You never really understand a man until you consider things from his point of view…until you climb into his skin and walk around in it”-Ch.3, and “you never really know a man until you step in his shoes and walk around in them”-Ch. 31. Explain the truth of these statements in the novel. Possible Thesis: Brainstorm: #4 What is courage, and why is it an important character trait? Discuss the different examples of courage (physical, emotional, moral) that are shown in the novel. Or discuss how different characters show courage. Possible Thesis: Brainstorm: #5 Analyze Harper Lee’s portrayal of education in To Kill a Mockingbird. Possible Thesis: Brainstorm: SCROLL DOWN FOR THE OUTLINE TEMPLATE/ ASSIGNMENT Outline Assignment Directions: Select one of the prompts above. Formulate a thesis statement and then begin brainstorming and organizing the details from the novel that will help to prove your thesis statement. Each of the highlighted portions must be filled in to receive credit for the outline. DUE DATE: No later than 8:00 a.m. on Monday, Dec. 21st Introduction: Thesis Body #1 to Prove Thesis: Topic Sentence Two of these details must be a direct quote. This means that you must go to the book and find the exact line that supports the topic sentence. The third detail can be a paraphrase from the book, but you will still need to provide a page number. Supporting Detail #1 Page #: Supporting Detail #2: Page #: Supporting Detail #3: Page #: *We will add commentary to explain each supporting detail at a later date. Concluding Sentence: Body #2 to Prove Thesis: Topic Sentence: Two of these details must be a direct quote. This means that you must go to the book and find the exact line that supports the topic sentence. The third detail can be a paraphrase from the book, but you will still need to provide a page number. Supporting Detail #1: Page #: Supporting Detail #2: Page #: Supporting Detail #3: Page #: *We will add commentary to explain each supporting detail at a later date. Concluding Sentence: Concluding Paragraph: Restatement of Thesis: Restatement of points from each concluding sentence: SKIP FOR NOW Clincher: SKIP FOR NOW

examine the ways in which the authors dramatize the concept of perspective. To what extent are the authors implying that individuals need to rethink their beliefs about their abilities to understand themselves and the world around them? Why is it important that individuals in both works are attempting to define themselves in relation to their perceptions of reality, and how does that affect the way in which they respond to the external world? Are they able to complete that process through the course of the works, and how is that relevant to the point of each work? What are the authors saying about the way in which an individual’s consciousness controls, and is controlled by, external “reality”? What is the significance of the narrative structure (first- or third-person point of view) of each work in terms of this theme?  In terms of the structure of the essay you write, I would recommend that you begin by defining whether or not the authors are making the same point in the two works (and, if so, what that point is, and, if not, what the main point of each work is), and then proceed to analyze one of the works in depth, showing how the various parts of the work contribute to the overall meaning. Then, shift over to the other work and analyze it, making appropriate comparisons and contrasts with the first one as you go. Conclude by restating your overall comparative point. If you merely bounce back and forth between individual points without contextualizing them, their relevance is unclear.  Remember that your reader  is familiar with the works, so you do not need to summarize them; you should, however, provide textual citations to support your assertions, using correct format to do so. The questions listed above are intended as guidelines, not as strict requirements, so do not try too hard to answer all of them in the order in which they are presented.  Please do not do research for this paper; I am interested in your analysis, not that of the critics/experts.

Assignment #6 – BHS Assignment Description Your assignment this week is to answer the following questions regarding the Susan Szachowicz book: Transforming Brockton High School: High Standards, High Expectations, No Excuses.  You are only to read from the Forward to page 94.  Be sure to include page numbers with your answers. 1.      How much does the book agree or clash with your view of the world, and what you consider right and wrong? Use quotes as examples of how it agrees with and supports what you think about the world, about right and wrong, and about what you think it is to be human. Use quotes and examples (along with the page numbers) to discuss how the text agrees or disagrees with what you think about the world, history, and about right and wrong.  2.     How were your views and opinions challenged or changed by this text, if at all?  Did the text communicate with you? Why or why not?  Give examples of how your views might have changed or been strengthened (or perhaps, of why the text failed to convince you, the way it is). Please do not write “I agree with everything the author wrote,” since everybody disagrees about something, even if it is a tiny point. Use quotes (along with page numbers) to illustrate your points of challenge, or where you were persuaded, or where it left you cold. ?? 3.      To sum up, what is your overall reaction to the text?To whom would you recommend this text? Would you read something else like this, or by this same author, in the future or not?  Why or why not?    This assignment should consist of approximately 750-1000 words in total, but no more than 1250 words.  Essentially 3 – 4 pages in length using standard formatting of double space and 12 point font, etc.   As a reminder, substance is more important than form but please be sure I know “who is talking” and give proper credit. The assignments will be submitted via the “Assignment” section of Canvas.  Please attach your document to the assignment box as either a Word document or as a PDF.  You should also have your assignment available for your reference during our next class session.

The main question to which you should be responding is highlighted in bold print below. In developing your essay, do not simply answer the questions in order, but try to connect your answers into a coherent essay. The questions are simply intended to stimulate thought on your part, to give you some idea of the kinds of questions you should be considering in your answer. Do you think animal liberation is a crime? If so, what makes it a crime? If not, how do you define a crime, and how does the liberation of animals fall short of that definition?  Do you think the original owners of the animals have rights – for example, property rights – that are violated by their “theft”? Should the liberators have to compensate their “victim”? If the dolphin in Midgley’s essay was truly treated inhumanely, do the owners deserve compensation? Who, then, would be the true victim in that scenario? What constitutes inhumane treatment in the first place? (Notice the equivocation here: The word “inhumane” comes from the word “human.” Are animals, if they are not human beings or persons, entitled to “humane” treatment? What is your definition of “human” or “person,” and to what extent do animals fall under it?) If you do not consider animal liberation theft, explain why not. What moral principle(s) would you invoke here to defend your answer? Would you make an exception in the case of animal testing (i.e. experiments with animals) for the sake of developing life-saving medicines for human beings? How about for the sake of developing perfume, shampoos, lipstick, and other beauty products? Do you think it should play any role in determining the liberator’s guilt whether (or how well) he knew the animal? In other words, if someone off the street decides, as a matter of principle, to free a dolphin from Sea World, should he be treated in the same way as someone who knew the animal “personally”? If not, what is it about knowing the animal and its condition that changes the legal circumstances? Why should that play a role at all? Should that completely exonerate the person or only be a mitigating circumstance?

La Muñeca Menor is a feminist story in which Rosario Ferré uses fantastic elements to show the role of women in a macho world.   Please explain how the author uses fantastic elements to express feminism from this story.  Please cite quotes from the story to help explain where necessary.

Dissertation Title:  The Unknown World Of A Female Serial Killer Short project title What are the motives and means behind female serial killers who murder people in the United States?

All I need to be done is to answer a question in four pages. This is a deep question, so you’ll be good! Here’s the question: Socrates proposes to investigate the nature of righteousness in the individual       personality by first examining how righteousness (and unrighteousness) come into       existence in the society or city-state.  Why does he do this?