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Category: English

  • When the walls came down: The Usher bloodline curse. What re…

    You will demonstrate your understanding of Dark Romanticism and “The Fall of the House of Usher” by completing one of the following creative projects. Project Option 4: Newspaper Article

    Description: Write a newspaper article on the collapse of the House of Usher, describing the events leading up to it and its impact on the community.

    Submission Requirements:

    • Include 1,500 words
    • Follow standard newspaper article format with a headline, byline, and dateline
    • Include at least three quoted sources (these may be fictional characters or community members)
    • Write from a journalistic perspective that treats the events as factual.
    • Include a brief sidebar or secondary article addressing community reaction

    Follow each rubric:

    Advanced

    Understanding of Dark Romanticism

    (6 points)

    Demonstrates sophisticated understanding of psychological horror, decay, isolation, and the supernatural with clear explanations of how these themes connect to the story.

    Incorporation of Three Themes

    (3 points)

    Seamlessly weaves three or more distinct Dark Romantic themes throughout the project with clear examples and analysis.

    Connection to Source Material

    (8 points)

    Creatively interprets “The Fall of the House of Usher” while maintaining strong fidelity to the story’s plot, characters, and atmosphere.

    Creativity and Originality

    (9 points)

    Shows exceptional original thinking with innovative adaptation to chosen format; ideas are fresh and engaging.

    Engagement and Impact

    (6 points)

    Creates a compelling atmosphere with strong emotional resonance; reader/listener is fully engaged throughout.

    Format and Technical Execution

    (4 points)

    Submission is properly formatted (PDF or PDF + audio); writing is clear, grammatically correct, and well-organized; audio (if applicable) is professional quality. Meets or exceeds specified word count with all content being purposeful and relevant.

    Length: Your submission meets the specified word count requirements.

    Content: Your project demonstrates understanding of Dark Romanticism and “The Fall of the House of Usher”.

    Themes: Your work incorporates at least three Dark Romantic themes from the story.

    Quality: Your writing is clear, grammatically correct, and well-organized.

    Creativity: Your project shows original thinking and creative interpretation.

  • Plastic bag banned

    dont use fancy words Plastic bags ban Essay 1 use this link as the source

    Attached Files (PDF/DOCX): 101177_0734242X211003965.pdf

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

  • ENGL226 WEEK 6 COVER LETTER

    For this assignment, you will be preparing your own cover letter and rsum. Even if you may not be planning to apply for a new job anytime soon, use this activity to begin planning for the future.

    If you are unsure of your career plans, go to the Student Success Center and search “Explore Careers.” Then, from the search results, select some career fields to explore. For this assignment, you will need to choose a specific job in a specific career field.

    Step 1: Find a job announcement.

    • Find a job announcement related to your career field. It should be a real job that you would legitimately consider or actually are applying for either now or in the future. For this job announcement:
      • You may use any job board to find a job announcement.
      • You may use an internal vacancy announcement with an organization at which you are currently employed.
      • You may use a job description for a military position to which you plan to be promoted in the future.
      • You may use a job description from the . (Use the “What They Do” section of your chosen career as your “job announcement” for this assignment.)
    • Your cover letter and rsum must be tailored to match the qualifications of this job announcement and to persuade the audience that you should be hired for this job.

    Step 2: Submit your cover letter and rsum for reviews. (Due Week 5 in the Peer Review Discussion Forum)

    Submit your cover letter and rsum for a peer review in the Week 5 peer review Discussion forum. Follow the instructions there for the peer-review process.

    Step 3: Submit your cover letter, rsum, and job announcement. (Due Week 6)

    After receiving feedback from your peers (and optionally ) and doing your own self-review based on the peer-review experience, REVISE your cover letter and rsum and submit them for final evaluation. Include the job announcement as a link or separate file.

    Guidelines and Submission Instructions:

    You may submit the three parts as three separate files OR as a single file, using page breaks as needed. Remember, formatting is part of the assessment!

    Use all principles of writing studied so far in the course (e.g., the Six Cs of Communication, positive emphasis, “you” approach, message formatting and organization). The names of any attached files should be descriptive and short, just as they would appear if you were attaching and sending them to a potential employer.

    Plagiarism and Borrowed Material Note (Including the Use of AI)

    You will be able to see your Turnitin.com report for all submitted files. If content in the cover letter and rsum is similar to other sources, REVISE and RESUBMIT them before the due date!

    Similarity might happen if you are using a list of job duties, a cover letter or rsum template, or a cover letter or rsum generator. As reviewed in the Week 5 Learning Materials, be concrete and clear by sharing specifics and quantifiable amounts that do not just describe your job duties but actually explain your job accomplishments.

    If you use a rsum tool, such as , or if you use a sample rsum as a guide, be sure to edit the content to make it unique and specific to your experiences. Do not copy/paste content directly from job descriptions or AI or rsum-building tools, including . Imagine if everyone applying for the same job used the same tool as you did and submitted similar rsums. Remember, to achieve the purpose of “selling yourself” in a persuasive way, your cover letter and rsum must be as unique as you are!

    For example:

    Job Description: Conduct monthly job performance, goal setting, and career development counseling.

    General Rsum Content Generated by AI: Counsel employees in performance of job duties, establishing objectives, and professional development.

    Personal, Unique, and Specific Rsum Content: Conducted more than 20 monthly job performances, setting goals for technical training and performance improvement while providing career counseling that led to promotions for more than 50% of staff.

  • ENGL226 DISCUSSION WEEK 6

    All students will participate in a Communications Conference in the Week 8 Discussion forum. Everyone will be presenting on a communications topic and be audience members for the presentations provided by others. Look ahead to the instructions for the !

    This week, you will begin the research and planning for that presentation. Before Thursday midnight, answer the following questions:

    • Who is the audience and what is the purpose of your Week 8 presentation? What do you want to communicate to your audience and why?
    • What are THREE questions about your topic that the audience needs answered to accomplish your purpose?
    • What are TWO professional sources you will use for your presentation to help answer the audience questions? After , what makes them appropriate for the professional purpose and audience of your presentation? How will you cite these sources in on the references slide of your presentation?
    • Provide ONE list you plan to include on a slide. In that list, include at least one bullet with a quotation or paraphrase of an opinion or statistic that you will use from your research. How will you cite the quotation or paraphrase in ? (See the examples below.)

    Here is a sample discussion response for a hypothetical presentation topic:

    My audience are job-seeking professionals who want to understand how to better market themselves for obtaining their dream jobs. The purpose is to demonstrate the importance of communication skills in the modern marketplace.

    Three questions my audience will have about this topic that I will need to answer are (1) what are the most important skills desired by all employers, (2) how do I develop these skills, and (3) how do I show that I have these skills in my application?

    The following professional sources will help answer these questions:

    Fajaryati, N., Budiyono, A., Akhyar, M., & Wirano, G. (2020). The employability skills needed to face the demands of the future: Systematic literature reviews. Open Engineering, 10(2): 595-603.

    Rios, J. A., Ling, G., Pugh, R., Becker, D., & Bacall, A. (2020). Identifying critical 21st century skills for workplace success: A content analysis of job advertisements. Educational Researcher, 49(20): 80-89.

    I will include the following list on one slide using a paraphrase:

    According to Rios et al. (2020), the most desirable job skills in order are:
    1. Communication
    2. Collaboration
    3. Problem Solving

    NOTE: As you practice integrating research, remember that the presentation slides should focus on lists and not long blocks of text. Use lists rather than complete sentences most often. For example:

    Infographic with two examples of how to cite sources in a presentation.

  • a school counsellor who has been asked to make separate addr…

    You are a school counsellor who has been asked to make separate addresses to parents and guardians of teenagers aged 14-17 and to the teenagers themselves. The address would be based on the sensitive subject of sexual activity and sexually transmitted diseases (STDs).

    a) Identify and Justify the difference in approach that you would use in your address to BOTH audiences. Your response should focus on your use of content, language and register.

    b.) Describe those strategies and visual aids that could be used to enhance your presentation to both audiences.

  • RGM3 Task 3: Editing and Revising Text

    1027.1.4 : Edit and Revision Strategies

    The learner formulates a strategy for editing and revising written text.

    1027.1.5 : Constructive Feedback

    The learner composes constructive feedback of written texts.

    Introduction

    All good writers revise and edit. Whether it is a document that will be widely read or for personal use, revision is an essential part of the writing process. The process of revising and editing involves more than using a spellchecker; it involves looking closely for opportunities to improve clarity, professionalism, and style.

    The revision process involves seeking out opportunities for feedback. However, receiving ineffective feedback makes it difficult for writers to improve their writing, whether that feedback is too harsh, too vague, too overwhelming, etc. The goal of this assessment is to show how being purposeful in giving and receiving constructive feedback will greatly improve your overall writing skills.

    In this task, you will make edits and suggest revisions for a piece of unedited, unrevised work. You will submit a marked-up copy of your chosen text along with a written response that provides feedback.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See for more information.

    Grammarly Note:

    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See for more information.

    Microsoft Files Note:

    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    A. Select one of the following attached sample texts to revise and edit, and then submit the text with clearly designated markups of three revisions and five edits:

    “Sample Text 1”

    “Sample Text 2”

    “Sample Text 3”

    “Sample Text 4”

    Note: The writing quality and similarity report matches of the original, unedited document will not be evaluated.

    Note: You can revise and edit the document by hand or by using an editing function on a word-processing document (e.g., Track Changes in Microsoft Word). The written responses to parts B, C, and D should not be written by hand.

    B. Discuss the changes you made to the text in part A by doing the following:

    1. Explain why each of the three marked revisions to the structure, content, and organization of the text were made.

    2. Explain why each of the five marked edits to the grammar, punctuation, and word choice of the text were made.

    C. Provide feedback to the writer of your chosen text by doing the following:

    Explain why the introduction is successful or unsuccessful at capturing your attention.

    Describe the greatest strength of the text.

    Describe the weakest part of the text.

    Explain whether the conclusion is successful or unsuccessful at bringing the text to a close.

    D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E. Demonstrate professional communication in the content and presentation of your submission.

    File Restrictions

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

    File size limit: 200 MB

    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    Rubric

    Attached Files (PDF/DOCX): Sample Text 4.docx, Sample Text 3.docx, Sample Text 2.docx, Sample Text 1.docx

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

  • March 15

    Analyze how different theories of intelligence apply across cultures by examining real student scenarios and considering cultural perspectives on what it means to be “smart.” This assignment will help you think critically about intelligence and its measurement in our diverse society.

    Assignment Instructions:

    1. Write a 250500 word analysis that addresses the following:

    • Choose ONE intelligence theory and analyze how well it recognizes and measures the abilities demonstrated by these three students.
    • Consider the cultural factors that might affect how intelligence is defined, measured, and valued.

    2. Your analysis should address:

    • Theory Application: How does your chosen theory explain or account for each student’s abilities and challenges? Which student would be considered most “intelligent” according to your theory?
    • Cultural Considerations: What cultural factors might make traditional intelligence testing unfair or incomplete for these students? How do different cultural backgrounds shape what is considered “intelligent” behavior?
    • Critical Evaluation: What are the limitations of your chosen theory when applied across diverse cultural contexts? How might cultural bias affect intelligence measurement?
    • Personal Reflection: Connect the scenario to your own cultural background and experiences. What kinds of intelligence are valued in your family or culture that might not be captured by traditional tests?

    The Scenarios

    • Student A: Maria
    • Background: First-generation Mexican-American, bilingual (Spanish/English)
    • Academics: Struggles with standardized tests due to language barriers, but excels in hands-on learning
    • Skills: Translates for family at medical appointments, manages family finances, excellent at reading people’s emotions and needs
    • Challenges: Low SAT scores, takes longer on written exams
    • Student B: Kevin
    • Background: African-American from urban community
    • Academics: Strong in math and logic, good at standardized tests
    • Skills: Built computers from spare parts, tutors younger kids in neighborhood, solves complex problems creatively
    • Challenges: Sometimes feels his communication style is misunderstood by professors
    • Student C: Lily
    • Background: Recent immigrant from Vietnam
    • Academics: Excellent in science, struggles with English-based subjects
    • Skills: Learned English in 3 years, helps run family restaurant, adapts quickly to new situations
    • Challenges: Cultural differences affect classroom participation (taught not to speak up to authority figures)

    Intelligence Theory Options

    • Traditional IQ Tests
    • Focus on logical reasoning, math, and verbal abilities
    • Standardized tests as main measurement
    • Same test given to everyone regardless of background
    • Gardner’s Multiple Intelligences
    • 8+ different types of intelligence (linguistic, mathematical, spatial, musical, interpersonal, etc.)
    • People have different strengths in different areas
    • Values diverse forms of intelligence equally
    • Sternberg’s Triarchic Theory
    • Analytical (school-smart), Creative (thinking outside the box), Practical (street-smart)
    • Considers real-world problem solving
    • Recognizes that intelligence looks different in different environments

    Submission Requirements

    • Length: 250500 words
    • Format: APA style (12-point Times New Roman font, double-spaced, 1-inch margins)
    • Citation: Include at least one peer-reviewed reference that supports your analysis of intelligence theory or cultural considerations in intelligence testing
    • Reference page: Provide a properly formatted APA reference list
    • File format: Submit as a Word document or PDF

    Tips for Success

    • Be specific: Use details from the student profiles to support your arguments
    • Consider multiple perspectives: How might different cultures define intelligence differently?
    • Use scholarly sources: Find peer-reviewed articles about intelligence theory or cultural bias in testing
    • Make personal connections: Reflect on how your own background influences your perspective
    • Write concisely: Stay within the word limit while covering all required elements

    Suggested Search Terms for Researching a Peer Reviewed Article

    Use the APA database on the Quincy College Library Website:

    • “Cultural bias intelligence testing”
    • “Multiple intelligences cultural differences”
    • “Cross-cultural psychology intelligence”
    • “Standardized testing bias minority students”
    • “Intelligence theory limitations”

    Sample APA Reference Format

    Journal Article: Author, A. A. (Year). Title of article. Title of Journal, Volume(Issue), pages.

  • Gatsby essay

    1. Great gatsby . Does wealth and success guarantee happiness? Why or why not? Support your claim with evidence from the novel.

  • A Caged Bird’s Sympathy

    Write an analysis on the poets use of imagery, figurative language, and/or symbolism,

    allusion, etc. You must choose a set of poems by the same poet. (Paul Laurence Dunbar – We Wear the Mask pp. 958-959 and Sympathy pp. 1024-1025)

    Avoid unnecessary summary. Simply summarizing the poetry will not earn you a

    good grade on this assignment. The summary in your essay should be limited to

    only to what is necessary to establish your point. Everyone in the class is able to

    read (or may have read) the poetry that you will be analyzing. If not, it can be

    located within the textbook. Consider your audience. Summary of the poetry is

    neither necessary nor desired.

    Provide evidence to support your thesis using what you have learned in class

    about the literary elements of imagery, figurative language, and/or symbolism

    and allusion. Your essay should demonstrate your use of your critical thinking

    skills in your analysis of the poems.

    Your paper will be judged by your instructor and your peers on the content,

    presentation, format, grammar, and spelling.

    Must include a minimum of two (2) outside or secondary/ outside sources

    and have a works cited page listing the secondary sources and the poetry itself

    (from the textbook) as sources. You need use the textbook as one of your

    secondary sources as you will need to define certain terminology for the essay.

    The two poems should be listed separately on the works cited page. This makes

    a minimum total of four (4) sources.

    The secondary sources must be credible, used in the body of the essay, and

    correctly cited. Do Not use Wikipedia, personal websites, or blogs or any other

    encyclopedia, or other general references, (the exception is the Alabama Virtual

    Library). Do Not use study guide sites like Course Hero, Sparknotes, Cliffsnotes,

    Pink Monkey, Shmoop, Study Mate, Enotes, LitCharts, Cummings Study Guides

    etc. DO NOT use essays from students that have been uploaded to websites or

    essays that cannot be vetted as credible. They are not scholarly and have not

    been vetted as expert sources. Please search the resources available in the

    Library Services portal in Canvas. Again, do not use study guides like those

    previously listed as sources.

    Must include a minimum of two (2) outside or secondary/ outside sources

    and have a works cited page listing the secondary sources and the poetry itself

    (from the textbook) as sources. You need use the textbook as one of your

    secondary sources as you will need to define certain terminology for the essay.

    The two poems should be listed separately on the works cited page. This makes

    a minimum total of four (4) sources.

    The secondary sources must be credible, used in the body of the essay, and

    correctly cited. Do Not use Wikipedia, personal websites, or blogs or any other

    encyclopedia, or other general references, (the exception is the Alabama Virtual

    Library). Do Not use study guide sites like Course Hero, Sparknotes, Cliffsnotes,

    Pink Monkey, Shmoop, Study Mate, Enotes, LitCharts, Cummings Study Guides

    etc. DO NOT use essays from students that have been uploaded to websites or

    essays that cannot be vetted as credible. They are not scholarly and have not

    been vetted as expert sources. Please search the resources available in the

    Library Services portal in Canvas. Again, do not use study guides like those

    previously listed as sources.

    GRADING / CRITERIA GUIDELINES:

    Your paper must show analytical skills in your reading of the poetry, focusing

    primarily on imagery, figurative language and/or symbolism and allusion.

    Consistent Focus Focus should be on your topic, focusing on the criteria for the

    assignment.

    Content Do not use fluff, such as unnecessary summary, or unnecessary author

    biographical information, to add length to your work. Give an analysis that

    exhausts your perspective on the poetry concerning poetic elements. There is

    much to be said! When you use sources, they must be listed on the Works Cited

    page. Also, if sources are listed on the Works Cited page, they must be used in the

    essay and there must be in-text citations. Failure to do this is a form of

    plagiarism.

    Organization There must be logical progression from one topic to the next with

    transitions and paragraphs that smoothly move your analysis along.

    Style – appropriately formal with variety of syntax (sentence structure) and

    diction (word choice – no slang, vulgar language, etc.) Also, this essay must be

    written in third person. Do not use first person pronouns (I, me, my, we, us, our)

    or second person pronouns (you, your). Spell out contractions. Remember to use

    the appropriate tense for the essay (present tense for discussing literature). You

    must double space and use Times New Roman 12-point font. Your essay must

    have MLA pagination, an MLA heading, and a creative title.

    Mechanics – English language conventions should be adhered to from correct

    mechanics (capitalization, spelling, etc.) and usage (subject/verb agreement,

    pronouns, etc.), to correct format (MLA).

    Primary source is Perrines Literature Structure, Sound, and Sense. Must have in-text citations within the essay documenting the primary and secondary sources that you have listed on the

    works cited page. Please Review and read all attachments.

    “We wear the Mask” Sources

    Dunbar, Paul Laurence. We Wear the Mask. Perrines Literature Structure, Sound, and Sense,

    edited by Greg Johnson and Thomas R. Arp, 13th ed., Cengage Learning, 2018, pp. 958-

    959.

    Keeling, John. Paul Dunbar and the Mask of Dialect. Southern Literary Journal,

    vol. 25, no. 2, Mar. 1993, p. 24. EBSCOhost,

    research.ebsco.com/linkprocessor/plink?id=4966dabe-df4c-319c-bf08-4e7a4e3bc144.

    Thomas L. Morgan. We Wear the Mask: Paul Laurence Dunbar and the Politics of

    Representative Reality (Review). African American Review, vol. 44, Dec. 2011,

    pp. 72527. EBSCOhost, https://doi.org/10.1353/afa.2011.0059.

    Gabbin, Joanne. Intimate Intercessions in the Poetry of Paul Laurence Dunbar.

    African American Review, vol. 41, no. 2, June 2007, pp. 22731. EBSCOhost,

    research.ebsco.com/linkprocessor/plink?id=413b6b11-e28e-3244-874b-4c4f2f9c9468.

    “Sympathy” Sources

    Dunbar, Paul Laurence. Sympathy. Perrines Literature Structure, Sound, and Sense, edited by

    Greg Johnson and Thomas R. Arp, 13th ed., Cengage Learning, 2018, pp. 1024-1025.

    Gabbin, Joanne. Intimate Intercessions in the Poetry of Paul Laurence Dunbar.

    African American Review, vol. 41, no. 2, June 2007, pp. 22731. EBSCOhost,

    research.ebsco.com/linkprocessor/plink?id=413b6b11-e28e-3244-874b-4c4f2f9c9468.

    Huff, Randall. Dunbar, Paul Laurence. Encyclopedia of American Poetry, 2-Volume Set, Second Edition, Facts On File, 2013. Blooms Literature, online.infobase.com/Auth/Index?aid=4549&itemid=WE54&articleId=24714.

    Attached Files (PDF/DOCX): EBSCO-FullText-03_11_2026 (1).pdf, MLA8_Citing_Poetry.pdf, EBSCO-FullText-03_11_2026.pdf, Dunbar Paul Laurence.pdf, EBSCO-FullText-03_11_2026 (2).pdf, Poetry Analysis Instructions.docx, Analysis Research Annotated Bibliography Instructions_with sample.docx

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

  • Racism Gender Income Inequalities Continues

    using the MEAL plan I need a write a paper my thesis statement is in the uploaded section

    and here my rubric

    Main Idea/Development

    Writer states a clear thesis and main idea that takes a specific stance on a social issue.

    20 pts

    Excellent

    16 pts

    Good

    12 pts

    Acceptable

    8 pts

    Poor

    4 pts

    Unacceptable

    0 pts

    No Marks

    20 pts

    This criterion is linked to a Learning Outcome

    Organization

    Writer demonstrates a logical sequencing of ideas via unified, coherent paragraphs and effective transitions; ideas are smoothly integrated, and essay includes an appropriate introduction and conclusion. MEAL plan is used to structure body paragraphs.

    20 pts

    Excellent

    16 pts

    Good

    12 pts

    Acceptable

    8 pts

    Poor

    4 pts

    Unacceptable

    0 pts

    No Marks

    20 pts

    This criterion is linked to a Learning Outcome

    Evidence

    Writer includes a minimum of three well-defined, distinct reasons with at least two pieces of evidence to support each reason with no outside sources.

    20 pts

    Excellent

    16 pts

    Good

    12 pts

    Acceptable

    8 pts

    Poor

    4 pts

    Unacceptable

    0 pts

    No Marks

    20 pts

    This criterion is linked to a Learning Outcome

    Style/Voice

    Writer displays strong academic style. The essay demonstrates a clear purpose, is appropriate for the audience, and meets the guidelines of the genre. The writer expresses an effective stance on the topic through word choice and tone.

    20 pts

    Excellent

    16 pts

    Good

    12 pts

    Acceptable

    8 pts

    Poor

    4 pts

    Unacceptable

    0 pts

    No Marks

    20 pts

    This criterion is linked to a Learning Outcome

    Mechanics/Usage/Format

    Essay is free of mechanical/grammatical, structural, and spelling errors; MLA format is used correctly.