Bright Academic Experts

Category: Literature

  • Literature Question

    LITERARY ANALYSIS FORMAT

    General Format Expectations

    MLA (Modern Language Association) heading required for all assignments.

    Original title required: The yellow wallpaper by Charlotte Perkins Gilman

    Introduction

    Begin by establishing the context of your analysis. Include the authors first and last

    name, the title of the work you are analyzing, and any needed information that will help

    to preview your thesis and thematic statements.

    You may choose to include any of the following: summary of the work; definition of

    terms used in the thesis statement; background information about the author;

    historical, social, or political context; quotation from a scholar, writer, literary critic,

    ideas discussed in class; anecdote; summary of literary criticism about the work. You

    may choose other options.

    The thesis statement should be placed at the end of the introduction this will have the

    who, the what, and the how. It should clearly and concisely state the main point of the

    essay.

    Body Paragraphs

    A minimum of three body paragraphs is required for your literary analysis.

    Each body paragraph should start with a topic sentence that states the main idea of that

    paragraph.

    The sentences that follow should be supporting sentences that give examples and

    details from the literary work and from the research information you have collected.

    Explain how you interpret these examples and research information. This is how you

    analyze the literary work.

    Use transitions to unify your sentences and paragraphs.

    Concluding Paragraph

    Begin by restating your thesis.

    The conclusion should answer the so what question. I have written a paper analyzing a

    literary work. So what? How does it relate to the real world?

    Use the following questions to assist you in writing your conclusion:

    o What does the analysis reveal about human nature?

    o Is there a relevant point (moral) to the work?

    o What implications does the work make about human behavior and human

    relationships?

    You can also choose to explain the importance of the work:

    o The contribution the work makes to literature.

    o The influence of the work on future writers.

    o The value of the work according to the critics.

    Reminders:

    Write in present tense except when quoting from the work.

    Write in third person (do not use I, we, or you).

    Do not use contractions or abbreviations.

    You must include quoted examples from the literary work.

    You must include research information to support your views. (MLA format required for

    all in-text citations)

    Use literary terms to discuss your points (i.e., plot, character, theme, setting, rhyme,

    point of view, alliteration, symbols, imagery, figurative language, protagonist, and so

    forth).

    Avoid summarizing the plot. Assume your reader is very familiar with the work.

    Support your points with many quotations and paraphrases but write the majority of

    your paper in your own words with your own ideas.

    Attach an MLA Works Cited page to all of your assignments. This should include all of

    your research sources including the main source the literary work or works you

    analyzed. (Your instructor will provide you with MLA Works Cited Guidelines)

    Any assignment that does not include in-text citations or a Works Cited page will

    receive a grade of F.

    This assignment will showcase your ability to write a critical literary analysis essay that

    incorporates scholarship to interpret and discuss the attributes of a primary literary work.

    Instructions

    The Critical Literary Analysis is a 3 to 4-page essay which focuses on a single work of

    literature, contains no less than three scholarly articles/secondary sources of support, and

    engages a sustained, cogent, and organized discussion.

    The essay should have well-developed body paragraphs and citation of all borrowed material;

    include an effective conclusion which clearly indicates the path of development taken in the

    essay and informs the reader of the strategies/resources used to develop and support the

    thesis; be completed as a Microsoft Word document and submitted as an attachment on or

    before the posted due date. All essays submitted must meet these minimum assignment

    requirements.

  • Essay: The Influence of Christianity on the Vocabularies of…

    below is the instructions for the previous assignment and the new assignment. attached is the rubric and previous assignment for reference if needed along with its rubric and grading insight from the professor.

    ENGL 634

    Page 1 of 2

    ESSAY ASSIGNMENT INSTRUCTIONS

    OVERVIEW

    There are two essays in this course. The first is on word histories and the second on the influence

    of Christianity on the vocabularies of English.

    INSTRUCTIONS

    Your essays should reflect an appropriate level of research and should be documented in MLA or

    APA format. Please be sure to review documentation style before you write and submit your

    work. What is most to be sought after in these writings is insightful thinking and writing

    appropriate to graduate level study.

    Essay: Word Histories Assignment Instructions

    This will be your major research assignment for this course. Etymology is the study of the

    history of words, which most often occur in word families, in different related languages, with

    different forms and meanings. Your assignment for this paper is to give as complete of an

    account as you can of an Indo-European root found in an English word as well as in words of

    other Indo-European languages. You should trace as many different forms of the root in as many

    languages as you can, providing their different meanings and identifying semantic changes in

    them. Though length is not a definitive criterion for this assignment, you should find that your

    discussion of an Indo-European root and its descendants in English and other IE languages

    should be about 2,500 words.

    This is an uncommon type of essay in that it will have no real thesis. It will be more like a report

    in which you will need to pay particular attention to the organization of the information. It will

    likely be most convenient for you to look at the language families or individual languages in

    which the root and its subsequent forms occur and to provide as comprehensive of a catalog of

    these forms of the word and their meanings as possible. Often, words will occur in a number of

    families such as Greek, Italic, Germanic, Balto-Slavic, and so forth. You should be at least

    slightly familiar with the languages that constitute these families, as often languages rather than

    families will be named.

    Of particular note in your discussions should be the meanings of the word in the different

    languages. You should note semantic changes in particular. At times, you will find that both the

    forms and the meanings of the related words in different languages stemming from the same root

    vary widely. Often, particular semantic histories are lost to us, and these can only be observed

    rather than explained. You should find yourself examining derivatives of roots in different

    languages to get a full account of the breadth and variety of the meanings that have derived from

    the root. After providing as comprehensive as possible of a history of the root and its descendant

    forms in different languages, your essay should conclude with a summary statement on the

    history of the word and its meanings, making what insightful observations are appropriate.

    For this exercise, you will find the American Heritage Dictionary of Indo-European Roots your

    most valuable resource. However, you should also use other resources such as the Oxford

    ENGL 634

    Page 2 of 2

    English Dictionary and other dictionaries to research and trace the forms and the meanings of

    words as thoroughly as possible.

    A list of possible words and their roots to research would be the following, although you may

    certainly research any word of your own choosing.

    ear, *ak- fable, *bh- bleach, *bhel- blow, *bhel-

    bear, *bher- tree, *deru- deed, *dhe- deer, *dheu-

    kind, *gene- yellow, *ghel- meet, *med- mad, *mei-

    mind, *men- fang, *pag- flow, *pleu- right, *reg-

    seat, *sed- same, *sem- shear, *(s)ker- stand, *sta

    Attached Files (PDF/DOCX): Essay – The Influence of Christianity on the Vocabularies of English Grading Rubric (1).pdf, annotated-Blocher20e20essay20word20histories.pdf, Essay – Word Histories Grading Rubric.pdf

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

  • Theme and motif analysis in ancient literature

    Text Selection Choose one text we have read in E351 (for example: The Story of Sinuhe, The Book of Ruth, The Book of Job, Epic of Gilgamesh, or another approved course text). Assignment Task In a formal analytical essay, you will: Identify a central theme of the text The theme should be a complete idea (not a single word). Example: Loyalty as a source of survival in times of displacement. Identify one recurring motif that appears throughout the text A motif is a repeated image, symbol, action, or idea that reinforces the theme. Example: journeys, hospitality, divine testing, exile, dreams. Develop at least three supporting ideas that explain how the motif develops or reinforces the theme Each supporting idea should focus on a specific moment, pattern, or function of the motif. Use textual evidence Incorporate direct quotations or specific passages from the text. All evidence must be properly cited. Explain, dont summarize After presenting evidence, analyze how and why it supports your claim. Avoid retelling the plot except where necessary for context. Required Structure Your essay should include: Introduction Brief context for the text Clear thesis statement identifying the theme and motif Body Paragraphs (at least 3) Each paragraph should: Present one supporting idea Include textual evidence Explain the connection between motif and theme Conclusion Reflect on the broader significance of the theme Consider why this theme might matter across cultures or time periods Bibliography / Works Cited Include the primary text and any additional sources used Use Turabian format

  • Literature Question

    LITERARY ANALYSIS FORMAT

    General Format Expectations

  • MLA (Modern Language Association) heading required for all assignments.
  • Original title required: center title

    • Introduction

  • Begin by establishing the context of your analysis. Include the authors first and last

    • name, the title of the work you are analyzing, and any needed information that will help

    to preview your thesis and thematic statements.

  • You may choose to include any of the following: summary of the work; definition of

    • terms used in the thesis statement; background information about the author;

    historical, social, or political context; quotation from a scholar, writer, literary critic,

    ideas discussed in class; anecdote; summary of literary criticism about the work. You

    may choose other options.

  • The thesis statement should be placed at the end of the introduction this will have the

    • who, the what, and the how. It should clearly and concisely state the main point of the

    essay.

    Body Paragraphs

  • A minimum of three body paragraphs is required for your literary analysis.
  • Each body paragraph should start with a topic sentence that states the main idea of that

    • paragraph.

  • The sentences that follow should be supporting sentences that give examples and

    • details from the literary work and from the research information you have collected.

    Explain how you interpret these examples and research information. This is how you

    analyze the literary work.

  • Use transitions to unify your sentences and paragraphs.

    • Concluding Paragraph

  • Begin by restating your thesis.
  • The conclusion should answer the so what question. I have written a paper analyzing a

    • literary work. So what? How does it relate to the real world?

  • Use the following questions to assist you in writing your conclusion:

    • o What does the analysis reveal about human nature?

    o Is there a relevant point (moral) to the work?

    o What implications does the work make about human behavior and human

    relationships?

  • You can also choose to explain the importance of the work:

    • o The contribution the work makes to literature.

    o The influence of the work on future writers.

    o The value of the work according to the critics.

    Reminders

  • Write in present tense except when quoting from the work.
  • Write in third person (do not use I, we, or you).
  • Do not use contractions or abbreviations.
  • You must include quoted examples from the literary work.
  • You must include research information to support your views. (MLA format required for

    • all in-text citations)

  • Use literary terms to discuss your points (i.e., plot, character, theme, setting, rhyme,

    • point of view, alliteration, symbols, imagery, figurative language, protagonist, and so

    forth).

  • Avoid summarizing the plot. Assume your reader is very familiar with the work.
  • Support your points with many quotations and paraphrases but write the majority of

    • your paper in your own words with your own ideas.

  • Attach an MLA Works Cited page to all of your assignments. This should include all of

    • your research sources including the main source the literary work or works you

    analyzed. (Your instructor will provide you with MLA Works Cited Guidelines)

  • Any assignment that does not include in-text citations or a Works Cited page will

    • receive a grade of F.

    This assignment will showcase your ability to write a critical literary analysis essay that

    incorporates scholarship to interpret and discuss the attributes of a primary literary work.

    Instructions

    The Critical Literary Analysis is a 3 to 4-page essay which focuses on a single work of

    literature, contains no less than three scholarly articles/secondary sources of support, and

    engages a sustained, cogent, and organized discussion.

    The essay should have well-developed body paragraphs and citation of all borrowed material;

    include an effective conclusion which clearly indicates the path of development taken in the

    essay and informs the reader of the strategies/resources used to develop and support the

    thesis; be completed as a Microsoft Word document and submitted as an attachment on or

    before the posted due date. All essays submitted must meet these minimum assignment

    requirements.

    Access and download the Literary Analysis Format.

    Your assignment is worth 120 points and will be evaluated using the the attached rubric.

    Rubric

    Critical Analysis Essay Rubric

    Critical Analysis Essay Rubric

    Criteria Ratings Pts

    This criterion is linked to a Learning OutcomeFocus

    20 pts

    Excellent

    Exceptional thesis and focus: specifically detailed and maintained; the author and work(s) to be

    covered are fully identified; the literary conventions are applied and specific points are

    developed in the essay; paragraph focus is maintained throughout, and there is a clear pattern

    of progression and thesis development; there is a commitment to an arguable assertion; the

    essay is clearly articulated from a 3rd person POV. Nearly Perfect!

    17 pts

    Very Good

    Thesis/focus is clear, maintained, insightful, and has sustained development. Paragraph focus is

    nearly always maintained.

    15 pts

    Above Average

    Thesis is clear, maintained, and fairly insightful, and has an arguable assertion. In various places,

    paragraph focus is not clear or maintained.

    12 pts

    Average

    Thesis could exhibit greater evidence of critical thinking and reflection. In many areas, the

    paragraph focus is not clear or maintained.

    10 pts

    Below Average

    Thesis is clear but lacks commitment to an arguable assertion. Paragraph focus is not clear or

    maintained.

    5 pts

    Meets Minimal Assignment Requirements

    Effort is made, but thesis, and focus do not demonstrate college-level writing.

    0 pts

    Does not Meet Assignment Requirements / No Submission

    Thesis and paragraphs lack focus; fail to follow assignment instructions, and/or nothing is

    submitted.

    20 pts

    This criterion is linked to a Learning OutcomeDevelopment

    20 pts

    Excellent

    Details are specific, concrete, and unique; they convey the focus and are appropriate to the

    audience; appeals are insightful, adequate, and appropriate; there is analysis of details; use of

    primary and secondary sources is exemplary. NEARLY PERFECT!

    17 pts

    Very Good

    For the most part, details are specific, concrete, and unique; they convey the focus and are

    appropriate to the audience; appeals are insightful, adequate, and appropriate; there is analysis

    of details; sufficient use of primary and secondary sources exists.

    15 pts

    Above Average

    Some details are vague or inappropriate to the focus and audience; the use of appeals could be

    strengthened; more analysis of details from the primary and secondary sources would

    strengthen the composition.

    12 pts

    Average

    In many areas, the details are vague or inappropriate to the focus or audience; the use of

    appeals is weak; there is an insufficient use details from the primary and secondary sources;

    analysis falls short of expectations.

    10 pts

    Below Average

    Details and appeals, when used, are vague; incorporation of details from the primary and

    secondary sources is disjointed, unfocused, and/or underwhelming. Argument lacks sufficient

    evidence.

    5 pts

    Meets Minimal Assignment Requirements

    Effort is made, but the development, analysis, and/or focus do not demonstrate college-level

    writing.

    0 pts

    Does not Meet Assignment Requirements / No Submission

    Lacks sufficient development and detail; fails to follow assignment instructions, and/or nothing

    is submitted.

    20 pts

    This criterion is linked to a Learning OutcomeOrganization

    20 pts

    Excellent

    There is a logical progression from one section to another (coherence) and from sentence to

    sentence (cohesion); organizational plan helps convey the focus; tense is maintained, and shifts

    are warranted. NEARLY PERFECT!

    17 pts

    Very Good

    For the most part, there is a logical progression from one section to another (coherence) and

    from sentence to sentence (cohesion); organizational plan helps convey the focus; tense is

    maintained, and shifts are warranted.

    15 pts

    Above Average

    There are a couple of problems with coherence and cohesion; organizational plan is sometimes

    ineffective; tense is sometimes inconsistent; some info. redundant or repeated.

    12 pts

    Average

    There are many coherence and cohesion problems; organizational plan is ineffective; shifts in

    tense are noticeable and cause confusion; many ideas overlap.

    10 pts

    Below Average

    There are large gaps in coherence and cohesion; organizational plan is illogical; shifts in tense

    disrupt reading.

    5 pts

    Meets Minimal Assignment Requirements

    Effort is made, but there is a lack of organizational structure, coherence, and/or cohesion;

    college level writing is not demonstrated.

    0 pts

    Does not Meet Assignment Requirements / No Submission

    Lacks sufficient organization; fails to follow assignment instructions, and/or nothing is

    submitted.

    20 pts

    This criterion is linked to a Learning OutcomeStyle

    20 pts

    Excellent

    Essay demonstrates varied sentence pattern and length, specific and evocative diction; it avoids

    casual and colloquial language and slang; it is a good example of scholarly academic writing.

    NEARLY PERFECT!

    17 pts

    Very Good

    For the most part, essay demonstrates varied sentence pattern and length, specific and

    evocative diction; it avoids casual and colloquial language and slang; it shows promise as an

    example of scholarly academic writing.

    15 pts

    Above Average

    There is some sentence variety and some specific and evocative diction, but the level of diction

    and overall composition falls just short of scholarly academic writing.

    12 pts

    Average

    The elementary sentence structure and lack of formal and evocative diction cause the paper to

    appear to be a work in progress or a written version of a conversation. Needs editing to

    become an example of solid academic writing

    10 pts

    Below Average

    The essay checks some of the boxes but falls short of expectations concerning level of diction

    and composition; more time spent crafting and editing is necessary.

    5 pts

    Meets Minimal Assignment Requirements

    Essay fails to meet a majority of the criteria for college level diction and composition; contains

    slang and/or casual colloquial language.

    0 pts

    Does not Meet Assignment Requirements / No Submission

    Does not demonstrate elements of style; fails to follow assignment instructions, and/or nothing

    is submitted.

    20 pts

    This criterion is linked to a Learning OutcomeGrammar

    20 pts

    Excellent

    There are very few if any sentence boundary or agreement issues; there are very few if any

    modification problems; there are no careless errors. NEARLY PERFECT!

    17 pts

    Very Good

    There are very few sentence boundary and agreement issues; there are very few if any

    modification problems; some errors in spelling and punctuation errors exist.

    15 pts

    Above Average

    There are a few sentence boundary and agreement issues as well as some spelling,

    punctuation, and modification problems.

    12 pts

    Average

    There are some sentence boundary and agreement issues, several spelling and punctuation

    errors, and several problems concerning modification.

    10 pts

    Below Average

    There are recurring sentence boundary and Subject/Verb agreement errors, many spelling and

    punctuation errors, and many problems with modification. Does not demonstrate college-level

    writing.

    5 pts

    Meets Minimal Assignment Requirements

    Essay fails to meet a majority of the assignment requirements; major errors impede clarity and

    development; does not contain college level writing.

    0 pts

    Does not Meet Assignment Requirements / No Submission

    fails to follow assignment instructions, and/or nothing is submitted.

    20 pts

    This criterion is linked to a Learning OutcomeMLA Format

    20 pts

    Excellent

    Essay demonstrates the correct use and format of parenthetical citations and a perfect works

    cited page; use of secondary sources satisfies instructions, is appropriate, and contributes to

    the argument.

    17 pts

    Very Good

    Essay demonstrates the correct use and format of parenthetical citations and a perfect works

    cited page; use of secondary sources satisfies instructions but could be strengthened.

    15 pts

    Above Average

    A few mistakes in use of parenthetical citations and works cited page exist; use of secondary

    sources is somewhat effective but is limited in its contribution.

    12 pts

    Average

    Numerous mistakes exist; prior preparation concerning MLA form was needed and MLA format

    should be reviewed; use of secondary sources has potential but does not satisfy requirements

    and expectations.

    10 pts

    Below Average

    MLA format is far from meeting expectations and/or the use of research is not appropriate for

    the scope and depth of the assignment.

    5 pts

    Meets Minimal Assignment Requirements

    MLA format does meet requirements and/or the use of research is either missing, or

    inappropriate for the scope and depth of the assignment.

    0 pts

    Does not Meet Assignment Requirements / No Submission

    Does not contain required sources and/or MLA citation; fails to follow assignment instructions,

    and/or nothing is submitted.

    20 pts

    Total Points: 120

  • Challenging Gender Roles in Jane Eyre Analysis Essay

    the attached document contains all of the details and requirements for the essay

    Attached Files (PDF/DOCX): Essay Instructions.pdf

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

  • The Shahnameh, Sundiata, and The Popul Vuh

    For this assignment, you will evaluate characters from The Shahnameh, Sundiata, and The Popul Vuh and then write an essay with a minimum of 1000 words (see specific topic below) arguing for and supporting your conclusions. This assignment will build your writing, analytical, and evaluative skills.

    You may be able to further develop ideas you have already submitted in our discussions. However, be careful not to plagiarize your classmates’ submissions. You are encouraged to use the material in the course to further develop your own original interpretations and arguments; researching other secondary sources is not required for this assignment, and plagiarism of other sources and AI use will not be tolerated. If you use sources beyond the primary texts (the epics), be sure to include citations for those secondary sources along with your citations for the epics. Both MLA in-text citations and a Works Cited page are required for this assignment.

    All semester, we have discussed the ways in which epics enable a community to share and reinforce strongly held cultural values. Heroes, in particular, are models of ethics and behavior, yet heroes are not static characters; they grow and develop during their journeys, shaped by the people they encounter and their experiences.

    For this assignment, pretend that the heroes of our last three epics–Rustem, Sundiata, and the Hero Twins have the ability and desire to read about each other in The Shahnameh, Sundiata, and The Popul Vuh. Explain the most significant lesson each character would learn from each of the other two epics (that is, two lessons total for each character) and how that might shape their growth as heroes and leaders. For the sake of this assignment, consider the Hero Twins together, not as two separate characters.

    Strong assignments will demonstrate awareness of the strengths and weaknesses of each hero, as well as the potential lessons to be drawn from the other two texts each hero will be reading. As always, support your arguments with detailed and specific evidence, particularly quotations. Use MLA format for in-text citations and the Works Cited.

    Write an essay of about eight paragraphs presenting your argument. Be sure to include quotations from the texts as well as additional details that illustrate and enhance the points you are making. Use the following outline:

    1. Your first paragraph should be an engaging introduction with a clear thesis that brings all three epics and epic heroes together. Structure your essay as you choose, but the writing should be organized. Perhaps focus on one character at a time, or focus on one text at a time. Be sure your thesis provides a strong argument and forecasts the structure you will be using in the essay.
    2. Give specific examples and quotes from the texts to support your analyses. Use in-text citations in MLA format for the quotations, and be sure to include page numbers from the texts included in this course.
    3. The last paragraph should be your conclusion. What do these three heroes (and, more broadly, these cultures) have to learn from each other? What have you learned from this creative exercise? Answer the question, “So what?” What should you and your reader do with the information and claims you’ve provided?
    4. Your final page should be your Works Cited page, in MLA format. It should include the three literary texts (our epics), as well as any content pages from the course material to which you may have referred.

  • discussion

    • address three or more prompts below in your reflection:
    • Key Takeaways:
      What are the most important concepts, skills, or insights you gained from this course? How have these shaped your understanding of special education?
    • Personal Growth:
      Reflect on how your perspectives on disability, inclusion, and equity have evolved over the semester. How has this course influenced your approach to working with students or individuals with disabilities or their families?
    • Connections to Practice:
      Discuss how the knowledge and skills you acquired in this course could be applied in real-world educational settings. Can you share specific examples of how you envision using what youve learned?
    • Impactful Assignments:
      Which assignment, reading, or activity had the most impact on your learning, and how did it shape your perspective or skills?
    • Course Reflection:
      Reflect on your overall experience in the course. What did you enjoy most, and what challenges did you overcome? What advice would you give to future students taking this course?
    • Looking Ahead:
      How do you plan to continue learning about and advocating for individuals with disabilities in your future academic, professional, or personal endeavors?

    Requirements: completed

  • Literature Question

    I need essay rewriting with no Plagiarize . I will upload the essay that need to be rewriting . I will also upload the directions.

    Directions:

    As for all essays in this class, this week’s reply must be 2 complete 5-7 paragraph essays, each with

    Introduction

    3-5 body paragraphs that follow the paragraph plan (main idea/cited evidence (a quote from the literature that you mine as you read… and complete with full MLA citation on where you found it)

    Conclusion

    MLA Works Cited

    If you use any outside sources, remember to use only academic sources, so no reliance on study guide sources or Wikipedia.

    Remember, too, not to use I–no first person. And if you use a source other than our textbook, make sure to cite it in full MLA format. Reminder: you are not required to use sources other than our textbook.

    Each essay should be 250 or more words.

    ———————————————————————————————————————————————————-

    Final Discussion Question #1

    Nathaniel Hawthorne was a descendant of the Puritans, and in many of his works, we see Hawthorne discuss and debate the world of the Puritans in ways that seem to challenge the strict tenets of the faith. One often-cited example is his 1832 story “Young Goodman Brown.” Read this story and decide: is Hawthorne creating an accurate picture of the fear that the wilderness inspired in America’s early settlers..particularly in Goodman and Faith? If so, how? If not, why not? As always, use quotes to support your ideas. (worth a possible 20 points).

    Final Discussion Question #2

    Rebecca Harding Davis is an early voice of Realism, the movement that is often used to chronicle social issues of her day, particularly in her writing “Life in the Iron-Mills,” a great example of how writers could generate social discussion through print journalism in 1861. What are the key elements of her case being made in this writing, and how does she craft her voice to meet the expectations of her middle-class audience, an audience that was growing in size during the 1860s? As always, be specific, and use quotes to support your main ideas.

    Requirements: 400

  • Who Is Literature For ?

    This essay asks you to take on the second unit question: To whom does literature matter? Your goal is to write about literature as an institution: who gets included, who gets excluded, and how literary value gets decided (in schools, publishing, canon formation, social media, etc.).

    Requirements: 9001100 words, MLA citations,

    my claim is:

    I’ll examine literature as an instructional resource. My argument will be how the education system favors certain authors over others labeling them as necessary rather than authors from minority backgrounds forcing students to choose who tales matter and that the mandatory reading lists serve as gate keeping mechanisms that boost some cultural traditions over others.

  • values in writing

    Step 1: Read Henrik Ibsens play A Dolls House and review the section on new historicist criticism in Chapter 42 Critical Strategies for Reading.

    Ibsen once wrote a different ending for the play to head off producers who might have been tempted to change the final scene to placate the publics sense of morality. In the second conclusion, Helmer forces Nora to look in on their sleeping children. This causes her to realize that she cannot leave her family even though it means sacrificing herself. Ibsen called this version of the ending a barbaric outrage and didnt use it.

    Is Nora a person dedicated to recapturing rights she feels she’s lost?

    Is Nora a dedicated mother who wouldn’t leave her children? Therefore, the ending seems out of character.

    In a one-page essay, respond to Ibsen’s “barbaric outrage” comment and address if you agree with him. Is the rewritten ending a “barbaric outrage”? If so, why? If not, why not? Use one piece of analyzed textual evidence in your body paragraph. Please ensure that your work is APA 7th edition formatted and includes direct quotes from the play and textbook.