Research to develop a position on sending missionaries to foreign lands for the purpose of converting others.
research to develop a position on sending missionaries to foreign lands for the purpose of converting others.
For instance, you might choose to write a response from clara, in her own voice, to what carwin says in his memoirs.
The final assignment for this course is an 8-10 page (double-spaced) paper, as indicated on the course syllabus. As also indicated in the syllabus, it will count for 40 percent of your final grade and is due by the day of our last class meeting (December 8). It should be printed out and turned in during our class that day.
The paper will be based on our last major reading in the course, a novel published in 1798 by Charles Brockden Brown: Wieland; or, The Transformation: An American Tale. Brown, born into a Philadelphia Quaker family in 1771 and trained for the law, wrote a series of seven novels in quick succession between 1797 and 1802. Several of the books explore aberrant states of mind or feeling and show a fascination with scientific and medical themes. All of them are set in the United States across the period from before to just after the Revolution, but they also pay attention to the new nation’s Transatlantic ties.
In various ways, they also show a pervasive and important concern with point-of-view as a psychological fact and a literary device. In the case of Wieland, we thus learn of a mass murder through a narrative told by the murderer’s sister (who at one point was another of his intended victims). Brown’s interest in point-of-view was intensely personal, but it accorded well with his period’s rising interest in subjective states of feeling and thought. Especially in America, where the autobiography was even then becoming an important cultural and literary form (think of Ben Franklin, Olaudah Equiano, and St. Jean de Crèvecoeur, for instance), the isolated individual was a figure of considerable importance. As traditional authority in political and cultural terms came under assault, many things seemed to come down to individual choice and individual perception—this was in one sense the nightmare underlying the dream of freedom achieved in the war against Britain. It followed that telling stories involved more than just assembling discrete facts into convincing wholes. The facts themselves might be in dispute, and how they fit together depended in large part on how the teller of any story was disposed to view the world.
In Wieland, the narrator (Clara Wieland) has a very personal investment in her story. For one thing, she wishes to explain her brother Theodore’s murderous actions and, by the manner in which she explains them, to insulate herself from their moral and mental contagion. She thus exaggerates the role that the supposed villain of her story, Francis Carwin, plays in the story. She contends that Carwin contaminated Theodore’s mind, inducing a kind of insanity that led him to commit murder. Otherwise, she seems to fear, the admitted emotional closeness of Clara and Theodore, who have grown up in an isolated home outside Philadelphia, might suggest that her own sanity is at least potentially in doubt. Carwin is not without blame in the actual events chronicled in Clara’s first-person narrative. He has uncanny talents. He can imitate other people’s voices and make it seem that they are speaking from distinct spatial locations. In addition, he is driven by an insatiable, dangerous curiosity that leads him to spy on other characters and repeatedly violate their privacy. Clara, wishing to downplay the potential madness of her brother, finds in these traits a useful dodge. Carwin is in fact a self-centered individual but he is no villain. If he exerts an effect on Theodore, it is mainly by setting in motion impulses that lead Theodore to become unhinged and, believing himself commanded by a divine voice, to murder his family as a sacrifice to God.
In another of his books, Arthur Mervin, Brown chose to tell the whole story by means of what one might call “embedded” first-person narratives: that is, we listen to one narrator who tells us part of the story, but who, on meeting another character, simply quotes that other character’s extensive first-person account of other aspects of the overall story. There is therefore no “omniscient” (all-knowing) narrator, and, it would follow, no epistemological stability in the world of that book.
In the case of Wieland, Brown similarly chose to write Memoirs of Carwin the Biloquist, a later sequel to the main plot that is narrated from the viewpoint of Carwin. In this sequel, the villain we have been introduced to in Clara’s narrative emerges as a somewhat less threatening figure. He has the same failings, but we never see him use them for evil purposes. And we are led to imagine a Utopian future for him that will not include the sorts of events we encounter in Wieland.
The assignment here is to use Memoirs of Carwin as a tool for interpreting Wieland. You might write a traditional research paper that relies on the insights of various scholars and historians whose essays you have consulted. But you also might undertake a somewhat more creative approach. For instance, you might choose to write a response from Clara, in her own voice, to what Carwin says in his Memoirs. Or you might adopt Carwin’s voice and viewpoint to answer Clara’s views about his deeds and motives.
I have briefly mentioned this assignment already in class and will continue to do so in future meetings, especially once we begin reading Wieland (from November 29 to the end of the semester). The short, fragmentary Memoirs of Carwin is to be read independently, though on it, on Wieland, and on the project overall I will be available via email and online to provide feedback on your ideas or your drafts.
What elements of the assigned fiction distinguish them as written by african-american writers?
This short critical paper allows you to analyze a topic or theme found in the unit’s reading and introductory material by practicing a thesis-driven essay with supporting textual evidence. 2-3 pages long, the unit paper requires citations and a works cited page. The response must be formatted in 12pt font, lines double-spaced, each page numbered, and grammar conventions observed.
Please utilize your rubric as a checklist to make sure you have met requirements. Remember that incorporating past feedback is also part of your grade. Make sure to review the pinned comments and comments in the rubric to earn full credit.
Unit 5 Writing Assignment
Choose ONE of the below prompts :
1.Gates and McKay write that to “tell a black truth to white power” was a goal of many African-American writers during the Black Arts Era (1845). Analyze two characters from any fiction we’ve read this semester. Summarize how they reach that goal of “tell[ing] a black truth to white power,” using terms specific to literary analysis, i.e., tone, irony, symbolism, figurative language, foils, dichotomies, word choice, dialect, protagonist, and antagonist to mention a few possibilities. Remember to quote and properly credit through MLA format specific phrases from the work that you select as illustrations of your claims and ideas. As always, consult the Purdue OWL or other online sources regarding proper citation format. In responding to this prompt, you may want to ask yourself the following questions: What is meant by the phrase “black truth”? How could “truth” be something different for blacks and whites? What elements of the assigned fiction distinguish them as written by African-American writers? How do the writers’ expressions of characters compare and contrast? Remember – These are only examples of questions to which you might respond. Feel free to think of your own!
2. This unit, you read the first African-American drama in this course. Compare and contrast the drama form to that of fiction and poetry as different genres with the same platform of expressing African-American concerns. Remember to quote and properly credit through MLA format specific phrases from the work that you select as illustrations of your claims and ideas. Don’t forget that in citing drama, we cite acts, scenes and line numbers, not page numbers. As always, consult the Purdue OWL or other online sources regarding proper citation format. However, because the lines are not numbered in your text, you may omit that number, just for the purposes of this class. In responding to this prompt, you may want to ask yourself the following questions: What drawbacks to reader understanding does drama produce i.e., lack of a narrator to present exposition and comment on the action; lack of character thoughts, etc.? What advantages to reader understanding does drama offer? How might reactions of a live audience to a dramatic presentation contrast with that of an unseen audience, like you as a reader, to fiction or poetry read from a book? Why might Hansberry or another artist view drama as the best form for transmitting their message? After answering such questions, use your newly discovered ideas to apply to Hansberry’s drama. Remember – These are only examples of questions to which you might respond. Feel free to think of your own!
3.American literature is a literature filled with a desire to find and define identity. Early on, we see European colonists working to form an identity outside of where they came from. During the American Revolution, the Preamble to the Constitution is a document that works to define American identity as well. From Equiano to Douglass, from DuBois to Locke, from Hurston to Hansberry, the marginalized African American authors and literature take part in this very American theme of concerned with identity formation. Compare and contrast African American identity from two different time periods–or–compare and contrast how at least two writers from Units 4 & 5 work to refine/define identity. Remember to quote and properly credit through MLA format specific phrases from the work that you select as illustrations of your claims and ideas. Don’t forget that in citing drama, we cite acts, scenes and line numbers, not page numbers. As always, consult the Purdue OWL or other online sources regarding proper citation format. However, because the lines are not numbered in your text, you may omit that number, just for the purposes of this class.
Choose an author and title(s) from your literature book, volume d or volume e. (hint: if you have picked an author who writes primarily short works, such as short stories or poems, you’ll want to pick 2 or 3 selections by that same author.
Essay 2: An Overview
Choose an author and title(s) from your literature book, Volume D or Volume E. (Hint: if you have picked an author who writes primarily short works, such as short stories or poems, you’ll want to pick 2 or 3 selections by that same author.
Read the selection(s) you have chosen. For this essay, you can focus on one or more of the following as you analyze your chosen work(s): theme, plot, setting, characterization, point of view, symbolism, and/or style.
Using the primary sources for illustrative support (about 60% of your documentation) and six or more substantive and reliable critical secondary sources (books and scholarly journal articles; NO items from Wikipedia or from any source with the word “notes” in it—Cliff Notes, Spark Notes, etc.) for explanatory support (about 40% of your documentation) of your thesis, develop a critical-analytical essay of about six pages, or 1500 words.
In your introduction, be sure to include a discussion, with documentation (at least one source) the biographical background and influences of the work(s), as well as your thesis (of course).
Follow the MLA style of documentation for your essay (including parenthetical documentation and a works cited page).
I have attached my topic below in a PDF. 4 pages is all I need since it is a rough draft. You can just focus on Plot and Setting in the story.
I need a paper that shows the struggles and atrocities that happened to the civilians in the vietnam war during and after the war, it needs to show proof that there was issues regarding human life or neglect towards a certain group other than that you have fairly free roam on what you got to do
I need a paper that shows the struggles and atrocities that happened to the civilians in the Vietnam war during and after the war, it needs to show proof that there was issues regarding human life or neglect towards a certain group other than that you have fairly free roam on what you got to do
Information, student id number, degree program, and the title of this class).
You need to submit an essay of 10-12 pages for this class (Times New Roman 12 point, 1.5 line
spacing, one-inch margins on all sides, with a title page that includes your name, contact
information, student ID number, degree program, and the title of this class).
Use MLA style, 9th edition, to document your sources. See Purdue Online Writing Lab for
details:
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style
_guide/mla_works_cited_page_basic_format.html
This is my course about American ,Literature ,Culture and Media:Theories of Literature,Culture of Media.
I need to write an essay of about 12 pages and submit it before the deadline specified on the syllabus. I’ll need to think of potential topics, ideally already in terms of a thesis statement in the form of “In this essay, I want to argue that…”, and then discuss my ideas with the prof. so ensure I am not going off in the right direction,I can write about any of these things(McLuhan Media, Archaeology of Knowledge,Fourcault,etc.), I just need to come up with a concrete research question to give me a clear direction. He said that I should forget about the formulaic structural things, though; writing an essay isn’t about following such guidelines but making an argument in the most effective way, and this can be done in very different ways that have nothing to do with five or three parts etc. I need an introduction with a clear research question and thesis statement, and then you need to make my point by supporting claims with evidence. And he said that I’ll need to get the form right, i.e. MLA style 9, to cite your sources properly.
