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Wk 1 - Poem Assignment - Needed BY FRIDAY NOON, English homework
Poem of your choice
...
Wk 1 - Poem Assignment - Needed BY FRIDAY NOON, English homework
Poem of your choice
Discussion Topic
Go to http://www.poetryfoundation.org/browse/ and
snoop around! Browse through poems randomly or refine your search on
the left-hand side. You can read by poet, by region, by topic, by
season, by form -- there are lots of ways to sort the poetry.
Your task is to read a half-dozen or more poems and find one that you
like -- one that draws your attention, makes you smile, reminds you of
something... It doesn't matter what attracts you to the poem, but keep
reading until you find one that does. Then do two things:
Briefy explain what drew your attention and why; be as specific as possible.Cut and paste a clickable link to the poem (easiest to copy the url
from your browser). This way, your classmates and I can read the poem
you selected.
NOTE: Some of the more famous poets have biographies linked if you're
interested. Sometimes I think it's good to read a poem without any
context at all; other times, I want to know more about a poet's
background to help me better understand what I'm reading. I will leave
this up to you.
Post due by Friday at NOON.
Procedural Email Message, English homework
MUST BE ORIGINAL AND PASS TURNITIN.COM Assignment 1: Procedural Email Message
Write a procedural email message to ...
Procedural Email Message, English homework
MUST BE ORIGINAL AND PASS TURNITIN.COM Assignment 1: Procedural Email Message
Write a procedural email message to employees reminding them of
standard operating procedures or organizational changes that take the form of
step-by-step instructions. Be creative, or use an issue applicable to your work
environment.
The message should take the form of an email; however, you will
submit your assignment to the online course shell.
The procedural message must adhere to the following requirements:
1. Content:
a. Introduce
the main idea of the message in a concise, informative manner.
b. Itemize
three to five (3-5) key points with detail.
c. Provide
information about where and to whom questions should be directed.
2. Format:
a. Use a
descriptive subject line or heading.
b. Use
bullets to separate ideas and simplify reading.
3. Style:
a. Include
an appropriate and professional greeting / salutation.
b. Use
email form including: To:, From:, Subject:, and Signature.
4. Clarity
/ Mechanics:
a. Ensure
that there are no grammar or spelling errors.
b. Ensure
that there are no clarity, writing, and mechanical errors.
Your assignment must:
Be typed,
single-spaced, using Times New Roman font (size 12), with one-inch margins
on all sides. Check with your professor for any additional instructions.
Submitting your assignment:
Submit your
assignment through the online course shell only.
The specific course learning outcomes associated with this
assignment are:
Use writing
process strategies to develop brief business documents, such as routine
messages, bad news messages, and persuasive/sales messages.
Support ideas
or claims in body paragraphs with clear details, examples, and
explanations.
Organize
ideas logically by using transitional words, phrases, and sentences.
Use sentence
variety and effective word choice in written communication.
Write clearly
and concisely using proper writing mechanics.
Assignment 1: Procedural
Email Message
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1a. Introduce main idea in a concise, informative manner.
Weight: 10%
Did not submit or incompletely introduced main idea in a
concise, informative manner.
Insufficiently introduced main idea in a concise, informative
manner.
Partially introduced main idea in a concise, informative manner.
Satisfactorily introduced main idea in a concise, informative
manner.
Thoroughly introduced main idea in a concise, informative
manner.
1b. Itemize three to five (3-5) key points with detail.
Weight: 10%
Did not submit or incompletely itemized three to five (3-5) key
points with detail.
Insufficiently itemized three to five (3-5) key points with
detail.
Partially itemized three to five (3-5) key points with detail.
Satisfactorily itemized three to five (3-5) key points with
detail.
Thoroughly itemized three to five (3-5) key points with detail.
1c. Provide information about where and to whom questions should
be directed.
Weight: 10%
Did not submit or incompletely provided information about where
and to whom questions should be directed.
Insufficiently provided information about where and to whom
questions should be directed.
Partially provided information about where and to whom questions
should be directed.
Satisfactorily provided information about where and to whom
questions should be directed.
Thoroughly provided information about where and to whom
questions should be directed.
2a. Use a descriptive subject line.
Weight: 5%
Did not submit or incompletely used a descriptive subject line.
Insufficiently used a descriptive subject line.
Partially used a descriptive subject line.
Satisfactorily used a descriptive subject line.
Thoroughly used a descriptive subject line.
2b. Use bullets to separate ideas and simplify reading.
Weight: 10%
Did not submit or incompletely used bullets to separate ideas
and simplify reading.
Insufficiently used bullets to separate ideas and simplify
reading.
Partially used bullets to separate ideas and simplify reading.
Satisfactorily used bullets to separate ideas and simplify
reading.
Thoroughly used bullets to separate ideas and simplify reading.
3a. Include an appropriate and professional greeting /
salutation.
Weight: 10%
Did not submit or incompletely included an appropriate and
professional greeting / salutation.
Insufficiently included an appropriate and professional greeting
/ salutation.
Partially included an appropriate and professional greeting /
salutation.
Satisfactorily included an appropriate and professional greeting
/ salutation.
Thoroughly included an appropriate and professional greeting /
salutation.
3b. Use email form including To:, From:, Subject:, and
Signature.
Weight: 10%
Did not submit or incompletely used email form including To:,
From:, Subject:, and Signature.
Insufficiently used email form including To:, From:, Subject:,
and Signature.
Partially used email form including To:, From:, Subject:, and
Signature.
Satisfactorily used email form including To:, From:, Subject:,
and Signature.
Thoroughly used email form including To:, From:, Subject:, and
Signature.
4a. Ensure that there are no grammar or spelling errors.
Weight: 10%
Did not submit or incompletely ensured that there are no grammar
or spelling errors.
Insufficiently ensured that there are no grammar or spelling
errors.
Partially ensured that there are no grammar or spelling errors.
Satisfactorily ensured that there are no grammar or spelling
errors.
Thoroughly ensured that there are no grammar or spelling errors.
5. Clarity, writing mechanics, and formatting requirements.
Weight: 25%
More than 8 errors present.
7-8 errors present.
5-6 errors present.
3-4 errors present.
0-2 errors present.
"Beaver Finds a Wallet", 250 word response for my English homework
The main theme of "Beaver Finds a Wallet" is doing the right thing. In your opinion, does Ward do the right thing when he ...
"Beaver Finds a Wallet", 250 word response for my English homework
The main theme of "Beaver Finds a Wallet" is doing the right thing. In your opinion, does Ward do the right thing when he deceives his son at the end of the episode?
Find the mistakes, English homework
1) Our train will arrive to Califonia at noona) will arriveb) toc) atd) noon2) Don't enter to this mysterious cavea) Don't ...
Find the mistakes, English homework
1) Our train will arrive to Califonia at noona) will arriveb) toc) atd) noon2) Don't enter to this mysterious cavea) Don't b) Enterc) tod) mysterious3) An European gentleman is waiting for my boss in the halla) anb) is waitingc) ford) in
Challenges and Turning Points, paraphrasing help
1. Both Paul in “The Rocking-Horse Winner” and Jerry in
“Through the Tunnel” set a challenge for themselves ...
Challenges and Turning Points, paraphrasing help
1. Both Paul in “The Rocking-Horse Winner” and Jerry in
“Through the Tunnel” set a challenge for themselves. What is the challenge for each,
and what motivates each toward his goals? How are the challenges similar and
different?
Answer:
Both Paul in “The Rocking-Horse Winner”
and Jerry in “Through the Tunnel” set a challenge for themselves, in “The
Rocking-Horse Winner”, Paul challenged himself to prove to his mother that he
has luck, as his mother believes that if Paul is lucky, he will be able to earn
money, thus resulting in his mother loving him. He thinks that if he takes on
his family's financial burden and responsibilities as well as solving their
problems, his mother will appreciate him. Paul was motivated toward his goal
because he was determined to achieve it and gain his mothers love and affection
as well as proving to her that he is lucky. In “Through the Tunnel”, Jerry
challenged himself to swim through the tunnel, the local boys were able to hold
their breaths long enough to swim through the tunnel, which showed Jerry what
he was also capable of doing. He trained everyday to be able to swim through the tunnel. What motivated Jerry was
his determination to be like the local boys and be able to hold his breath long
enough to swim through the tunnel, and to be able to gain the skills and have
the confidence he sees in the local boys. Both challenges are similar in a way
that the main characters both have challenges and goals in order to prove
something to someone, whether it is to prove it to themselves like Jerry or
prove it to someone else like Paul, that they are capable enough to succeed and
achieve their goal. The difference is that their motives are very different.
Paul wants to show his mother that he is lucky in order to gain her affection
and love whereas Jerry wants to swim through the tunnel in order to prove to
himself that he is as capable as the local boys are, as well as swimming
through the tunnel symbolizes the transition from childhood to adulthood for
Jerry. Jerry loves his mother very much, and feels connected to her, though, he
is forced to transition into adulthood. Even though he wants to leave his
mother behind and become an adult, he still wants her to always be there for
him.
(7 points)
2. Racism is important to the setting and context of both
“The Train from Rhodesia” and “Poison.” What do the stories reveal about the
power of racism on both sides of the racial divide?
Answer:
Racism is definitely a very important to the setting
and context of “The Train from Rhodesia” and “Poison”. In “The Train from
Rhodesia”, the train is full of rich white citizens, they are brought into
contact with the native people, but also the train separates them from the
natives. There's a young woman on the train who comes to notice how horribly
the white passengers' behavior is and sees that they are taking advantage of
the native people. The native artists are compared to “performing animals”, the
white passengers do not consider the natives as humans, which force the natives
to act as though they are actually “performing animals” when both the white and
native travelers are human beings. Classifying people into groups and treating
them as inferior to others and separating them from other so called “people of
superior race” prevents people from seeing the other members in our society. In
“Poison” the snake represents the racism of Harry as well as the racism of the
whole nation. Even though the mutual fear of the snake temporarily unites Harry
and the doctor, the racial separation which exists between the two worsens.
When everyone comes to know that the snake does not exist, the doctor is
confused whether the snake ever existed, and asks Harry just that, which
greatly angers Harry, causing him to lash out and call the doctor a “dirty
little sewer rat”, this, obviously shows that Harry believes he is superior to
the doctor. This kind of racism causes a lot of fear for the characters in the
story. Even though Harry has military power to protect him he believes that he
is not strong, but instead, very weak, which could be caused by the fact that
he lives with the oppressed. Doctor Ganderbaj also feels a sense of fear and weakness,
since he is part of the oppressed race he thinks that his profession of being a
doctor could be at stake if he does not save Harry's life. We can really feel
that the author wants to make it clear that if racism exists people will be
unable to profit from the great things which can happen if both the oppressed
race and the superior race connect, and that both sides will suffer if racism
exists.
(6
points)
3. In several of the stories in the unit, the turning
point results from an intense building of suspense. Choose one of the stories
and describe how the author builds intensity and suspense.
Answer:
I believe that “Poison” has the most suspense, the
author takes about ten whole pages to come to the point when the doctor pulls
the sheet, the author builds of suspense by adding a lot of details and
creating tension and also by setting the scene. The author sets the scene that
it is late at night and it is dark outside, when Timber enters the room he sees
Harry laying on the bed, sweating. Harry starts whispering to Timber, although,
the readers are clueless as to why Harry is acting this way. The author tells
us what happens when the doctor arrives with great detail and even adds what
the “blue vein” looks like on Harry's arm which shows the reader that the story
is very suspenseful. The author explains in detail about what the doctor is
doing to Harry, for example, the author talks about the chloroform
administration to Harry for a good two pages, which makes the readers curious
as to what will happen next. The author uses tension to make the story more
suspenseful, he shows that Harry is getting annoyed of laying down on the bed
for such a long period of time. Towards the end of the story, we find out that
there was never a snake under the sheets, which is a plot twist as the readers
were expecting a very strikingly dramatic end to the story.(6 points)
1. Describe Eveline’s conflict and the turning point in
her life.
Answer:
Eveline could not decide whether to stay and keep her
mother's promise or to leave and marry her love, Frank. Eveline writes a
farewell letter before she wants to leave home to marry Frank, but as soon as
she is leaving, she perceives her situation as contradicting between her wants
and her duties. This conflict in the story leaves her confused, although, the
turning point in the story occurs when she is at the train station, where she
has no choice but to decide whether she wants to leave and be with the man who
loves her, or to stay at home with her chaotic family.
(6 points)
2. What does the story “The Rocking-Horse Winner” say
about the theme of responsibility and neglect. Explain which character is
neglectful of his or her obligations and which character consequently
undertakes unnecessary responsibility as a result of that neglect. Explain the
final outcomes of the both the neglect and the misplaced sense of
responsibility.
Answer:
Paul's mother is neglectful of responsibility and love
for her children. This leads Paul to feel obligated to do them himself, as in
his mind, he believes that if he puts himself in charge of the family's
responsibility, his mother will respect and love him much more. But, instead,
he puts the financial burden of his family on his own head, which leads to
terrible consequences for Paul. Abandonment
of responsibility can lead children, just like Paul, into doing very
dangerous things in order to gain their parent's attention and affection.
Because Paul craved his mother's love and affection so much that he went to an
extent of gambling, which is something fatal for his state of mind.
(8 points)
3. Think about the young women in “Eveline” and “The
Train from Rhodesia.” Reread the final sentence in “Eveline” on page 135. Then
reread the young woman’s response after her husband gives her the lion in “The
Train from Rhodesia” on page 158 (the sentence that begins “She was looking…”).
What do the two women have in common? Explain your answer, using the stories as
support.
Answer:
What the two women have in common would be that they
were both very affected by their surroundings, they showed warmth and sympathy
to those around them. In addition to this, they have very high morals which
make them selfless and benevolent. In “The Train from Rhodesia”, the woman felt
wistful when her husband purchased a gift for her for an absurdly low price,
instead of being delighted, she opposed to her husband taking advantage of an
old man's riches. “She threw the lion onto the seat”, shows her true feelings
about the present which her husband gave her, which was taken from selfishness
and dishonesty. However, Eveline also chose her high morals over happiness,
although the unhappiness and sorrow she faces at home, she decided to stay home
regardless as she was unable to leave her father, and break her mother's promise.
Both these women chose their morals and chose to do whats right over their own
pleasure and happiness.
Comparison of Don Quixote with either King Arthur or Sundiata, paraphrase help
(15 points)
Score
1. Compare
and contrast Don Quixote with either King ...
Comparison of Don Quixote with either King Arthur or Sundiata, paraphrase help
(15 points)
Score
1. Compare
and contrast Don Quixote with either King Arthur or Sundiata. How are the two
figures you have chosen alike? How are they different? Be sure to use specific
examples from the stories you have read to illustrate your points.
Answer:
Don
Quixote and King Arthur were very similar yet different to each other. A
similarity would be that they both hold roles, which are considered noble. They
both are very sympathetic and genuinely wish the best for those around them. Don
Quixote was a normal person who got dubbed a knight, which is a noble position
indeed. Similar to Don Quixote, King Arthur was an ordinary person as well
prior to becoming king, both of these figures came from the same type of
background.
Though, in
the story, Don Quixote no longer is a savior as he beings to attack anybody who
made him feel threatened. The readers can perceive him as gullible, because,
when Don Quixote saves a small boy from his master, the master makes a promise
that he will never mistreat the young boy ever again. He also commits larceny
as he steals a barber’s basin which he believed was mythic Mambrino’s helmet,
and larceny is not an act of a noble man.
These two
figures are very different from each other as King Arthur’s goal is to make his
people happy and content, when he faced conflict with Mordred he doesn’t attack
instead he decides to create a peace treaty. Had King Arthur been like Don
Quixote, he would have attacked his enemy without thinking of the consequences
and sacrifices to be made, as he would have believed that he was a threat to
his safety.
(15 points)
Score
2. Why is
devotion such an important concept in the love poetry that you have read this
semester? How do the poets whose work you have read this semester address the
idea of devotion in their poems? Focus on at least two works and explain the
ways in which the writers use figurative language and imagery to show the
devotion of a poem’s speaker to his or her beloved. Be sure to cite specific
textual examples in your response.
Answer:
Devotion is such an important concept in love poetry we
read this semester for a number of reasons. The poets treat the idea of
devotion in their poems by taking advantage of figurative language in order to
make the readers understand the true meaning of devotion.
In “Sonnet 43”, the speaker says that after death, if
it is possible she will love her beloved, even more. She shows the readers that
her love for her beloved is everlasting and will not end when she dies. The
readers can understand that when she says “I shall love thee better after
death.” The speaker believes in eternal love and thinks that her feelings are
divine, her feelings could be considered even more special because they’re not
restricted by the rules of nature, which means that the love she has for him is
immortal. The speaker uses a lot of alliteration (thee, candle-light, the…
quiet”, as well as describing her love of using metaphors as it reaches to the
“depth” and the “height”. The speaker utilizes a lot of figurative language in
order to portray her feelings for her beloved. When she says “I love thee
freely, as men strive for right’; I love thee purely as they turn from Praise”
she uses a simile.
In “A Red, Red Rose” Robert Burns uses figurative
language in order to show readers how strong his love is. When he says “O my
Luve is like a red, red rose” he uses a simile to describe how he feels, he
compares his feelings to a red rose. He also goes on to compare his love to a
melody played in a beautiful tune. The author uses hyperbole in this poem to be
able to prove to his readers that his love is eternally strong. Examples would
be line 9-11:
“Till a’ the seas
gang dry, my Dear,
And the rocks
melt wi’ the sun:
O I will love
thee still, my Dear,”
The speaker states that he will love his beloved till the
seas run dry, which is something that will never happen.
(15 points)1. Both
Eveline in “Eveline” and Jerry in “Through the Tunnel” face challenges and
turning points in their lives. How are their responses alike and how are they
different? What is a possible theme of each story? As you plan your answer, be sure
to include the challenge each character faces, the turning point in each of
their lives, and a possible theme of each story.
Answer:
In
“Eveline,” Eveline faces a great challenge in her life, she is confused as to
whether she should stay at home with her family or leave and marry Frank. What
is keeping Eveline from just leaving and marrying Frank is the sole fact that
she promised her mother that she would keep the family together, and thus feels
a sense of duty to keep her word.
Eveline starts reminiscing about memories of her mother when she hears
the organ music, which makes her go to the station and elope with Frank. When
she arrives at the train station, that is when the story reaches the turning
point, she holds on to the bars and shows Frank no affection or attention.
Eveline was fearful of what the future held for her, thus making her stay with
her horrible father who treats her badly.
I think a
possible theme of this story is the lust for an escape, since she wants to
escape her house and life, because of her father. Another theme could be that
the future can sometimes be terrifying, Eveline was scared to death to move
forward in her life as she was scared about what the future holds for her,
which resulted in her returning home to her father.
In
“Through the Tunnel”, Jerry sets a challenge, to swim through the tunnel, to
prove to himself that he is just as capable as the local boys. Jerry thought
that the local boys could do things he was incapable of doing which causes him
to challenge himself to swim through the tunnel, by training everyday to hold
his breath for a long time so he can swim through the tunnel. When he trains
holding his breath, he suffers a lot of nosebleeds which proves to the readers that
his challenge to swim through the tunnel can be very harmful to his health. The
story reaches the turning point when he thinks he is incapable of
achieving his goal, but still swims
through the tunnel.
The tunnel
symbolizes Jerry’s transition from childhood to adulthood. Possible themes of
the story is the transition to adulthood, another one is the need to prove
yourself in order to showcase your maturity. When Jerry is successful in
achieving his goal, he does not tell everyone about his accomplishment, as he
believes that achieving his goal is enough which is the way of thinking of a
more mature person.
Both
stories have a lot of similarities as both Eveline and Jerry face a lot of
internal conflicts. Jerry feels like he has to prove himself and that he is
just as capable as the other boys whereas Eveline is unsure or not as to
whether she should stay home with her horrible father or elope with her beloved
Frank.
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