Create a detailed introduction that contains a thesis that offers a debatable claim based on one of the prompts on the list, English homework help

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Humanities

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I have attached the list of prompts that you can choose from. I have also attached the grading rubic at the bottom of the instuctions.

In this assignment, you will refine that thesis and essay even further and develop your argument. You are required to incorporate your instructor’s feedback in your Final Paper and to take peer feedback into consideration.

In your paper,

  • Create a detailed introduction that contains a thesis that offers a debatable claim based on one of the prompts on the list.
  • Apply critical thought by analyzing the primary source you selected from the approved List of Literary Works. Avoid summary and personal reflection.
  • Develop body paragraphs that contain clear topic sentences and examples that support the argument.
  • Write a conclusion that reaffirms the thesis statement and includes a summary of the key ideas in essay.
  • Apply your knowledge of literary elements and other concepts in your response to the prompt. Reference the list of literary elements found in Week Two of the course and discussion forums.
  • Incorporate research from the primary and secondary sources

Introduction and Thesis Statement

Total: 3.00

Distinguished - Includes a well-developed introduction containing a clear thesis statement that offers a debatable claim.

Proficient - Includes a mostly developed introduction containing a thesis statement that offers a debatable claim. The thesis may be somewhat unclear.

Basic - Provides a somewhat detailed introduction containing a thesis statement that offers a somewhat debatable claim. The introduction may be underdeveloped or thesis may be unclear.

Below Expectations - Provides an introduction containing a thesis statement that does not offer a debatable claim. The introduction is underdeveloped and the thesis is unclear.

Non-Performance - The introduction and thesis statement are either nonexistent or lack the components described in the assignment instructions.


Body Paragraphs and Topic Sentences

Total: 4.00

Distinguished - The body paragraphs contain clear topic sentences that directly relate to the thesis. The paragraphs are well-developed and contain specific, detailed examples that support the argument.

Proficient - The body paragraphs contain topic sentences that somewhat relate to the thesis. The paragraphs are well-developed and contain examples that support the argument. The topic sentences or body paragraphs are somewhat underdeveloped.

Basic - The body paragraphs contain topic sentences that may not be clearly related to the thesis. The topic sentences and/or paragraphs are underdeveloped.

Below Expectations - The body paragraphs contain topic sentences that do not clearly support the thesis. The paragraphs are significantly underdeveloped.

Non-Performance - The body paragraphs and topic sentences are either nonexistent or lack the components described in the assignment instructions.


Conclusion

Total: 3.00

Distinguished - The conclusion reaffirms the thesis statement and thoroughly summarizes the key ideas in the essay.

Proficient - The conclusion somewhat reaffirms the thesis statement, and the summary of key ideas is slightly underdeveloped.

Basic - The conclusion does not fully reaffirm the thesis statement, and the summary of key ideas is underdeveloped.

Below Expectations - The conclusion does not reaffirm the thesis statement, and the summary of key ideas is significantly underdeveloped.

Non-Performance - The conclusion is either nonexistent or lacks the components described in the assignment instructions.


Apply Critical Thought

Total: 4.00

Distinguished - Applies original, detailed, and in-depth critical thought to analyze the primary source(s) while avoiding plot summary and personal reflection.

Proficient - Applies some original and in-depth critical thought to analyze the primary source(s) while avoiding plot summary and personal reflection. Minor details are missing.

Basic - Applies limited critical thought to analyze the primary source(s) and/or gives plot summary and/or personal reflection. Supporting points are not original or in-depth. Details are missing.

Below Expectations - Applies minimal critical thought to analyze the primary source(s) and/or relies mostly on plot summary and/or personal reflection. Supporting points are not original or detailed. Significant details are missing.

Non-Performance - The critical thought is either nonexistent or lacks the components described in the assignment instructions.


Incorporation of Research

Total: 3.00

Distinguished - Smoothly incorporates research, including paraphrases and quotes from the primary and secondary sources.

Proficient - Incorporates research, including paraphrases and quotes from the primary and secondary sources. The research is slightly underdeveloped.

Basic - Incorporates research, including some paraphrases and quotes from the primary and secondary sources. The research is underdeveloped.

Below Expectations - Incorporates very little research and does not include paraphrases or quotes from the primary and secondary sources. The research is significantly underdeveloped.

Non-Performance - The incorporation of research is either nonexistent or lacks the components described in the assignment instructions.


Apply Literary Elements and Other Course Concepts

Total: 4.00

Distinguished - Comprehensively applies literary techniques and other course concepts to the chosen primary source(s) to present an interpretation of the work(s).

Proficient - Applies literary techniques and other course concepts to the chosen primary source(s) to present an interpretation of the work(s). Minor details are slightly underdeveloped.

Basic - Partially applies literary techniques and other course concepts to the chosen primary source(s) to present an interpretation of the work(s). Relevant details are underdeveloped.

Below Expectations - Attempts to apply literary techniques and other course concepts to the chosen primary source(s) to present an interpretation of the work(s); however, significant details are greatly underdeveloped.

Non-Performance - The application of literary techniques and other course concepts is either nonexistent or lacks the components described in the assignment instructions.


Written Communication: Control of Syntax and Mechanics

Total: 1.00

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Written Communication: APA Formatting

Total: 1.00

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Written Communication: Page Requirement

Total: 1.00

Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.

Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages.

Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Written Communication: Resource Requirement

Total: 1.00

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

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List of Writing Prompts For students: There are three prompts below each with four texts. For your literary analysis essay, choose ONE prompt and text pairing that interests you. Then, take a look at the guiding questions for the text you choose. You don’t necessarily need to answer all of these questions in your paper. The questions are there to help get you thinking in a direction that will be more likely to lead you to a successful literary analysis. PROMPT 1. Write an analysis of a key character in a literary work. Focus on two or three key actions of that character. Discuss the character’s motivations and decisions in terms you can support with clear evidence from a critical reading of the text. Consider whether this character’s actions fit together or contradict each other. You may also want to consider whether or not any other characters in the story are aware of this conflict, and if so, how they influence the character you are writing about. Literary Works (choose one): “Interpreter of Maladies” (Jhumpa Lahiri, 1999) Guiding Questions: 1. How does a new outsider community member like Mrs. Das influence Mr. Kapasi, who seems to have become bored with his life and his role in the community? 2. How does Mr. Kapasi’s desire for Mrs. Das make him unable to understand Mrs. Das’ desires, leading to his failure to fulfill his role as the Interpreter of Maladies? 3. How do the Das family’s actions surrounding their children show that their desires or interests do not accord with their obligations? “What You Pawn, I Will Redeem” (Sherman Alexie, 2003) Guiding Questions: 1. How does the grandmother’s property at the pawn shop help to define the narrator’s desires and feeling of obligation to recover it? Why is it so important? 2. How does the character accomplish his objective, and how is this surprising considering all of the unfortunate events and bad decisions he makes along the way? 3. How do the other characters--the Aleuts, the pawn shop owner, the waitress, the police officer, the other Indians at the bar--each play an important role in showing how the narrator is committed to an important mission he is worthy of completing? “We Came All the Way from Cuba so You Could Dress Like This?” (Achy Obejas, 1994) Guiding questions: 1. To what conflicts does the title allude (social? Political? Cultural? others?)? 2. The first-person narrator switches tenses (from present to future). How does this create tension in the story? 3. How is the narrator’s internal conflict (“man v. self”) merely an internalization of political, familial, and social conflict? “The Things They Carried” (Tim O’Brien, 1990) - 5.4 in Journey into Literature Guiding Questions: 1. The second paragraph of the story begins, “The things they carried were largely determined by necessity” (O’Brien, 1990). Were the soldiers truly able to carry everything they needed? What needs were left unfulfilled by these items, and what in the story suggests this? 2. The narrator also lists specific items that each man carried. How do these items symbolize the emotions that they carried with them, and how does this understanding enrich our understanding of the characters? 3. Often a comparative analysis can help us to notice elements of a story that we might not otherwise notice. Choose two or three characters and compare the things they carried. How does this comparison help qualities of each come to the surface? PROMPT 2. In some stories, characters come into conflict with the culture in which they live. Often, a character feels alienated in his/her community or society due to race, gender, class or ethnic background. The texts below all contain a character who is ‘outcast’ or otherwise disconnected from society in some way, reflecting important ideas about both the character and the surrounding society’s assumptions, morality, and values. Choose a text and consider the questions below as you critically read the text. Then, craft a working thesis that suggests how this alienation is expressed in the text and why it is significant. Literary Works (choose one): “What You Pawn, I Will Redeem” (Sherman Alexie, 2003) Guiding Questions: 1. What beliefs and values from Native American culture does the narrator consider important, based on ideas and actions in the story? 2. What kinds of experience and values do characters share across cultural differences like Native Americans and whites, or even between different native groups in the story? 3. How do the bisexual character, the narrator, and the homeless characters in the story all demonstrate and resolve different “outsider” identities? “A Very Old Man with Enormous Wings” (Gabriel García Marquez, 1955) Guiding Questions: 1. How is the supernatural made familiar and the familiar defamiliarized in the story? Is the angel made more human? Are humans made supernatural or less humane? 2. How is the tension between supernatural and human resolved (or not) in the story? 3. What doe the community’s treatment of this ‘outsider’ reveal about its culture, values, and beliefs? “A Hunger Artist” (Franz Kafka, 1924) – 7.5 in Journey into Literature Guiding Questions: 1. What is the “hunger artist’s” art, and how does it challenge the understanding of the men who look after the artist as well as the audience that ignores him? 2. Why does the artist have to explain so much about his “art” throughout the story-- is he explaining it for others to understand or as part of his own self-definition? 3. How does the young panther capture the audience’s attention so easily yet they ignore the artist-- what does this say about “appreciating” what others value? “Everyday Use” (Alice Walker, 1973) Guiding Questions: 1. How do we know that the protagonist is impoverished? Is she content with her class? Why or why not? 2. How do we know that she is African-American? How does her alienation due to her race also connect with her education? 3. The protagonist’s daughter, Dee, who has embraced her African roots, accuses her mother of not understanding her heritage. Why? What is the situational irony at the end of the story? PROMPT 3. Consider the role of setting, or context, in one of the works. For example, a story that takes place in a wild and natural setting might include characters struggling against nature to survive. A story set in a city might include themes of alienation and anonymity because of the impersonal crowds and busy city life. Cultural contexts can combine with both urban and rural elements to produce further meaning, as well. Consider the following questions as you critically read one of the texts below: Does the protagonist conflict with the setting or have particular interactions with it? Does the protagonist’s relationship with the setting connect with his/her development as a character? Does the setting reveal other themes and conflicts? Literary Works (choose one from any of the lists below): “The Man of the Crowd” (Edgar Allan Poe, 1845) Guiding Questions: 1. How does the city setting--busy streets, buildings with specific purposes, dark backstreets-- produce a disorienting and confining experience for people in the story? 2. How do all of the different occupations and “types” of workers in the city combine to communicate that no one is an individual person and no one really knows each other? 3. What sorts of problems do the narrator and some of the other characters have as a result of this alienating city life? (Think of the narrator’s obsession with the man.) “The Things They Carried” (O’Brien, 1990) - 5.4 in Journey into Literature Guiding Questions: 1. How does the story communicate the uncertain and frightening setting these soldiercharacters experience? (Consider repeated phrases or other devices.) 2. What sorts of emotions, such as stress or fear, does the Vietnam context cause the characters to experience? Give specific examples from the story, and consider how these emotions might be “told” to us in multiple ways. 3. How do the soldiers in the story cope with their setting/context, whether through imagined escapes or other means, and are they successful? “A Worn Path” (Eudora Welty, 1941) – 5.3 in Journey into Literature Guiding Questions: 1. Clugston suggests that “[t]he setting in this story is in a particular season -- the Christmas season.” Why is this significant considering the plot? 2. Clugston (2011) further writes: “The physical setting changes during Phoenix Jackson's journey. How does each environment she encounters reflect her character?” 3. Phoenix Jackson encounters many obstacles on her journey. To what non-physical challenges do they allude? “Sonny’s Blues” (James Baldwin, 1957) Guiding Questions: 1. How do the characters’ interactions with the multi-faceted “local color” and communities of Harlem articulate the differences between those characters? 2. What does the story suggest about a neighborhood’s cultural identity and the diverse life experiences possible, even when people seem to come from the same place? 3. What aspects of the setting (the neighborhood, the school, etc.) could be characterized as liberating or oppressive, and how is this reflected in the characters?
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Explanation & Answer

Attached.

Answer outline to “What you pawn, I will redeem”




Introduction
Discussion
Conclusion


Running head: “WHAT YOU PAWN, I WILL REDEEM”

Literature analysis: “What you pawn, I will redeem”
Name
Institutional affiliation

1

“WHAT YOU PAWN, I WILL REDEEM”

2

“What you pawn, I will redeem” by Sherman Alexie, 2003
Thesis: A quest for self-discovery through a reclaim of culture, identity and traditions.
Jackson Jackson being a representative of the Native Americans who are marginalized and
denied in their homeland embarks on a quest for self-discovery (Konigsberg, 2009). He is a
homeless man of Indian descent who sets himself on a quest to raise $1000 to repossess his
grandmother’s regalia. The regalia at the pawn shop is a representation of the family’s heirloom.
At a very young age, Jackson left his original home, India and was on his own as a homeless
man in the streets of Seattle. In the streets, Jackson does not have real friends. With his
grandmother’s regalia, Jackson would be able to relate back to his family. It’s when he sees the
regalia in the pawn shop that he is so much drawn to it, the same way one is drawn to their
family. The regalia is a representation of Jackson’s past life and family, and it is the only tie that
is left of them. For a long time, Jackson has been lost in the white man’s land since he left his
Indian home. The regalia in possession of the pawn shop owner is also lost, and Jackson feels
that it is his soul duty to reclaim what belongs to him something that defines him and his roots.
Jackson is an embodiment of a new generation that is set on a road to self-discovery and
recovery of the lost heritage no matter what it costs. Jackson a homeless, miserable and alcoholic
person focuses on his goal of redeeming himself and his heritage. The journey that Jackson
chooses is one that is faced with multiple challenges. Like all the Native Americans, Jackson
does not have many choices in the society, and this increases the chances of him making bad
decisions. When Jackson tells the pawn shop owner that he wants the regalia for five dollars his

“WHAT YOU PAWN, I WILL REDEEM”

3

offer is refused because the pawnbroker bought it for one thousand dollars. The pawn owner
gives Jackson an offer to come back with nine hundred and ninety-nine dollars within twentyfour hours. As Jackson embarks on his journey to collect the money what is surprising is that he
collects it from the whites whom he feels that they had alienated him from his culture and family.
Confronted with many hurdles in his life and the society Jackson questions on his ability to make
choices and decisions an instance he says, “Well, sometimes I think of it that way. And other
times I think of it the way they wanted me to think of it. I get confused.” (Alexie, 2003),this
shows he is confused by the way society treats Native Americans but he is still focused on his
goal.
Jackson’s commitment to Indian cultural identity makes him make wrong decisions an instance
is when he wins a lottery ticket he offers some money to a Korean girl which he believes is an
Indian thing when one wins he is supposed to share (Alexie, 2003), yet...


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