Complete Biblical Assignment 4.6

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For this assignment, you will complete a major revision of the Gilman essay you wrote for workshop 3.
Upon successful completion of this assignment you will be able to:
  • Identify various literary devices (such as characterization, setting, and/or symbolism)
  • Explain how literary devices are used to communicate truths about humankind (and perhaps about God) in a work of fiction.
  • Construct an organized, coherent, specifically supported literary analysis.
  • Analyze the message of a literary text using specific biblical principles.
Resources Instructions
  1. Start early in the week. Your instructor has been encouraged to grade and return feedback on last week's draft of this paper as early as day two of the workshop, but no later than day four.
  2. First, review any feedback your instructor has given you on your thesis, topic sentences, and/or general statement of evaluation. Revise those sentences accordingly. Then, if your instructor has suggested that any of your Gilman or biblical support quotations are missing or not effective, find appropriate replacements using the digital websites provided in the Resources above.
  3. Let your paper rest.
  4. Next, make revisions in response to all other suggestions given by your instructor (on last week's draft) except for those related to editing (i.e., do not make spelling, punctuation, grammar, or APA formatting/documentation changes yet). Pay special attention to your applications, making sure every one contains key quotation words and key thesis theme.
  5. Let your paper rest.
  6. Use the Literary Analysis Structural Outline to perform one more content check on your paper, trying to make sure your paper is fulfilling the principles of that outline as fully as possible.
  7. Proofread your paper: ideally, you should print it out and read it out loud to a friend or family member.

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LITERARY ANALYSIS: STRUCTURAL OUTLINE 1. Introductory Paragraph: a. Opener: Start with a quotation that has at least one thesis theme in it and which has the same or similar attitude towards that theme as appears in your thesis. Use one of these two websites to search by theme/keyword to find quotation options: or Transitions: Make sure that immediately after your opening quotation you include a transition sentence which uses key words from the quotation to make a clear connection between the opening quote and one or more main thesis themes. (Remember to also grab the kind of APA info that you will need in order to include appropriate parenthetical and references-page documentation in your paper.) b. Plot Summary: Give a very brief (3-5 sentence) version of a plot summary which only focuses on conveying the major actions or events of the story which are directly related to your key thesis themes. This should not sound like an extended character summary, but should focus on actions of the characters which illustrate the main themes of your thesis. c. Thesis: Title (of story) + Author + Method (characterization/symbolism/setting) + Message (Themes + Attitudes towards themes, including final results). 2. First Body Paragraph: a. Topic Sentence: Piece of the topic + attitude you plan to prove in this paragraph + author + method you will use in this paragraph. (Often this will be a good template for starting your topic sentence for the paragraph that focuses on the narrator: Through the characterization of Sykes, Hurston suggests that…[plug in the part of the message from your thesis that you can prove with narrator characterization quotations]. b. First Support Example: 1. Introduce Quotation: 1-sentence or less; no need for plot summary; helpful strategies: identify speaker or writer of passage quoted or locate the quote within the timing of the story (e.g., “Later in the story, ….”). (Do not forget to include transition words so that your reader knows when you are transitioning from your topic sentence into your first example and when you transition from one example to the next. For example or for instance work well when transitioning from a topic sentence into your first example. Words like the following usually work well when transitioning between support examples: moreover, additionally, furthermore, also, later.) 2. Quote: Quote word for word; 1-2 sentences from the “Sweat” which explicitly prove one or more themes from your topic sentence; document properly using parenthetical APA documentation which would require (name of author, original date of publication, p. [page number]) the first time you quote from Hurston. Thereafter, you can just use page numbers. (Use the book chapter model in the IWU APA Guide for your reference page entry, starting with Hurston’s name, followed by the original date of publication which you can find on the final page of the story, followed by information on the textbook in which the story is anthologized.) 3. Application: This is an extremely important step. Include it for every quotation! Explain in a single sentence (or two at most) how you see the quotation proving one or more thesis themes. (It is almost impossible to do this effectively unless you find a way to creatively include both the key thesis theme(s) being proven and the words or phrases from the quotation that most directly proves that theme(s).) c. Second Support Example: (same template as first) d. Third Support Example: (same template as first) e. Fourth Support Example (same template as first; you may not need four or more quotations if you successfully can prove all main thesis ideas in your topic sentence with just three). f. Concluding Summary Sentence: This should essentially be a restatement of your topic sentence adding in very brief AND specific reminders of HOW you proved your topic sentence in each support example from that paragraph. (These reminders are often best accomplished by using a key word from each quotation.) 3. Second Body Paragraph: (same template as first body paragraph; however, you will focus exclusively either on a second character or on some literary device other than characterization in this paragraph) 4. Concluding Paragraph: a. Thesis Restatement: Exact same content as original thesis, but expressed in different words and syntax (or phrasing), making sure you do not change the causeeffect relationships in your original thesis in the process of restating). This should only take one sentence. b. General Statement of Evaluation: In a single sentence, explain which part of the thesis topic and attitude you will evaluate and whether or not you think the bible basically agrees or disagrees with that part of Hurston's message. This sentence essentially serves as a topic sentence for the rest of this paragraph, taking a position on what you intend to prove with the quotations that will follow. (For example, if your thesis suggests that Delia’s prayers are one of the causes of the positive things that happen to her at the end of the story, you could use a General Statement of Evaluation like this: Scripture would seem to agree with Hurston that prayer should be practiced because it can be beneficial.) c. Support for General Statement: a. Support Example One: 1. Introduce Quotation: Use a single sentence to introduce your first biblical support quotation, identifying the speaker or writer of the scripture you are about to quote. (Do not forget to include transition words so that your reader knows when you are transitioning from your general statement into your first example and when you transition from one example to the next.) 2. Quote: Quote word for word one or two sentences from the Bible which contain the same topic and attitude you promised to prove in your general statement of evaluation. • Finding Scriptures: use a website like this to search for appropriate support scriptures: • Example: If you were using the sample general statement given above, you could look for any combination of three biblical verses which 1) explicitly encourage the reader to pray or even better 2) explicitly state that prayer has some kind of positive results. • Documentation: APA asks for book, chapter, and verse as well as the translation you are using in parenthetical documentation, like this (Proverbs 12:1, New International Version). When using APA, the bible is one of the very few sources which you do NOT have to include on your References page. 3. Application: This is an extremely important step. Include it for every quotation! Explain in a single sentence (or two at most) how you see the quotation supporting your general statement of evaluation. To be convincing, this application must include all of the following: • Key words from the biblical quotation. • The theme you are trying to prove from your general statement. • A direct comparison to something that you proved in your body about Hurston’s story that parallels what the scripture is saying (in order to prove, in the example we have been using, that Hurston’s message actually agrees with this scripture). b. Support Example Two: (use same three-part template) c. Support Example Three: (use same three-part template) d. Clincher: A creative restatement of your General Statement of Evaluation. (If you can make it work, try returning to your opening quotation from the beginning of the essay or one of your biblical quotations from your concluding paragraph and creatively revising it, weaving in key thesis terms as you can.)* *Example of Clincher: Suppose the following had been key pieces of the “Yellow Wall-paper” essay you wrote in Workshop 3. Thesis: In the “Yellow Wall-paper,” Gilman use characterization to suggest that when a faithless husband isolates and imprisons his depressed wife, her only hope of escape is a shockingly insane form of freedom. General Statement of Evaluation: Scripture would seem to agree with Gilman that the absence of faith is destructive, implying that the presence of faith could be beneficial. Support Quotation for General Statement of Evaluation: “But when [Peter] saw the wind boisterous, he was afraid; and beginning to sink, he cried, saying, Lord, save me. And immediately Jesus stretched forth his hand, and caught him, and said unto him, O thou of little faith, wherefore didst thou doubt?” (Matthew 14:30-31). One option for your clincher would be a creative revision of this scripture in a manner something like this: Clincher: Had Gilman been using the biblical language of Matthew, she might have summarized her story in this manner: “When John, he of little faith, saw his wife depressed, he was isolating and confining; and she began to sink into insanity, crying out, ‘I have saved myself from the wallpaper at last, and you can’t put me back in.’ And immediately he stretched forth on the floor and fainted.” Notice how the green font and yellow highlighting illustrate the weaving together of the phrasing of the quotation and the key thesis themes. Note also that “you can’t put me back in” is in green because it illustrates the “freedom” aspect of the thesis. Also, “he…fainted” is in green font because it illustrates the “shocking” part of the thesis.
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Explanation & Answer



Biblical Assignment
Institution’s Name:
Student’s Name:

“Whoever sheds man’s blood, by man his blood shall be shed." The quote represents
one of the literary devices used in the Bible. This kind of device is known as chiasm. This is




just but an example of literary devices used in the Bible. The other devices used are;
anthropomorphism, allusion and apostrophe. Therefore, an exploration will be done showing
how these devices are used within the Bible.
Anthropomorphism has been used in the Bible in different ways so as to communicate
some message. This device has been used to give a description to the characteristics of human
beings. For instance, it has been used to describe the actions and the physical attributes of
humans towards God. This kind of projection was done so us to make God become more
familiar to human beings. On top of that, it the language for appearance which is used in the
description of God through human terms. A good example to this is the quote from the book
of Genesis “And the Lord was sorry that He had made man on the earth, and He was grieved

Awesome! Perfect study aid.


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