...M. Kuroki English 1A Essay #4 (The Research Paper) Determining the Sources of Two “Isms”: Racism and Sexism (225 points) Due Dates: See Syllabus Submission Requirements: Please remember to submit a hard copy of your essay in class, attaching to it your peer reviews. Also submit an electronic copy through TurnItIn (see link on Canvas). Length: 7-10 pages (not including the Annotated Bibliography) Annotated Bibliography Component: Instead of a Works Cited, you will include an Annotated Bibliography with your research paper (worth 25 pts. of your total score). Readings: • “Sex and Temperament,” Margaret Mead • “Masculinity,” Germaine Greer • Selection from Narrative of the Life of Frederick Douglass, an American Slave • Any previously assigned reading relevant to your topic • Sample causal analysis essay (title TBA) Research Requirement: Please use at least seven (7) but no more than ten (10) secondary sources. You must use at least one of each of the following source types: a book, an article from a scholarly journal, a newspaper article, and a magazine article. You must use at least two relevant assigned World of Idea reading, which will count toward the 7-source minimum. Furthermore, while you may use more than one website, only one website will count toward the 7-source minimum. In other words, you must incorporate research from the following source types into your paper: 1. A book 2. A scholarly journal...
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...and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern day person who has been shunned. Provide at least two research sources for the other person. (project grade) Reading: “Sinners in the Hands of an Angry God” Jonathan Edwards Analyzing: SOAPSTONE and cannons of rhetoric Reading: Teacher Introduction Essay Writing: Students and teacher evaluate where each student’s writing is and where it...
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...The Men of the Abolitionist Movement: What Did They Contribute? 1. “The Liberator” Garrison, William Lloyd. "The Liberator." Http://fair-use.org/the-liberator/. June 18, 1836. Accessed October 7, 2015. • “It appears to us too clear to admit of either denial or doubt, that the scriptures do sanction slaveholding’ that under the old dispensation it was expressly permitted by divine command.” • “Perhaps the most appalling proof of the ignorant state of the apprentice is the fact, that when British and Foreign Bible Society asked for returns of the number of slaves who could read, and who would thereby be entitled to its gift of the Testaments and Psalter.” i. This is a primary resource ii. “An Appeal to The Colored Citizens of the World” Walker, David. Appeal to the Coloured Citizens of the World. Boston, Massachusetts: DocSouth Books Ed. Chapel Hill : The University of North Carolina Press, 2011. 79. • “That we, (coloured people of these United States of America) are the most wretched, degraded and abject set of beings that ever lived since the world began, and that the white Americans having reduced us to the wretched state of slavery, treat us in that condition more cruel (they being an enlighted and Christian people), than any heathen nation did any people whom it had reduced to our condition.” • “The whites have always been an unjust, jealous, unmerciful, avaricious and blood-thirsty set of beings, always seeking after power and authority.--We view them all...
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...Literature. New York: W.W. Norton and Company, 2004. OPTIONAL REFERENCES Locke, Alain, ed. The New Negro. New York: Atheneum, 1968. hooks, bell. Teaching to Trangress: Education as the Practice of Freedom. New York: Routledge, 1994. Harrold, Stanley. American Abolitionists. New York: Pearson Education, 2001. Youngs, J. William T. American Realities: Historical Episodes-From First Settlements to the Civil War. New York: Longman, 2000. Fanon, Frantz. The Wretched of the Earth. New York: Grove Press, 1963. COURSE DESCRIPTION: A survey of African American literature, introducing students to genres, trends, and major periods of African American literature, ranging from the 17th-, 18th- and 19th- century autobiographies and narratives to 20tth –century works. Authors include: Jupiter Hammon, Briton Hammon, Sojourner Truth, Nat Turner, Claude McKay, Zora Neale Hurston, Sterling Brown, Richard Wright, Lorraine Hansberry, Amiri Baraka, Toni Morrison, Haki Madhubuti, Ton Cade Bambara, and August Wilson. COURSE OBJECTIVES By the end of this course, you will: o be able to distinguish amongst genres of literature; o be familiar with various works by and about African American writers in various literary genres; o be familiar with the Black Aesthetic, as well as other literary theories; o gain...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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...English 311.01 (13471): The History of African-American Writing Fall 2015 Tuesday, Thursday 11:00-12:15 JR 244 Professor Nate Millsnathaniel.mills@csun.eduOffice hours: Tuesdays 1:00-3:30 and by appointmentSierra Tower 718 | Course Description / Objectives Through a historical survey of the work of major African-American writers from slavery to the present, this course will examine the defining features of African-American expression. The course is organized around a foundational question: what makes African-American literature African-American? Is it just a set of texts that happen to have been written by authors who identified as black in their respective historical moments? Are there distinct formal and thematic paradigms that unify these texts into a coherent literary tradition? What relation do black texts bear to other black texts, as well as to the Western canon? Are African-American texts necessarily “political,” by definition protesting the social and political marginalization of black people in America? Do African-American texts represent the particular experiences of African Americans, or do they (also?) address universal problems and experiences? The cultural, literary-formal, and political distinctiveness of African-American writing will thus be the guiding theme of this course’s rigorous, fast-moving survey. Additionally, students in 311 will acquire knowledge of the following: * The ways African-American...
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...Course Number and Title: American Literature 1 Number of Credits: 3 Instructor Name: Sos Bagramyan Email Address: sbagramyan@aua.am Telephone Number: 51 27 69 Office Location: Paramaz Avedisian Building, 132W Office Hours: Tuesday and Thursday, 8am-9am Term/Year: Spring 2015 ENGL 120 – American Literature 1 This survey course introduces students to American literature from the beginning of European contact to the present, focusing on major authors and different literary genres. It examines the historical influences on the evolution of this body of literature and the construction of a distinct and complex American identity. Through close reading, class discussion and their own research and writing, students will explore how themes such as gender, race, class, spirituality, economics, and the environment play a role in the formation and evolution of the American experience Three hours of instructor-led class time per week. Required Materials: All readings are located in PDF format on our course’s Moodle page. Academic Integrity: All graded assignments must completed individually. Plagiarism is a serious offense, and any attempt to pass off another person's ideas and writings as your own will result in severe disciplinary measures, possibly expulsion from the university. This also applies to your Informal Responses, which should reflect your own understanding of the material and not simply repeat what I or your classmates have already said. Students are required...
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...Discovering Truth in Incidents in the Life of a Slave Girl _________________________ Melissa McGowen English 601 December 2013 Melissa McGowen Barish Ali English 601 December 2013 Discovering Truth in Incidents in the Life of a Slave Girl Publication and Critical Reception: The autobiographical text, Incidents in the Life of Slave Girl suffered a difficult road in becoming published. The text suffered an even larger feat in becoming recognized for its worth. Because it took many years for the author, now revealed as Harriet Jacobs, to be properly identified, the work had been dismissed as fictional. Jacobs’ decision to remain anonymous came from guilt and disgrace over the way she was treated while enslaved and the actions she was forced to take to become free, particularly those pertaining to sexual acts. Wanting to be viewed as a “proper Christian” she decided to create the pseudonym name Linda Brent. It was under this name the text was published. In later years, her text has been viewed as an important text, speaking truth to the ears of sentimental novel readers in the north, and calling for action against the cruel institution of slavery. Employed as a teacher by Pace University in 1968, Jean Fagan Yellin wrote and published her dissertation. While re-reading Incidents in the 1970s as part of the project and to educate herself in the use of gender as a category of analysis, Yellin became interested in the question of the text's true authorship. Over the...
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...Washington’s commanding presence and oratory deeply moved his contemporaries. His writings continue to influence readers today. Although Washington claimed his autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment by remaining cautious in his charges and demands. Privately he worked tirelessly to undo the effects of institutional and cultural racism. Although he seemed to have made a grand compromise, first with the white south and then with white America, he worked in deepest secret to undermine the compromise and advance the social and economic position of blacks. No doubt exists as to his greatness....
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...EVIDENCE OF STUDENT ATTAINMENT | RESOURCES | 91929384130 | EIGHTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSEREADING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]READING STANDARDS FOR INFORMATIONAL TEXT: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity band independently and proficiently. [RI.8.10]WRITING STANDARDS: RANGE OF WRITING Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]KNOWLEDGE OF LANGUAGE Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]VOCABULARY ACQUISTION AND USE Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]SPEAKING AND LISTENING STANDARDS Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on...
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...traders, slave owners, enslaved females, female rebels and abolitionists? Are they really invisible? Verene Shepherd, in Women in Caribbean History states that up until the 1970s Caribbean books neglected women because early historians looked at colonisation, government, religion, trade and war fare, activities men were more involved in. Also some historians felt that women’s issues did not merit inclusion and where women could have been included, such as slave uprisings, their contributions were ignored. Shepherd believes changes occurred with the influence of women’s groups who tried to correct the gender neutral or male biased history. There was also a shift into social history, looking at the non elite and into topics such as family life. Books started to look at women’s social and political activities. Unfortunately there was a lack of first hand accounts from the period of the transatlantic slave trade – accounts written by men at the time either ignored women or perpetuated the myth of female inferiority and stereotyping. Gender sensitivity history was one...
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...ordinary people like John and myself secure ancestral halls for the summer. A colonial mansion, a hereditary estate, I would say a haunted house and reach the height of romantic felicity—but that would be asking too much of fate! Still I will proudly declare that there is something queer about it. Else, why should it be let so cheaply? And why have stood so long untenanted? John laughs at me, of course, but one expects that in marriage. John is practical in the extreme. He has no patience with faith, an intense horror of superstition, and he scoffs openly at any talk of things not to be felt and seen and put down in figures. John is a physician, and perhaps—(I would not say it to a living soul, of course, but this is dead paper and a great relief to my mind)—perhaps that is one reason I do not get well faster. You see, he does not believe I am sick! And what can one do? If a physician of high standing, and one's own husband, assures friends and relatives that there is really nothing the matter with one but temporary nervous depression—a slight hysterical tendency—what is one to do? My brother is also a physician, and also of high...
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...has not lost its impact in nearly four hundred years. The politically ambitious character of Macbeth is as timely today as he was to Shakespeare's audience. Mary McCarthy says in her essay about Macbeth, "It is a troubling thought that Macbeth, of all Shakespeare's characters, should seem the most 'modern,' the only one you could transpose into contemporary battle dress or a sport shirt and slacks." (Signet Classic Macbeth) Audiences today quickly become interested in the plot of a blindly ambitious general with a strong-willed wife who must try to cope with the guilt engendered by their murder of an innocent king in order to further their power. The elements of superstition, ghosts, and witchcraft, though more readily a part of everyday life for the Renaissance audience, remain intriguing to modern teenagers. The action-packed plot, elements of the occult, modern characterizations, and themes of import to today's world make Macbeth an excellent choice for teaching to high school students. This study guide offers ideas for presenting Macbeth to a high school class. The activities have been divided into sections: 1. 2. 3. 4. a brief literary overview, including a synopsis and commentary on the play; suggestions...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF WILLIAM SHAKESPEARE’S ROMEO AND JULIET By ARTHEA J.S. REED, PH.D. S E R I E S W. GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Romeo and Juliet 2 INTRODUCTION William Shakespeare’s Romeo and Juliet is an excellent introduction to Shakespearean drama; teenagers can relate to its plot, characters, and themes. The play’s action is easily understood, the character’s motives are clear, and many of the themes are as current today as they were in Shakespeare’s time. Therefore, it can be read on a variety of levels, allowing all students to enjoy it. Less able readers can experience the swash-buckling action and investigate the themes of parent-child conflict, sexuality, friendship, and suicide. Because of the play’s accessibility to teenagers, able readers can view the play from a more literary perspective, examining the themes of hostility ad its effect on the innocent, the use of deception and its consequences, and the effects of faulty decision making. They can study how the characters function within the drama and how Shakespeare uses language to develop plot, characters, and themes. The most able students can develop skills involved in literary criticism by delving into the play’s comic and tragic elements and its classically...
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...Return to contents 1 Contents Page Introduction 1 1.1 1.2 General information about citation Style More than one citation from the same author in the same year 1.3 1.4 Quotations and page numbers Citing references for items you have not actually read 1.5 1.6 2 3 3.1 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Issues associated with dates Multiple authors (et al. or and others) The Harvard system: style options Books Electronic books Journal articles Newspaper articles Websites Theses and dissertations Blogs and wikis Social networking sites Personal communications Conference proceedings Maps Audiovisual resources Visual resources Performance Parliamentary information Legal references Standards and patents Market research reports Further support and help 3 6 6 6 6 8 8 8 9 9 16 18 23 24 24 25 26 27 29 30 31 34 38 39 42 44 45 45 Return to contents 2 Introduction Welcome to the 9th edition of Citing References This guide has developed into a resource that offers recommendations and practical examples for intext citation and referencing using the Harvard system. Accurate citation and references are both cornerstones of good academic writing and you will be directed by your tutors to adopt the style used by your particular course or module. If you need advice about what method to use, contact your tutor. There are many methods of citation and this guide outlines aspects of the Harvard system guidelines given in BS ISO 690 (British Standards Institution...
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