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Essay #1 (post-midterm reflection—this question is worth 25 points):

Eligible authors for this essay topic include readings on the syllabus by Ibsen, Tagore, She, Borges, Yeats, Rilke, Neruda, Achebe, Mahfouz, El Saadawi, Al-Shaykh, Yan, Thiep, Allende, Pamuk, and Adichie.

Many of the readings from the second half of the term deal with the idea of the future in some capacity. In some cases, the writers are speculating on the type of future humanity (broadly defined) might be facing. In some cases, characters might be reflecting on their own futures, seeing either a hopeful prospect or reflecting on what they see as a dire prediction. In some cases, the writers describe people or characters who never had the opportunity to have a future. Choosing at least one specific textual example from three different authors post-midterm, where have we seen the future discussed or explored in readings from the second half of the term? What kind of future is portrayed? What can we take away from these texts in terms of our understanding of what the future can hold? Keep in mind that you may have three similar perspectives on the future among the various texts you choose to use, or you may have three very different portrayals of the future and can then reflect on what those differences might teach us in your conclusion.

Essay #2 (comprehensive—this question is worth 20 points):

Your essay response will require three examples from different authors throughout the term.

One example must be chosen from among the readings on the syllabus by these authors: Behn, Swift, Voltaire, Bashō, Equiano, Wordsworth, Keats, Ramabai and Tolstoy.

One example must be chosen from among the readings on the syllabus by these authors: Ibsen, Tagore, She, Borges, Yeats, Rilke, Neruda, Achebe, Mahfouz, El Saadawi, Al-Shaykh, Yan, Thiep, Allende, Pamuk, and Adichie.

A third example can be of your own choosing from any of the authors that remain.

Imagine that a week or two after finishing this course, you’re in a conversation with someone who asks “why should we read literature from countries or cultures other than our own?” What is your response? Whether arguing for or against the value of world literature and literature from other cultures (because you can totally argue that it is a waste of time, as long as you support your comments, and still get a good grade in the course), keep in mind that you still need to use three specific textual examples (either as a direct quotation or a paraphrase) to support your overall point of view.

As this prompt asks for your own opinion, using “I” in this essay response is okay, but try to use it only as much as necessary (in other words, avoid starting every sentence with “I think” or “I believe” or “in my opinion”—try to vary your sentence structure).

------------------these are introductions, and I finished(above)

I'm attaching your draft with comments here. Please let me know if you have any trouble opening the attachment or viewing the comments.

Your first essay is much better, but there are many things to work on. Your use of titles need better formatting or punctuating, and there are several places that need a bit more clarifying or correction.

Your second essay looks much the same as what you submitted the first time, and that needs much more work. Your introduction there does not do anything to connect to the assigned topic of whether or not world literature is worth reading. And your supporting paragraphs still largely just list themes. You can keep those themes as part of arguing that world literature does or does not have worth, but I think you need to reduce the amount of themes you address, as you're going through so many things you're not taking the time to describe any one of them very well. As a result, your comments about the texts are VERY general and you're not making clear connections between the texts and themes. For example, you talk about how Ramabai addresses gender, but you include almost no specifics to show how she actually does that in the texts she wrote.

So, in that second essay, use fewer themes, focus them on proving whether or not world literature is worth reading, and include fewer textual examples and then expand the examples you do use with more specifics from the assigned texts. That way I will be able to grade you on both your knowledge of the assigned texts and your ability to clearly talk about them (which is a key thing for you to takeaway from this class).

As you have a lot of revision to do here, I'll give you an extension on submitting this exam until midnight (Central Time) on Saturday night, if you would like to take advantage of that. When you submit the exam, it will show in Canvas/Turnitin that it is late, but just ignore that, as I won't deduct points for lateness unless the exam in not in by midnight tomorrow.

-------------this is what you need to read and made revision

if you feel confused about the revision of essay2 message me and I will attach some notes, but what I wrote inside is enough for you to understand and made revision. only one hour left.

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Post-Midterm: Perceptions of Future Different people have different perspectives and ideas about the future. Some like to leave it to fate while others actually do try to speculate about the future based on assumptions from the present and the past. This paper is a exploration of the idea of the futuire as discvussed or presented by Borges, Achebe, El Saadawi, Al Shaykh and Pamuk. Each presents an idea that may or may not be similar to the idea of another. Most of these authors share the point of view that the past can predict the future. Jorge Luis Borges The work to analyze is The Garden of Forking Paths. The story follows a spy, Dr. Yu Tsun, who has just been discovered and has to make a quick escape to save himself. He finds himself in the company of a person who has great admiration for his ancestry particularly Ts’ui Pen who was an author. Together they discern the book that was written by Ts’ui Pen. They conclude that at the basis of all of it, Ts’ui was alluding to the possibility of different futures (460). He posits that different choices and decisions dictated by circumstances can lead to varied futures. Upon finishing the book one realizes the significance of the title of the book. The fork one takes carries their destiny. Chinua Achebe Chinua’s idea of the future is based on the progression from the past to the present. The short story Chike’s School Days in his Girls at War and Other Stories collection tells the story of Chike whose mother did not believe in strictly adhering to traditions like communal nourishment. In return, Chike’s son Amos also did not stick top traditional ways and was brought up in a modern way. Chinua shows how the deviation and abandonment of tradition is gradual and therefore predicts a future here tradition has no space at all. From this, it is safe to say that Chinua’s idea of the future is a time when the old will be abandoned and the new will be embraced (813). He also views the future as a time when people will be more willing to explore outside their comfort zones. Nawal El Saadawi Leila Al Fargani as depicted in the story In Camera is a criminal. However, upon examination of the truth of the matter, she is just a person who expressed her opinion of the president. She was abused in more ways than one and her voice is not valued during her trial. Even her own father distances himself (1113). There is no sympathy reserved for her for everything she has been through. This lack of sympathy for women has transcended generations and is still rampant today despite the fact that there is more freedom of expression. El Saadawi’s perspective on the future is that unless the cycle is interrupted or broken, it will continue into the future. From a feminist point of view especially, unless the cycle of female victimization is broken it will continue for generations and women will continue to forever be powerless against a patriarchal society. Hanan Al Shaykh The Women’s Swimming Pool is about the desire of a young girl to explore the possibility of a more modern future. Despite the fact she is not committing to it, her grandmother is strong adamant and discourages it. The young girl knows just how different she is from the modern people in Beirut and she is a tad daunted by it. However, her grandmother is not letting her experience it like she would and attempts to make the decision of whether to acclimatize or not (1171). Al Shaykh’s perspective on the future is about the importance of looking to the past to move onto the future but without letting the past prevent progress. Wherever that may be to. Orhan Pamuk To Look out the Window is a story that gives two perspectives of the same story. One perspective is of the son of a man who seems to feel like he may not have lived his life like he wished. The other perspective is of the man himself. The boy sees simple interactions but does not notice cues that may be clues into the the events that ensue. The son does not understand the relation between his and his brother’s day out with their dad with his departure. Neither does he make the connection until much later (1286). The two boys are unable to discern the true meaning of their father’s departure. However they may think about it later in adulthood, it will weigh on them then. Pamuk introduces the idea that actions and attitudes in the future that is in adulthood, are led by memories and experiences. In childhood, there is no relation between the past and the future. Conclusion The general consensus is that the past informs the future and is further reinforced by the present. Everything from how people are bound to react and act in the future is determined by their experiences and memories of the past. The actions of the past determine a person’s destiny. Everyone, it seems has alternate futures. Reflections This is a presentation of the numerous themes in this semester’s readings. They are diverse themes and seemingly unrelated. However, they all have one common denominator, human beings. 1. Gender There are gender disparities between societies over different periods of time. It seems that a society regardless of how modern and forward they still hold women to different ideals. This is introduced mildly by Ibsen in Hedda where she claims to have married for fear of being an unmarried woman in society. The gender disparities in different societies are the central theme in Ramabai’s work. It defines the contrast between the two societies whilst also shining a light on the similarities in the way women are treated in the communities. These gender disparities are again explored by El Saadawi and Al Shaykh. The latter seems to be a self imposed disparity while the former is one imposed by society. 2. Marriage This theme was central in some readings but only introduced briefly in some. In Ibsen’s work, Hedda’s marriage is a recurring topic of discussion with or without the presence of the couple. It seems no one thinks it is a happy one, even the couple. However, it is expected that it will remain as it is the norm in society. Ramabai’s chapter- Married Life- is a vivid description of the burden marriage is or was to a woman once she is deemed to be of age. Pamuk introduces another way in which marriage and family can be burdensome to the woman. The boys’ father leaves to live his life with no regard for how the woman will care for the children. Tolstoy also introduces the issue of marriage in the way Ivan’s wife grieves. One may wonder, is this case because Ivan was a bad man or because she is a bad woman? Tagore in Kabuliwala does a good job of presenting the effects and impacts of widowhood in families and women. 3. War War affects the people in the grassroots more than it affects the people who actually make the decisions to go to war. In fact, those decision makers tend to be the least affected parties. Swift talks about the decision making of governing authorities. He presents the basis on which these decisions are made. They tend to follow logic first before the humanity angle can be considered. Even then, that angle may be deemed less important than the importance of assertion of power or retaliation or whatever reason the war is attributed to. Voltaire also aggressively stands against war. 4. Happiness For the most part, this semester’s readings are about happiness. Happiness is referenced in different ways. Ibsen explores the lack of it Hedda’s marriage and life in general. She feels that her marriage is the reason she is not happy but really, it may be her own self that is unable to be happy. Both Tolstoy and Wordsworth term childhood as the only truly happy time of a human life. Pamuk also flirts with the idea of childhood being a free time in life where one is not burdened by responsibilties and consequences. 5. Slave trade Slave trade has had an impact on the entire world. It changed the face of trade back then and has changed the face of the politics of race now. Slavery brought in that racial disparity that was not quite as prominent until some races were deemed deserving of harsh working conditions and violence. Both Aphra and Equiano present different aspects of slavery but at the root of both works, one can see the very evil that it was. Slave owners actually viewed their actions as a favor to the slaves. Some philosophers in history have said that those who are destined to slavery would be lost without their owners. The slave owners reasoned that if slavery were to end, the slaves would have to be killed. Therefore, keeping them seemed more humane. 6. Death Death is very final and regardless of how or when it happens always casts a dark cloud over the people that have been left behind. Tolstoy presents Ivan’s widow as a materialistic human whose only interest in her husband’s death is the money she gets. Unfortunately, this is a true depiction of things that happen now. The same work also shows how death forces one to reflect on their own life. This is again introduced by Wordsworth. In both cases, the question begs, was/am I truly happy? Another perspective of death would be t look at it as a means to an end. Borges allows Tsun to kill Albert as a way for him to relay information. This is what would be called the greater good. So in this case, is Tsun a hero to his own country or is he simply a murderer? 7. Love & art Keats has such a unique disposition. He died so young so it feels like these two poems were his desires for the world. Bright star is a description of a simple moment where one is staring at the sky and admiring the sheer beauty of it. This is a depiction of how happiness can be found in the simplest of activities and moments. No need for bells, whistles or frills. A smile moment of pure joy is what life should be all about. The second is a description of a moment that has been preserved on an urn. The ode makes me wonder one thing, if I was to have moments of my life preserved on an urn, would the urn be decorative? Keats just puts things in perspective after battling with one self over death, war, relationships and other such trivial matters. Everything else really is trivial when it comes down to living. Conclusion My take away from these readings is that there is always something to worry about. However, it is important to take a Keats moment and experience a simple but pure joy. It is imperative that one experience literature from different cultures. It is a way of understanding other people as well as appreciating the diversity. Appreciation of diversity is important especially in this world where communities are highly diversified. We are gradually moving away from segregation by culture or race.
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Running head: FUTURE ANALYSIS

Future Analysis
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FUTURE ANALYSIS

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Future analysis

Where have we seen the future discussed or explored in readings from the second half of the
term?
According to Chinua Achebe, the future is based on the progression from the past to the
present. In his book Girls at War and other stories, there is a short story Chike’s School Days. Here
Chike’s mother does not believe in adhering to traditions like communal nourishment despite
Chike's believe in them. Later in the future, Chike’s son did not stick top traditional ways and was
brought up in a modern way. Here the future if Chike’s son was a progression from his
grandmother’s believes that affected believes of the grandson. If the grandmother strictly insisted
on the traditional ways, then the following generation would have followed the same footsteps.
Chinua shows the abandonment and deviation of tradition are gradual and predicts the
future. His idea of the future is that the old generations abandon the traits that will be embraced by
the new generation. The short story indicates that as the age progresses, they adapt to a new
lifestyle that is different from the one they were brought up to know. The future came out to be
more advanced than in the past years. Some of the traditions faded with time. Chike’s son adapted
a modern life different from the one his parents were raised to know. In the future people are
willing to explore the world and get to know various new things.
What kind of future is portrayed?
The kind of future portrayed is a better and modern way of living. People had stopped
following some of the traditional rules and were living in contemporary life. The future ...

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