Devry University library iii. EBSCOhost iv. Organizational Behavior textbook G. References d. List scholarly resources (6 required in literature review) used in the literature review and elsewhere. v. "Motivate Your Team" (article) 3. Academic Search Compete (Periodical) 4.
Why is Wise Blood titled Wise Blood? What plot points, formal elements, and especially, thematic concerns in the novel does this title engage? 4. Recall our conversation in class about Faulkner v. Hemingway. How does the style (on the level of specific language, sentence structure, etc.)
(To write on Character, See pages 93-95 of Backpack Literature.) 3. Choose any of the stories we have discussed in this class and write an essay on the themes explored in the story. (To write on themes, see pages 206-207 of Backpack) Guide on Prompt 1: To write on POV, you will need to address the following first by thinking, annotation, free-writing, then by crafting one main claim/thesis sentence to
ENGLISH – LEVEL 3 90721 Respond critically to written text(s) studied Question A novel usually depicts the journey of a character or characters. To what extent do you agree with this view? Your response should include close reference to a novel (or novels) you have studied. Text Type: Novel Novel Title: MAESTRO Author(s)/website(s): PETER GOLDSWORTHY Ignorance to realisation, adolescence to adulthood and dreams to reality are all journeys that Peter Goldsworthy explores in his novel, “Maestro”. Through the use of passage we see how Peter Goldsworthy takes Paul on these journeys to make important realisations about humans, ideas and himself.
You’ll always want to remember this particular trip, so you are going to create a “literary” scrapbook of mementos from your journey. These mementos will include drawings and artifacts of your experiences, as well as written reflections, which will take a variety of forms. Both the visual and written elements will demonstrate your understanding of the novel’s plot, characters, settings and themes; in addition, they will demonstrate your thoughtful exploration of the historical, political, and social issues raised by the novel. (Optionally, you may choose to create a scrapbook from the point of view of one of the characters in the
II. Select a work of fiction that we have read this semester and discuss how the narrator’s point-of-view helps to develop the overarching meaning(s) of the work. Some questions to consider: Is the narrator objective and/or reliable (and how can the reader determine the answer to this question)? Is the narrator a participant in the story? If so, what do the narrator’s interactions with other characters reveal about the narrator?
For further reference, see: C. Lavender's "How to Cite, Bibliography: Using the Chicago Manual of Style," http://www.library.csi.cuny.edu/dept/history/lavender/bibliography.html. The Chicago Manual of Style or Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations (http://www.chicagomanualofstyle.org/tools_citationguide.html). The Sarah Bird Askew Library of the William Paterson College of New Jersey's "Guide for Citing Electronic Information" (www.wilpaterson.edu/wpcpages/library/citing.htm), a version of Li and Crane's "Bibliographic Formats for Citing Electronic Information" (www.uvm.edu/~ncrane/estyles/) Maurice Crouse's "Citing Electronic Information in History Papers" (www.people.memphis.edu/~mcrouse/elcite.html) Janice R. Walker's "MLA-Style Citations of Electronic Sources" (www.cas.usf.edu/english/walker/mla.html), endorsed by the Alliance for Computers & Writing Mark Wainwright's "Citation style for Internet sources"
Then complete the graphic organizer on the next page to help you evaluate how the story connects with what you have learned elsewhere. Complete this chart as you read Wallace Stegner’s letter. Graphic Organizer What is the form and purpose of this document? | | What, if anything, do I already know about the author and his times? | | What seems to be the relationship between the author and his audience?
The biography of Glaspell helps readers understand how she came up with the idea of writing the story. To interoperate the role of these approaches, a summary of the article plus an analysis of the article and story using the Feminist, Biographical, and historical critical theory approaches are needed.
When you write primary-source research papers you are entering into a conversation with other scholars and historians. For this reason you should use footnotes (based on Chicago style) that give an interested reader a sense of what evidence you use to arrive at your conclusions. A good footnote will typically include the author’s name, the title of the source, where and when it was published, and specific page numbers and other locating information. This quick guide provides a few examples to follow as you work on your paper. If you have questions about particular sources, you should (1) refer to Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations (Chicago: University of Chicago Press, 2007), (2) look at