SYNTHESIS ESSAY-- 4 pages

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The final result will be a 4-5 page essay that makes a cogent argument about the meaning, power, and/or structure of the primary text supported by deep and rich analysis of the story, and that responds to, complicates, and/or extends the arguments made by scholars.

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As you have already learned, the goal of an essay about literature is to offer readers an argument about the power, meaning, and structure of a piece of literature. This was the goal of your Textual Analysis Essay, and it is the primary goal for the Synthesis Essay as well. The difference, however, is that this assignment calls on you to engage in conversation with other literary scholars as you continue to hone your skills in literary analysis. In this essay, you will use multiple sources provided by your instructor. Your primary text is XXXXX. Your secondary text(s) is the article(s) XXXXXXX Note to instructors: You will need to modify this prompt to incorporate the primary and secondary texts you want students to work with! For an example of this prompt, please see "Paige's Synthesis Essay Assignment" in the FYW Instructor folder on Google Drive This is not a research paper, so please do not do further research beyond these sources, and do not cite anything other than these three sources in your essay. This assignment calls on you to develop skills in synthesis. You will need to position your argument in conversation with XXXX scholar. Academic scholarship is often described as "a conversation," and that's how you are being asked to treat your secondary sources. Getting Started The final result will be a 4-5 page essay that makes a cogent argument about the meaning, power, and/or structure of the primary text supported by deep and rich analysis of the story, and that responds to, complicates, and/or extends the arguments made by scholars. Rubric Some Rubric Some Rubric Criteria This criterion is linked to a Learning OutcomeEngagement with Texts Ratings 15.0 to >14.0 pts Excellent Discussions, explanations, and summaries of texts demonstrate critical understanding and careful reading. 14.0 to >12.0 pts Pretty Good Discussions, explanations, and summaries demonstrate general understanding of each source. 12.0 to >10.0 pts Needs Work Unclear or incomplete discussions, explanations, and summaries suggest less-than-careful or incomplete reading. 10.0 to >0 pts Poor Discussions of incomprehensi and suggest lac comprehension reading. Some Rubric Criteria This criterion is linked to a Learning OutcomeSynthesis This criterion is linked to a Learning OutcomeArgument This criterion is linked to a Learning OutcomeAnalysis Ratings 15.0 to >14.0 pts Excellent The author offers a critical synthesis that leads to a deeper understanding of all texts and an insightful argument. 14.0 to >12.0 pts Pretty Good The author's synthesis leads to a deeper understanding of primary text(s). 25.0 to >22.0 pts Excellent The author makes an original contribution to the conversation. The author’s argument is clearly positioned in relation to the secondary text(s) and supported through incisive, original analysis of evidence from the primary text. 22.0 to >20.0 pts Pretty Good The author makes an argument about the primary text that is distinguishable from arguments made in secondary source(s) and supported by evidence from the primary text. 15.0 to >14.0 pts Excellent Author provides a rich analysis of the primary text that brings fresh insight to the scholarly conversation. 14.0 to >12.0 pts Pretty Good Author performs thoughtful analysis of the primary text that contributes to the scholarly conversation. 12.0 to >10.0 pts Needs Work The author offers a superficial synthesis that does not lead to deeper understanding. 20.0 to >17.0 pts Needs Work The author’s argument is less than clear and/or not distinguishable from the arguments made in the secondary source(s). The argument lacks sufficient support. 17.0 Poor The a his/h argum evide poor and/o 12.0 to >10.0 pts Needs Work Author offers general/vague analysis of the primary text and does not significantly add to the scholarly conversation Some Rubric Criteria This criterion is linked to a Learning OutcomeOrganization This criterion is linked to a Learning OutcomeParagraph Structure This criterion is linked to a Learning OutcomeAcademic Writing Style Total Points: 100.0 Ratings 10.0 to >9.0 pts Excellent The essay is structured according to a logical trajectory, clarified by explicit transitions. 9.0 to >8.0 pts Pretty Good The essay is structured logically but does not always include clear transitions to pull it together. 10.0 to >9.0 pts Excellent Paragraphs are cohesive and coherent. Topic sentences guide audience interpretation. Sentences build logically from one to the next, and internal transitions guide from one sentence to the next. 10.0 to >9.0 pts Excellent The writing is appropriately academic in tone/style and is virtually free of grammatical and mechanical errors. 8.0 to >7.0 pts Needs Work The essay is structured according to an apparent (but perhaps ineffective) logic; major gaps and weak or unclear transitions make the essay difficult to follow at times. 9.0 to >8.0 pts Pretty Good Paragraphs are generally cohesive and coherent, with minor lapses. Some paragraphs may lack topic sentences. 9.0 to >8.0 pts Pretty Good The writing is academic in style and contains only a few grammatical and mechanical errors. 8.0 to >7.0 pts Needs Work Paragraphs are not quite cohesive and coherent. Topic sentences, when present, do not reflect the whole paragraph’s content. Sentences may make some logical leaps, but the audience is not entirely lost. 8.0 to >7.0 pts Needs Work The writing style may not be appropriate to academic contexts; it contains numerous, repeated errors. 7.0 Po Th stru aro aud 7.0 to >0 Poor Paragrap cohesion Paragrap “jump ar topic sen logical c leave au 7.0 to > Poor The wr inappro contain distract
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Explanation & Answer

Here is the complete essay

Running Head: THE “BEYOND” REALITY

The “beyond” reality
Author
Author Affiliation

1

THE “BEYOND” REALITY

2
The “beyond” reality

From the book beyond written by H.P. Lovecraft, Crawford Tillinghast was a strong believer that
there was a strange and inaccessible world which existed around us, “the beyond conception”,
that the five senses we have could not comprehend and also the fact that we see things as we are
constructed to see them. He did not buy this ideology and tirelessly worked for two and a half
months, alienating himself from his best friend and even his servants working on a way to break
the barrier between what we are meant to see and feel and what is actually happening around us
that we do not see. After finding the solution, he called his best friend to witness his invention.
He had grown thin, his baggy skin had turned yellow/ grey, had sunken eyes with dark circles,
veins were running across his forehead, unkempt hair and beard and also he was dressed
disorderly. When he opened the door to receive his friend, he kept glancing over his shoulder and
trembling as if he was frightened of the unseen in the house.
He had written his friend a message sending an invitation to come and witness his invention of
the electrical machine that he has been working on since the last time they saw each other and
since he last disappeared to do his physical and metaphysical researches, which was at his
laboratory at the attic. The machine was connected to a powerful chemical battery and did not
receive any current but was glowing with a violet luminosity. He made the protagonist sit next to
the machine and turned it on; producing some luminosity assuming a blend of colours which
wasn’t familiar and Crawford told him that it was ultraviolet. Normally, these rays are not visible
but the waves from the machine opened up a sense in them to see things no other creature had
seen yet. These sleeping senses were awakened by the waves from the machine which were
inherited from the eons of evolution from the state of detached electrons to the state of organic
humanity (Lovecraft, 1934).

THE “BEYOND” REALITY

3

While in the room, the protagonist started seeing things that a were bizarre like how the southern
wall was sloping and rays lighting the wall, he even envisioned himself in a big temple of the
dead gods with black stone columns running from the slab to an infinite height beyond his vision
then after a while gave in to a sightless, soundless and infinite space which brought fear into him.
He wished the servants were around but he was all alone with Crawford who was by now
terrifying him with these revelations. He reached out in his pocket and drew a revolver which he
carried in the night since he was held up in East Providence. While seated there drawn to a
totally different world, the protagonist started hearing subtle, musical sounds and a cold draught
swept past him.
He told Crawford what he had felt and heard and was ordered to stay quiet and calm as the
servants were told not to move but the house help went ahead and switched on the lights
downstairs and the electric wires picked up the vibrations and they all disappeared vaguely
leaving heaps of empty clothes. This revelation and command paralyzed the protagonist in fear.
He realized space was totally occu...


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Goes above and beyond expectations!

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