Category: American literature

  • Phillis Wheatley Great Works

    • Part I – Introduction (1-2 minutes/2-3 slides)
    • Title Slide that indicates the writer you have chosen
    • Slide that introduces the literary work(s) you have chosen
    • Slide that introduces the overall theme that this writer and his or her works explore
    • Part II – A slide on each of the works (2-3 minutes/3-6 slides)
    • At least one slide for each of the pieces by your chosen author
    • Each of these slides should include a brief summary of the work and how it relates to the theme you have identified for the author in Part I
    • These slides may contain relevant pictures that enhance your presentation
    • Part III – Conclusion (1-2 minutes/1-2 slides)
    • At least one slide that summarizes the “so what?” of your presentation. You might mention what this particular author and works have meant to you or how they relate to a modern issue.

    The Author I chose to do my power point on with all her literacy works is Phillis Wheatley

    https://www.youtube.com/watch?v=tPWQqMl9cEA ( This is a video )

    Literacy Works :

    “On Being Brought from Africa to America”

    “To the Right Honourable William, Earl of Dartmouth”

    “To His Excellency General Washington”

    Directions: I have attached the directions above on what to include in the PowerPoint on each slide.

    below I attached the format on how the PowerPoint is to look along with the author i chose with the literacy works they wrote

  • poem response

    Im just going to copy and paste the instructions.

    Write a response to Hughes’ “Let America be America Again.” Select two stanzas you reacted to and give an explanation of what and why they are important. Then say why you think the information you selected is relevant or similar to our time. Give examples and details. Do not fill the pages with quotes; a few words from the first line of the stanza is sufficient. It is best to consider a current event, refer to it, and cite a credible source for the information. Explain the event you chose and why it connects with what you chose in the poem.

    Two pages minimum. MLA format.

    this is the link to the poem

  • Argumentative Outline

    https://docs.google.com/document/d/1BhcGctxNrXFN1YMXSbZ7HujJFd7KuTGHDSJ0Sd7y_8Q/edit?usp=sharing instructions https://docs.google.com/document/d/1g6jc32eBDLPFCeKt-usIxSYoaLAXvhXbolPNDcIYtpE/edit?usp=sharing checklist this assignment must have 7 pieces of cited evidence from 2 articles to support your claim and refute a counterclaim

  • discussion post

    Consider how Chopin and Gillman relate to one another. In your discussion Board, write about the similarities and differences you see between the two authors. In what ways do you think these two authors see the world differently from previous authors we have read? How do you think these women influenced changes to literature that we still see today?

  • American Literature Research Essay

    Files You Write a five page research paper not including the works cited list). The topic of this research essay is Romanticism. Read as much as you can over this type of literature and then present in the paper what you found. What are the characteristics of each of these types of literature prove these characteristics by incorporating textual evidence from at least three primary sources that you find be sure to sign your evidence and explain and discuss your evidence as I read your paper. I should have a thorough understanding of this type of literature and I should have a good many examples from various texts that show me what you are discussing in your paper. Be sure that your thesis statement, accurately portrays, and reflects exactly what you’ll be discussing in your paper. your paper should be written in proper MLA format. You should include a minimum of three secondary sources, two tertiary sources, and at least three primary sources you will need at least eight sources cited in text or parentally and in a work sided list.Please leave a link also for the sources used for the essay.
  • Dissertation American Literature

    I have attached the dissertation proposal in the files below. However, I had to change the original proposal to fit my supervisor’s will. However, she had not read the books, thus I’m still not sure that this topic makes sense related to the books, but I’m running out of time and have no more to change research topic. Thus, I need someone else to make sense of this research with me. I have written a few pages, some for the 1st chapter, that should be just introductory to the theoretical framework, and of the 2nd that analyses the first novel, How Beautiful We Were by Imbolo Mbue. I do not know how to continue from this few pages I’ve written… (which definetely also necessitate some changes/ review). In the “novel notes” file you can find useful quotations and summaries from the book, while in “useful bibliography” essays, papers and books that might be of great help.

  • The American Renaissance/Romantic Period Assignment

    This will be on RALPH WALDO EMERSON (1803-1882) but as in the outline have to discuss Washington Irving. And Edgar Allen Poe will be the person I use for the peom. I will Post here some informatin from the book. The book is The Bedford Anthology American Literature, Volume 1, Second Edition. I will also put in the chat as well. I want to put information for all so it can be information from the book added in my essay. No Outside sources if possible.

    Ralph Waldo Emerson [18031882]

    Ralph Waldo Emerson was born in Boston, Massachusetts, on May 25, 1803. For generations, the men in the Emerson family had served as cler-gymen, and his father was the pastor of the First Church of Boston. When he died in 1811, the family was nearly destitute, but Emersons mother was determined that her sons would be educated. At the age of fourteen, Emerson enrolled in Harvard College. An undistinguished student, he graduated in 1821 and taught at a school for young women until 1825. He then entered Harvard Divinity School and was ordained as a minister in 1829. Soon after that, he became the pastor of the prominent Second Church of Boston. With such a background, and with his gift for preach-ing, a distinguished clerical career seemed the likely path for Emerson. But his religious convictions were deeply influenced by works of German philosophy and theology, which were becoming available to American readers in translations and filtered through English writers like Samuel Taylor Coleridge. Inspired by such Romantic idealism, Emerson increas-ingly came to value the moral instincts of the individual over the tenets of organized religion. His skepticism about orthodox Christianity grew, and in 1832 he resigned from his position at Second Church. Emerson then embarked on an extended tour of Europe, determined to

    chart a new course for his life. While there, he met a number of well-known English writers, including Coleridge, William Wordsworth, and most importantly Thomas Carlyle, with whom he would enjoy a lifelong correspondence. When Emerson returned to the United States in 1834, he settled in Concord, Massachusetts. Unlike many of his contemporaries who had to balance the need to earn a living with their intellectual pur-suits, Emerson had an independent income. In 1829, the year of his ordi-nation, he had married Ellen Tucker, a young woman from an affluent family in New Hampshire. The shock of her death from tuberculosis six-teen months later probably contributed to Emersons decision to leave the ministry. The settlement of her estate also left him with a legacy of $1,200 per year at that time an income sufficient for a comfortable, though not a lavish, lifestyle. Although he apparently never got over the death of his first wife, in 1835 Emerson married Lydia Jackson, an accomplished and by all accounts a remarkable person with whom he shared religious con-victions, as well as a wide range of literary and philosophical interests. The couple settled into Coolidge House, a comfortable home Emerson purchased on the outskirts of Concord. By then, all of the elements were in place for the independent scholarly life Emerson had in mind for him-self. That life included reading and study, occasional preaching, and espe-cially writing daily entries in the journals and notebooks he would keep throughout his life; letters to an increasingly large number of correspon-dents in the United States and Europe; and his first book, Nature (1836). Although it was published anonymously, the author of that little book

    was an open secret, and Emerson soon found himself at the center of a small circle of intellectuals who met regularly in Boston or Concord. Called the transcendentalists because of their embrace of intellectuals who met regularly in Boston or Concord. Called the transcendentalists because of their embrace of idealistic or transcendental philosophy, the group was initially composed of Unitar-ian ministers but ultimately came to include writers as diverse as Emer-sons friends Henry David Thoreau and Margaret Fuller. It was not, however, the publication of his first book that gained Emerson promi-nence. Two lectures, both delivered at Harvard, marked the beginning of his engagement with a larger audience: The American Scholar (1837), which Oliver Wendell Holmes called an intellectual Declaration of Inde-pendence; and his address to the Harvard Divinity School in 1838. That address, in which Emerson vigorously exposed what he viewed as the defects in orthodox Christianity and in the training of Unitarian minis-ters, generated a furious controversy in Boston. In fact, some of the con-servative Unitarian clergy were so outraged, that Emerson was not invited back to speak at Harvard for thirty years. But he continued to preach occasionally, and Emerson also began to exploit a new form of communicating with audiences, both in and far beyond the confines of Boston. A lecture is a new literature, he buoyantly observed in his jour-nal in 1839, which leaves aside all tradition, time, place, circumstance, & addresses an assembly as mere human beings, no more. The hundreds of lectures Emerson delivered during the following decades were the primary source of both his income and his books. Essays (1841) was derived from his lectures, as was Essays: Second Series (1844). During the period in which he wrote and published those celebrated vol-umes, Emerson also helped to establish and edit the Dial, the unofficial journal of the Transcendental Club. He also wrote a good deal of poetry, which he gathered together in his Poems, published in 1847. From 1845 to 1846, he delivered a lecture series he would later revise and publish as Representative Men (1850), a collection of biographical studies of individ-ual greatness as represented by figures ranging from Plato through Shakespeare to modern figures such as the influential German writer Johann Wolfgang von Goethe and the French military and political leader Napoleon Bonaparte. Outraged by the passage of the Fugitive Slave Act in 1850, Emerson became increasingly involved in the antislavery crusade during that decade. But he continued to spend most of his time riding what he called the lyceum express, a reference to his tours to lyceums and lecture halls throughout the North. During those extended tours, he first delivered the lectures revised for English Traits (1856), based on his second trip to Europe in 184748, and Conduct of Life (1860). In the view of most scholars, those were the last of his major works, though Emerson published a collection of late essays, Society and Solitude, in 1870. By then, however, both his health and memory had begun to fail, and Emerson wrote little more before he died on April 27, 1882. Reading Emersons Nature. Emersons first book, which he published anonymously in 1836, was a slim volume of ninety-five pages divided into nine sections Introduction, Nature, Commodity, Beauty, Lan-guage, Discipline, Idealism, Spirit, and Prospects. Part philosophy, part sermon, and part poetry, the book was Emersons fullest statement concerning the relationship between man and the natural world, as well as the relationship between matter and spirit. Written during a period of rapid economic growth and the emergence of an increasingly strong mar-ket economy in the United States, the book reveals Emersons deep con-cern about the role of nature, both in individual lives and in American life. The book also reveals the impact of Emersons reading, especially of Aids to Reflection, by the British writer Samuel Taylor Coleridge. Influenced by the German philosopher Immanuel Kant, Coleridge distinguished between the Understanding, a rational faculty of the mind dependent on sense experience, and Reason, an inward beholding or intuitive apprehen-sion of spiritual truth. Emerson adopted that crucial distinction in Nature. Emersons nature thus comprises a series of signs, which for those who develop the ability to read them ultimately lead to the recognition of a spiritual reality that transcends nature. With its emphasis on the power of human intuition and the inexhaustible significance of nature, Emersons little book became a central document for the group of writers and think-ers known as the transcendentalists. The complete text is taken from the first edition of Nature (1836). Reading Emersons Poetry. Like many of his friends and contemporaries, Emerson was deeply interested in poetry. He also affirmed the poets central role in American life and culture. In his essay The Poet (1844), for example, he declared that the poet is representative. He stands among partial men for the complete man, and apprises us not of his wealth, but of the common-wealth. Emerson himself sought and encouraged other poets to experiment. Nonetheless, his poetry was fairly conventional in form, highly intellectual in content, and constrained in feeling. The texts of The Rhodora, The Snow-Storm, and Hamatreya are taken from his first volume of poetry, Poems (1847). The text of Days is taken from its first appearance in the inaugural issue of the Atlantic Monthly (November 1857). Emerson later included it in his second book of poetry, May-Day and Other Pieces (1867).

    The rhodora:1 on beInG asked, Whence Is The floWer?

    In May, when sea-winds pierced our solitudes, I found the fresh Rhodora in the woods, Spreading its leafless blooms in a damp nook, To please the desert and the sluggish brook. The purple petals, fallen in the pool,

    Made the black water with their beauty gay; Here might the red-bird come his plumes to cool, And court the flower that cheapens his array Rhodora! if the sages ask thee why This charm is wasted on the earth and sky,

    Tell them, dear, that if eyes were made for seeing, Then Beauty is its own excuse for being: Why thou wert there, O rival of the rose! I never thought to ask, I never knew; But, in my simple ignorance, suppose

    10 15

    The self-same Power that brought me there brought you. [1839, 18 The snoW-sTorm Announced by all the trumpets of the sky,

    Arrives the snow, and, driving oer the fields, Seems nowhere to alight: the whited air Hides hills and woods, the river, and the heaven, And veils the farm-house at the gardens end.

    The sled and traveller stopped, the couriers feet Delayed, all friends shut out, the housemates sit Around the radiant fireplace, enclosed In a tumultuous privacy of storm.

    Come see the north winds masonry.

    Out of an unseen quarry evermore Furnished with tile, the fierce artificer Curves his white bastions with projected roof Round every windward stake, or tree, or door. Speeding, the myriad-handed, his wild work

    So fanciful, so savage, nought cares he For number or proportion. Mockingly, On coop or kennel he hangs Parian1 wreaths; A swan-like form invests the hidden thorn; Fills up the farmers lane from wall to wall,

    Maugre the farmers sighs; and, at the gate, A tapering turret overtops the work. And when his hours are numbered, and the world Is all his own, retiring, as he were not, Leaves, when the sun appears, astonished Art

    To mimic in slow structures, stone by stone, Built in an age, the mad winds night-work, The frolic architecture of the snow.

    Attached Files (PDF/DOCX): Lecture Notes Washington Irving.docx, Lecture Notes Edgar Allan Poe.docx, Lecture Notes Ralph Waldo Emerson.docx, Essay_3_American_Renaissance_Romantic_Period_Instructions.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Dissertation chapter American Literature

    I have attached the dissertation proposal in the files below. However, I had to change the original proposal to fit my supervisor’s will. However, she had not read the books, thus I’m still not sure that this topic makes sense related to the books, but I’m running out of time and have no more to change research topic. Thus, I need someone else to make sense of this research with me. I have written a few pages, some for the 1st chapter, that should be just introductory to the theoretical framework, and of the 2nd (they are 7 now, but should be around 20 for the 2nd chapter in total) that focuses on the first novel, How Beautiful We Were by Imbolo Mbue. I do not know how to continue from this few pages I’ve written… (which definetely also necessitate some changes/ review). In the “novel notes” file you can find useful quotations and summaries from the book, while in “useful bibliography” essays, papers and books that might be of great help.

  • essay on setting/Poe, Edgar Allan. The Cask of Amontillado.

    Your last two essays were personal response papers, so you could use “I think…,etc.” This essay (and subsequent essays) should have a more formal tone and avoid personal pronouns “I” and “you.” If necessary, you can refer to “readers, students, critics, etc.” You should still express opinions, just without saying things like “in my opinion.” State your interpretations with confidence, supported by quotes.

    AVOID commenting on an author’s skills or ability to write with phrases like “did a great job,” or “is an amazing writer,” or “wrote an awesome story.” Instead, analyze the work, not the author’s ability.

    You must have an introductory paragraph, body paragraph(s), and a conclusion.

    Works Cited and in-text citations are required for all essays. Follow MLA guidelines.

    Even if it is in the title of your essay, you must also introduce the author’s full name and title of the short story. enclosed in quotation marks, in your introductory paragraph. After that, refer to author by last name only.

    Integrate quotes from the story as shown in Sample Writing: Essay, pp. 42-45 (14th ed. pp. 40-45; 13th: pp 42-47) to support your opinions and to highlight the most significant parts of the story. Quotes should not be stand alone sentences; they can be just words or phrases from the story woven into your analysis instead of complete sentences.

    Revisit Guidelines for All Essays

    • required. 1″ margins on all sides, double space, Times New Roman, 12 pt. font, indent first word of each new paragraph, include top left heading (your name, my name, course, due date), do not add any extra blank lines anywhere – just double space, give your work an original title, do not bold or use larger font on your own title.
    • Word Count minimum: 800 – 1200 words. Responses must be fully developed with minimal story summary.
    • 100 points
    • required for primary source – the short story.
    • required for all quotes/paraphrases from the original story.
    • follow last example on page 1: “Essay, Short Story, or Poem in a Collection” (your e-text)
    • Voice: This is a formal literature essay. DO NOT USE first person voice. Write in third person voice only. Avoid “I, me, my, we, our, us” and also “you, your, yourself.” Use third person plurals such as “readers, students, critics, fans, etc.”
  • Final Research Project

    Part One

    Briefly introduce your chosen topic and primary text, and then discuss how the topic is relevant and how we see it represented in the primary text under which it is listed. Use pertinent details and quotes from the primary text as well as any relevant contextual information from the lesson content. This part should be a minimum of 300 words.

    Part Two

    Using , explore articles on your topic from the past decade. Get a sense for how the topic is relevant in America today. (I already attached this below)

    Choose at least one recent news article or academic article relevant to how the topic is manifest in America today and explain what the article or articles say about this topic, including pithy, well-chosen quotes and key details. Be sure to include appropriate citations for your article(s), both in-text/parenthetical and at the end of your project in your Works Cited page. This part should be a minimum of 300 words.

    Part Three

    Discuss what you have learned about the topic as you read about it, both in the primary text and in the news article(s). Briefly discuss how you selected the article(s) you included and why. Explore the connections you can draw between the topic as it pertains to the primary text and the topic’s relevance today. Then, explain your own take on the topic. What personal interest do you have in the topic, and how has your thinking about it changed? Use key details and quotes from both texts to provide support for your discussion. This part should be a minimum of 400 words.

    Part Four

    Be sure to include an appropriately formatted Works Cited page with MLA-style references for your primary text and article.

    The Paradise of Bachelors and the Tartarus of Maids by Melville

    Gendered differences in the workplace

    Attached Files (PDF/DOCX): Labour_is_still_gendered_and_women_are_still__Conversation_The_Australia_Edition_Australia___May_5_2025__p1.pdf, Final Chapter 9 The Beginnings of Realism.pdf

    Note: Content extraction from these files is restricted, please review them manually.