Research Reportat least 1250 words(100 points possible)

Whenever you do research, keeping track in an organized way is a good habit. This assignment counts as one of your three required papers in the course. As you do research to pick out the five sources you will use in your papers for this course, collect information about your sources into a document. Here’s how:

Step 1: Works Cited Listing for Each Source (5 points for each correctly listed source, 25 points possible)

These are the pieces of information that you need to make a complete record of each source on a Works Cited page:

Author Name or Names (if more than one author). “Article Name.” Journal Name, vol. #, no. #, Month year, pp. #-#. Database, link.

Cite buttons inside the databases you should be using will generate most, sometimes all, of this information for you. Your job is to make sure the information is all there and to copy and paste into your Research Report correctly.

Step 2: AI Summary (1 point each, 5 points possible)

Use an AI assistant to summarize the contents of each article. Prompt your AI assistant to summarize the main ideas of the article you upload in 100 words. You don’t want a longer summary than that. This is an overview. Cite the AI with a link and/or with a screenshot.

Step 3: Your Summary (10 points for each summary, 50 points possible)

Read each of your sources using your AI generated summary as a guide. As you read, make notes about which parts of the AI summary are accurate and which parts aren’t. You will probably find at least one place where how you read the article is different from the AI summary.

Now write your own summary, correcting the AI summary. Explain how this article will help you write about your Research Question, which you have already picked out in Week 2. I want to see at least 100 words in your own words for each source.

AI tools are not permitted for any part of step 3 — you need to read the articles yourself, take your notes, and write your own corrective summary.

Step 4: Quotes (1 point for each quote that has an in-text citation included, 15 points possible)

Read through each of your sources and gather quotes. Every time you pick a quote, record the page number in parentheses after the quote. This page number is called an in-text citation.

Choose 3 short quotes from your source. A short quote is a quote that is 1-4 lines of text. Please do not choose any quotes for your papers that are 5 lines of text or longer.

Repeat this process for all 5 sources. Once again, AI tools are not permitted for any part of step 4 — you need to gather and cite the quotations yourself.

Step 5: Grammar (5 points)

Check your Research Report for grammar. If you need help with grammar, consult your Little Seagull desk reference, the grammar help videos in our Course Resources section in Moodle, or the grammar-checking suggestions in Microsoft Word or Google. (Please do not use Grammarly for this assignment, which will want to rephrase your own writing substantially and not always constructively.)

Step 6: Formatting (Please be kind, a human reads your assignments.)

List your sources in alphabetical order by author last name.

Once you have finished, make sure you have a heading on your paper and your last name and page number in the upper left corner.

If you have not done this already, change your font to 12pt Times New Roman for your entire document, double space your entire document, and select Remove Spaces After Paragraph if your program has automatically selected spacing.

Step 7: AI Acknowledgement Statement

After you have completed these steps, now draft your Acknowledgement Statement. Use the Monash University template:

I acknowledge the use of [insert AI system(s) and link] to [specific use of generative artificial intelligence]. The prompts used include [list of prompts]. The output from these prompts was used to [explain use].

You must write this acknowledgement statement for every paper in which you use AI assistance.

Shakespeare Sonnet Analysis

• Due Sunday by 11:59pm Points 10 Submitting a file upload

Phonological Analysis of Shakespeare’s Sonnets

In Shakespeare’s sonnets, the manipulation of sound is a key element in creating rhythm, emphasis, and meaning. Phonological features such as rhyme, alliteration, assonance, and consonance contribute to the emotional and aesthetic experience of the poem. Here’s a brief breakdown of how you can analyze Shakespeare’s sonnets phonologically:

Phonological Features in Shakespeare’s Sonnets

1. Rhyme:

• Shakespeare often uses end rhymes at the end of each line, a staple in his sonnet form (specifically, the Shakespearean sonnet, which has the ABAB CDCD EFEF GG rhyme scheme).
• The rhyme creates a sense of closure or unity at the ends of lines, and is used strategically to highlight key themes or concepts.
• Example:
• When in eternal lines to time thou growst, (A)
• So long as men can breathe or eyes can see, (B)
• So long lives this, and this gives life to thee. (B)
• Sonnet 18

1. Alliteration:

• The repetition of consonant sounds at the beginning of words creates a rhythm and can also emphasize certain words or ideas.
• Shakespeare uses alliteration to create a musical quality in his lines and to draw attention to significant moments in the poem.
• Example from Sonnet 4:
• If to thyself thou be not true, (A)
• For thou mayst see how all things have their end. (B)
• The repetition of /t/ sounds in true, thou, and things emphasizes the idea of self-deception and fleeting time.

1. Assonance:

• Assonance refers to the repetition of vowel sounds within words. It contributes to the musicality of the poem and can heighten emotional effects.
• Shakespeare often uses assonance to tie words together across lines or stanzas. It can create a sense of harmony or contrast depending on the sound used.
• Example from Sonnet 18:
• So long as men can breathe or eyes can see, (B)
• So long lives this, and this gives life to thee. (B)
• The repeated long /i/ sounds in “breathe” and “see” reinforce the sense of life enduring over time.

1. Consonance:

• Consonance is the repetition of consonant sounds, especially at the end or middle of words. It creates subtle echoes in the poem and can emphasize the structure or meaning.
• Shakespeare uses consonance to link concepts or highlight the flow of thought in a poem.
• Example from Sonnet 73:
• In me thou seest the twilight of such day (A)
• As after sunset fadeth in the west, (B)
• Which by and by black night doth take away. (A)
• The repeated /t/ and /s/ sounds in “twilight,” “such,” and “sunset” create a soft, fading rhythm, emphasizing the passage of time.

1. Meter:

• Shakespeares sonnets are written in iambic pentameter, meaning each line typically consists of ten syllables (five iambs), with alternating unstressed and stressed syllables. This regular rhythm creates a formal structure and reflects the natural flow of English speech.
• Example from Sonnet 18:
• *Shall I compare thee to a summers day?
• (U / U / U / U / U /)
• The poem adheres to the iambic pentameter structure, which contributes to the musical flow and elegance of the sonnet.

Phonological Analysis Assignment

For your assignment, analyze the use of sound in Sonnet 18, focusing on:

• Phonemic Choices: Identify and analyze the phonemes (individual speech sounds) used in the poem. Pay particular attention to any notable patterns such as consonant clusters, vowel harmony, or phonemic variation.
• Example: Do specific sounds (like /s/, /t/, or /m/) recur in particular places to convey emotion or reinforce meaning?
• Rhyme: Examine the rhyme scheme in the text. Are there any slant rhymes (partial rhymes) or eye rhymes (words that look like they should rhyme but don’t)? How do these choices affect the reading of the poem?
• Example: Consider the impact of using near rhymes or different rhyme types. Does it contribute to tension, ambiguity, or resolve a key idea?
• Meter: Identify the type of meter used in the poem (e.g., iambic pentameter, trochaic tetrameter). Does the meter fluctuate at any point? How does the meter contribute to the emotional tone or meaning of the poem?
• Example: Does the meter create a sense of urgency, relaxation, or tension? How does this affect the reader’s experience?

Steps for Completing the Assignment:Sonnet 18 (Shakespeare)

Shall I compare thee to a summer’s day? (A)

Thou art more lovely and more temperate: (B)

Rough winds do shake the darling buds of May, (A)

And summers lease hath all too short a date: (B)

Sometime too hot the eye of heaven shines, (C)

And often is his gold complexion dimmed; (D)

And every fair from fair sometime declines, (C)

By chance or natures changing course untrimmed; (D)

But thy eternal summer shall not fade (E)

Nor lose possession of that fair thou owest; (F)

Nor shall Death brag thou wanderest in his shade, (E)

When in eternal lines to time thou growst: (F)

So long as men can breathe or eyes can see, (G)

So long lives this, and this gives life to thee. (G)

How to Approach Your Phonological Analysis:

1. Rhyme:

• Identify the rhyme scheme and explain how it reflects the sonnets themes of beauty and immortality. Focus especially on the final rhyming couplet (“breathe” and “see” / “this” and “thee”) and analyze its significance in the poem’s resolution.

1. Meter:

• Break down the iambic pentameter into individual iambs (e.g., Shall I / comPARE thee / to a / SUMmers / DAY?). How does this meter reflect the natural flow of the poem and reinforce the theme of eternity?

1. Alliteration:

• Pinpoint any consonant repetition (e.g., “rough winds” or “fair from fair”) and analyze its sound texture. Consider how these repetitions enhance meaning or create emphasis.

1. Assonance:

• Look for repeated vowel sounds (e.g., “breathe,” “see,” “thee”) and consider how they create a musical quality, adding depth and richness to the poem. How does the assonance serve to link lines or themes?

1. Sound and Meaning:

• Reflect on how the sound choices (whether harmonious or discordant) contribute to the emotional tone. Does the use of softer vowel sounds contribute to the theme of beauty and immortality? How do harsher sounds or consonantal clusters highlight the transient nature of life?

How to Effectively Write Your Paper:Phonological Analysis Paper Checklist

1. Understand the Assignment

• Focus on phonological elements (sounds) in the text.
• Analyze how these sounds contribute to meaning, tone, and theme.

2. Develop a Thesis

• State how phonological elements (rhyme, meter, alliteration, etc.) contribute to the texts overall effect.

3. Gather Evidence

• Identify specific phonological features in the text:
• Rhyme scheme
• Alliteration
• Assonance
• Consonance
• Meter (e.g., iambic pentameter)
• Phonemic choices (e.g., harsh or soft sounds)

4. Create an Outline

• Introduction:
• Introduce the text and its significance.
• End with a clear thesis statement.
• Body Paragraphs:
• Focus each paragraph on a specific phonological feature.
• For each feature:
• Topic sentence explaining the feature.
• Evidence (quotes from the text).
• Analysis of how the sound patterns impact meaning, tone, or emotion.
• Conclusion:
• Restate your thesis.
• Reflect on the overall impact of phonology on the text.

5. Analyze Sound Features

• Meter: Identify rhythmic structure and its effect.
• Rhyme: Discuss rhyme scheme and its significance.
• Alliteration/Assonance: Explain how repeated sounds create mood or atmosphere.
• Consonance/Dissonance: Analyze harsh/soft sounds and their emotional impact.
• Phonemic Choices: Discuss the emotional or symbolic effect of specific sounds.

6. Write the Paper

• Clarity: Keep explanations clear and concise.
• Structure: Stick to the outline (one feature per paragraph).
• Support: Use direct quotes and explain how they support your argument.

7. Revise, Edit, and Submit

• Ensure logical flow and coherence.
• Proofread for errors (grammar, spelling, punctuation).
• Double-check the accuracy of citations.
• Make the 3-5 page paper length, MLA format
• Final submissions are due February 1st

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