need someone to write Discussion Poetry and essay

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What It’s Like to be a Black Girl:
https://nunningincircles.wordpress.com/2011/11/02/...

initial Post Instructions

After reading “What It’s Like to be a Black Girl,” write your own poem of identity: What it’s like to be ____________. Note: poems do not have to rhyme or follow a rhyme scheme.

Keep in mind how Smith identifies not only her race but also her sex, age, and repetitive use of “it’s.” You do not necessarily have to write specifically on your race – pick one of your own identities.

Additionally, write a paragraph introducing your poem to your peers. What inspired you to write what you did? How did you approach the assignment? What do you feel now when you read the poem?

Do NOT use Sparksnotes, eNotes, Wikipedia, or similar websites, as these are not academic in nature. If you do so, you will earn an automatic F. Your discussion may be submitted to Turnitin, so please use the University library or .org and .edu resources.

Secondary Post Instructions
As you are responding to your peers, consider the main character in the story, Jonathan. Do you agree with your peers’ statements regarding his character? Why or why not? Use specific examples from the text to illustrate your claims.

In this discussion thread, as with the discussion topics each week, feel free to ask questions about the readings, the class, or literature in general in addition to your posts.

Writing Requirements

  • In addition to one initial post, respond to at least two peers.
  • Initial Post Length: minimum of 250 words
  • Secondary Post Length: minimum of 200 words per post
  • Use APA format for in-text citations and references.

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ESSAY

Introduction
Select one work of literature. This may be a poem, short story, or novel; however, it must be only one piece of literature. The text should relate to your life somehow: work, social responsibility, and/or individual responsibility.

Activity Instructions
Write a personal essay on your selection. Unlike the other essays for this class, in this one, you may use first person and a more casual tone (nevertheless, please do not use second person (you) in this piece. In your essay, discuss common themes you see in the text and your life. What experiences do you share? What meaning do you see in both and can that be applied to today’s society? Use specific, illustrated points from the text to support your discussion.

While the tone of the paper may be more casual than a formal essay, you are still required to cite the work of literature you are responding to and any outside sources you use in your essay.

Use specific examples from the text to illustrate your claims. You must cite your references using APA style and have a formal title page and reference page.

Note: When using examples in your assignments in this course, do not directly quote more than a single sentence if you can help it— big block quotes look like they are solely there to take up space. Instead, paraphrase (put ideas into your own words) and cite. Review the Purdue OWL Avoiding Plagiarism webpage for tips on how to incorporate others ideas in your writing.

Do NOT use Sparksnotes, eNotes, Wikipedia, or similar websites, as these are not academic in nature. If you do so, you will earn an automatic F. Your essay may be submitted to Turnitin, so please use the University library or .org and .edu resources.

Writing Requirements (APA format)

  • 3-5 pages (approx. 300 words per page), not including title page or reference page
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • References page (minimum of 1 resource – in addition to the text)

Unformatted Attachment Preview

ENG365 Issues in Literature Week 1 Presentation 2 Writing about Short Stories When you write about a short story, you’re giving your reader your interpretation of the text. What makes this valuable is that it reveals how you respond to stories which have entertained, instructed, and informed you or affected you on a personal level. The First Steps You have read the story or poem…what now? The next step is to communicate your ideas about the literary piece you have read to your audience. There are several steps involved in this process; but, once you understand the process, writing a perfect academic paper will be a piece of cake! Superficial vs Deep Reading ● ● When we read a story, we follow the events that occur, hear the dialogue, and are (usually) entertained in the process. This is a superficial reading—the events that happen on the surface. Deeper reading leads to interpretation and analysis. This is seeing past the surface and looking for deeper meaning. We get clues to the deeper meaning from symbols, patterns, and clever use of language by the author. Use the Language of Literature Remember the vocabulary from the “Elements of Literature” Presentation Plot Character (Antagonist & Protagonist) Setting Theme (Subtext) Symbol/Metaphor Tone/Voice Point of View Getting Started ● ● ● One of the worst things you can do is put off the reading of the story and writing of the paper to the last minute. Some stories need time to ripen in your mind, so reading them early is recommended. Read, then reread the story. What pops out the second time around? What theme do you see? What deeper meanings do you think the story is trying to get across? What clever, hidden message did you find when you really looked at the story? Take notes as you read. The Thesis Statement ● ● ● A thesis statement is more than just a sentence that says what your paper is about (that is a topic sentence —don't get them confused). A thesis statement is your argument—it is what you are trying to prove in the paper. When writing about literature, your thesis statement is usually about the deeper meaning of the story—if you see a deeper meaning, that means others don't, so you must convince them. That's what you set out to do in your thesis statement. Developing a Thesis Statement ● ● ● ● What do you see in the story that is past the surface? Can you argue this point? Is there support for it in the story? Are there outside articles that support this? Is this a broad idea or a very specific idea? If it's a broad, general idea, how can you make it specific. The more specific your argument is, the better your paper will be. Remember to put the thesis statement in the first paragraph of your paper. It should be prominent, not hidden away. The thesis statement directs the reader's attention and is the most important sentence in the paper. Writing the Thesis Statement ● ● ● In academic writing, you should not use first person (I) and definitely not second person (you). But there is a trick to writing your thesis statement that (temporarily) uses first person. State what you're trying to prove in your paper in an “I think” statement: I think the character of the Scarecrow in The Wizard of Oz is an ironic reflection of the educational institution. Delete the words, “I think” and start the sentence with the next word: The character of the Scarecrow in The Wizard of Oz is an ironic reflection of education as an institution. Writing the Paper I ● ● ● After writing the thesis statement, the bulk of the paper is using examples from the story and outside sources to support your thesis (your argument). One thing that helps is to think of each example as a “because”. You're presenting reasons why your argument makes sense. Use quotes in APA format (see “APA Documentation” and “Using and Integrating Quotes” presentations for more details). Writing the Paper II You don’t always have to have your thesis statement ready to being writing! – Sometimes it will come to you later on in the writing process. The important thing to remember is that you have some ideas formulated. Brainstorm! Free-write! Get those juices flowing! Above all, try not to get discouraged. • When you’re working on your first draft, concentrate on the process of writing. – Read the directions. What is the assignment asking? Highlight the main points of the assignment. Make a formal outline of what you plan to do; this may help you more than you think! Writing the Paper III ● ● ● When writing the paper, give yourself plenty of time to write it and revise it. Start with the introductory paragraph, which contains the thesis statement. After that, give examples (in the form of quotes from the story), to support your argument. Remember to put quotes in quotation marks, cite in APA format, and put your own words in the sentence with the quote to introduce/integrate the quote into your paper. Writing and Revising As you continue along in the writing process, you’re going to make mistakes. – At this point, don’t worry about correcting them. You simply want to write! Get your ideas down on paper. • When you’re finished with your first draft, print out your draft (this is much easier than reading from a computer screen). – Carefully mark up any error with a pencil or highlighter. You may even have thought of additional material to add! Tips for Livelier Writing Vary sentence length by using complex and simple sentences. – Example: Because lichens grew on bare rock without evident nourishment or the production of seeds, many people believed they were stones caught in the process of becoming plants. – Example: For a long time, people couldn’t understand how they did it. Because lichens grew on bare rock without evident nourishment or the production of seeds, many people believed they were stones caught in the process of becoming plants. • Note: Examples are taken from “Six Keys to Livelier Writing As Illustrated by the Writing of Bill Bryson” by Dr. Daniel T. Mays Be Specific ● ● ● ● ● Be specific in using language (nouns, verbs, adverbs, and adjectives). For example, instead of saying, “It went fast,” say what went fast and how it did it. “It” could be the car, the paper airplane, the beat of a song, or a number of other things. “Went” could mean drove, flew, swam, etc. “Fast” is relative and could mean many things. The beat of the music thumped like a train bearing down on the crowd. The boy with the jet-pack skimmed above the ground at a speed of over a hundred miles per hour. ENG365 Issues in Literature Elements of Literature Reading the Short Story Since the dawn of time, human beings have been telling each other stories. They have been passed down, generation to generation – first on cave walls, then verbally. And finally, the written word was invented. Story and short story, however, are two separate entities, with two different meanings. – A story is a literary text or the events which are represented in the text. – In contrast, a short story is the name of a particular literary genre. It is short fictional prose, often involving one unified episode and is always shorter than a novel. – The earliest stories began as myths and legends. Can you think of an old myth or legend? These can also include fairytales, fables, and parables. Using the Language of Literature When reading short stories and novels, it helps to use the proper term. This will show understanding of the main points so you can get to the deeper meanings. These elements are used in the analysis of short stories and novels: Plot Character Setting Theme or Subtext Symbols and Symbolism Metaphor Allegory Style (Tone and Voice) Point of View Reader Plot In literature, the plot of the story is more than just the sequence of events that make up the story. The plot is created by conflict and resolution. It is the why of the story. Conflict is caused by a desire on the character's part and an obstacle in the way. • The plot answers what happens next and suggests why. • The plot usually involves a struggle between opposing forces. – Example: In The Wizard of Oz, Dorothy’s goal was to return home. The obstacle was the Wicked Witch of the West, and the resolution was melting the witch and using the ruby slippers to get home. Character Characters are the people (and other beings) in a story.  The protagonist is the main character. The protagonist has the desire that starts the plot rolling.  The antagonist is the character who is opposed to the goals of the protagonist.  Characters can also be symbols and fill other roles. The Lion, Scarecrow, and Tin Man in The Wizard of Oz all symbolize different traits, while the Munchkins —who are literally little people—represent those who are often called the little people, those with no power. Setting Setting is where the story takes place Setting often determines genre. Genre means type or category—a story set in the American West in the late 1800s would be a Western. A story set in a spooky old mansion by a graveyard might be horror or Gothic romance. Direction can also carry symbolic weight. If characters are heading west (especially at the end of a story), that can mean death, since the sun sets in the west. Traveling south can mean chaos or insanity (think of Huck and Jim traveling south down the Mississippi in The Adventures of Huckleberry Finn), and going east may be a signal that the unusual or exotic is ahead. Irony  Irony is the unexpected – Verbal Irony is when the words don't match the reality. Example: Actor, Chill Wills got his nickname “Chill” because he was born on the hottest day of the year in 1902. – Dramatic Irony is when the audience expects one result, but something else happens, which supports the message of the story. Example: The irony in The Wizard of Oz was that Dorothy could have gone home all along and didn't need to go through her many adventures. Point of View (POV)  In writing, we think of Point of View in simple terms: First person (I, me); Second person (you); Third person (he, she, they, names of people).  When analyzing stories, POV is seen in the same ways, but there is variation. Third person can be omniscient (as in a distant narrator), or limited (in the mind of one character), or roving (going from character to character). First person or limited (or biased) third person POV is common in most stories.  The POV can tell how close the story is to the perspective of the characters. A first person POV would be very close—it's a way to see what the characters are thinking and feeling. An omniscient POV would be useful for telling the history of a town or country, but it wouldn't tell what the many people there are feeling. Style: Tone and Voice Style is the way the author uses language. – Rhetorical patterns – Sentence length and complexity – Word choice and placement Tone: the unstated attitude of the author, how the author sets the “mood” • The tone could be very dark, or serious; or, the tone could be light and humorous. Voice is a style that is consistently recognizable as the author’s. – Mood or even the narrator may change, but the voice remains consistent. – Voice comes from trying to sound like ourselves, not copying others. Deeper Meaning In any story, we look for the deeper meaning. This is called the theme or sometimes the subtext—it is the meaning below the surface of the text (the printed word). There are usually subtle clues to the deeper meaning (the theme) and those clues are seen in symbols. Symbolism and theme can be found in all literature, although not everyone looks for it. Theme The theme (or subtext) is the underlying meaning of a story. It is the hidden message that the reader must work at to figure out. Example: In The Wizard of Oz, the most obvious theme is “There’s no place like home,” but other themes, such as good triumphing over evil or the importance of friendship are also apparent. Symbol/Symbolism   Symbolism is the use of one object to represent something else. Also called Metaphor. Example: In The Wizard of Oz, the Munchkins, little people, represented the powerless farmers and workers in America, while the Wicked Witch of the West was symbolic of the land-owning, strike-breaking, economic ruling class Allegory  An allegory is symbolic story/extended metaphor. It is usually a story that represents a cultural myth (if the character sacrifices him/herself, for example, the story is often an allegory of Jesus). Speaks to the human condition. Not a retelling or revision of another story.  See “Week 5 Presentation: Allegory” for further details. Interpretation Themes and symbols are what are called Reader-Based, which means they can change from person to person. There is no single correct interpretation of them, as long as they can be supported with examples from the story. When analyzing a story, novel, or film, look for clues to find the deeper meaning. The clues can be symbols, the way the plot resolves, or even lines of dialogue. Those examples will help support your idea of what the theme is.
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OUTLINE
Introduction
Body
Conclusion
Reference


LIFE AND DEATH

1

Poem: On My First Son
Student’s Name
Institutional Affiliation

LIFE AND DEATH

2
Life and Death

The question of life and death is one that we all have to deal with at some point in our life. We
ask ourselves some questions we may not be able to answer, and in a quest to fill the gap in our
knowledge, we have devised means to explain these phenomena. Science and religion are
attempts by man to define his life, to tell the difficult and find meaning to life. In many cases,
people feel like life is too simple and that there must be more to it than just existence. To
understand life as a separate entity is worthless without relating it to death. Death is the
culmination of experience and what lies after is a mystery. The end is rest and an escape route
from all that life offers; death is better than life.
In his poem, On My First Son, Ben Johnson expresses his heartfelt emotions about the death
of his son. I understand how I feel to lose a loved one; it fills the soul with hopelessness and
sadness. Ben Johnson bids his son goodbye in a somber mood as he recalls his son and calls
him his love. He considers his son as a gift lent to him. Everything we possess in this life is as
a gift, and we should treat it as such. An award is given to us for free, and we cannot put claim
to it. We can only enjoy it for as long as it lasts. Wh...


Anonymous
Just what I was looking for! Super helpful.

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