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Literature

Writing Prompt: As WJT Mitchell demonstrates in Iconology Download Iconology(19

Writing Prompt: As WJT Mitchell demonstrates in Iconology Download Iconology(1986: 2), the term visual does not necessarily mean that we are dealing with visual artifacts; “it does not necessarily mean talking about images and the things people say about them but rather with the way we talk about the idea of imagery, perceiving, etc. The visual is in a way what might come to a blind listener overhearing a conversation of sighted speakers talking about images”. Over this course, we have examined how the visual and the textual compliment each other. Just like the text can bring forth an image, so can an image speak a story? What are the different ways in which the textual leads to a vivid and complete visualization? Discuss the ekphrastic modes of writing in two primary works and demonstrate how visualization is made manifest within the texts, and to what end.
Guidelines: For your final essay, you will produce a 7page research paper, double-spaced (including works cited).
I am most interested in your own creativity, so this final essay provides you with a significant amount of autonomy in terms of topic choice. You will be expected to do an appropriate amount of individual research in relation to the topic you choose. The goal of this paper is to demonstrate an excellent depth of knowledge and a complex understanding of the dialectic between the Textual and the Visual, informed by a rich critical background, and to demonstrate the ability to produce a masterfully structured argument with a complex analysis. Your essay must include at least 5 academic references (primary readings are not academic sources) and follow the MLA format. Furthermore, you are responsible for finding these sources on your own. I cannot find them for you. I will deduct 5 points from your final grade for every academic reference you are missing. Please also consider including specific images/artworks in your essay. Note that your essay must include at least 2 primary readings studied this semester. (read below for two primary readings, one is attached in the files.)
Part Three: T.S. Eliot and Francis Bacon
We have discussed the way Eliot creates a visual and auditory world out of his poetry, but we have yet to discuss how Eliot represents a significant influence on the visual arts. Francis Bacon, a contemporary of Eliot’s, was deeply influenced by Eliot’s poetry as it is made manifest in many of his paintings. After close examination, we can see how Bacon’s paintings literally offer a visual response to Eliot’s words. Take, for example Bacon’s “Triptych” inspired by T.S. Eliot’s verse drama Sweeney Agonistes (See Figure 1). Sweeney Agonistes, despite its musicality and its overall laid-back tenor, depicts a very silent violence. This violence is depicted most obviously, yet very casually, in Sweeney’s story in the second scene:
“I knew a man once did a girl in
Any man might do a girl in
Any man has to, needs to, wants to
Once in a lifetime, do a girl in.
Well he kept her there in a bath
With a gallon of lysol in a bath”
The violence in this scene is purposely played down and understated by Eliot. This is probably due to the lack of communication/interaction between the characters; each character is isolated in his or her own mind, which is made obvious by the constant interruptions and repetitions in the verse drama. At any rate, the violence of this scene finds its iconic echo in Bacon’s “Triptych”.
On the first panel of the triptych, Bacon portrays two naked women lying down in a room, presumably dead. The second portrays no characters but a visible bloodbath in a different setting. The third is a repetition of the first, yet with a few changes: the lifeless bodies are expanded, perhaps melted, and a man is added in the corner talking on the telephone. The middle panel, with its different setting, separates the first and the second, as if to avoid linear narration, or narration altogether. Gilles Deleuze writes in his Francis Bacon: The Logic of Sensation: “Isolation is thus the simplest means […] to break with representation, to disrupt narration, to escape illustration, to liberate the Figure: to stick to the fact” (3). Not only are the panels each separated, but also the figures are isolated inside a red circle, inside a parallelepiped of glass .
We could argue that Eliot purposefully diluted the manner in which the horror of the multiple accounts of violence is depicted in order to prompt the readers to visualize the given experience. Sweeney himself clearly understood that words could only do so much: “I gotta use words when I talk to you / But if you understand or if you don’t / that’s nothing to me and nothing to you”. Bacon read Eliot’s texts, (and learnt them by heart according to Bacon himself), understood them, and communicated/conveyed them in his paintings, and more specifically in his “Triptych” (1967).
bacon triptych (picture)
‘Triptych’ inspired by TS Eliot’s ‘Sweeney Agonistes’ (1967) © The Estate of Francis Bacon /All rights reserved / Adagp, Paris and DACS, London 2019
Your essay must include the following segments:
(1) A synopsis offering a clear insight of what your topic is, and how you intend to address the question,
(2) A thesis statement. Ideally, it has a good opening sentence, a clear thesis, and an explicit agenda. Remember that in some courses your papers are being read among various other entries, and this means that the more help you can give the instructor in explicitly telling him or her what you’re doing, the easier it will be to grasp the paper and intelligently mark it. If the instructor has to stop and puzzle on what the student is doing, well, you can guess what’s going to happen to the mark. A thesis and an agenda provide clarity; they show how the paper is meant to fit together and pre-structure the whole for the reader. This is essential if you want to make a good impression on people who are marking many papers at a stretch. By the way, even in the business world, people want to know up front what they’re getting into. No one has the time to figure out a murky paper. The thesis and agenda sentences usually come at the end of the first paragraph. This means that the opening sentence introduces the main topic; you develop a context within which the topic becomes of interest; then you focus on your specific argument or thesis and end with a programmatic agenda that tells us how your analysis is going to proceed. This way we get a snapshot of the whole and all we have to do as markers is take pleasure on how cleverly you’ve developed the main thought. If this is done reasonably well, it should get you in the B+ range. If it’s done brilliantly, an A is in order. Remember that compared to the muddled paper your neighbor may be handing in, you have an immense advantage if your paper sets up a clear argument, execution, and conclusion.
(3) Main critical body of your work – generally divided into 2/3 main sections. Each section should have a clear title, and therefore a clear argument with academic refs to support it (clearly and properly referenced) and – indispensable – excerpts/quotes from the actual plays. It is useful to know that each paragraph in this section needs to have a very definite purpose or function. Look at each paragraph and ask what it’s accomplishing (in other words: avoid unfounded assertions). Find those sentences and paragraphs that don’t earn their keep and get rid of them or strengthen them. Usually, the problem is structural. The sentences or paragraphs are straying from the topic, or they’re repeating something you’ve already proven. Also, think how you are planning to transition from one part to another and ask yourself if the connection comes naturally – if it doesn’t you might have a structural problem and might have to re-juggle your arguments.

Categories
Literature

In the final essay, students will engage in a key scholarly process: identifying

In the final essay, students will engage in a key scholarly process: identifying a CFP (call for papers) that is relevant to our shared reading list. Students will publish an abstract, propose a panel, present their work-in-progress, and submit a roughly 2500-word essay (which could be presented at a conference or expanded into an academic article). The CFP need not be active; the deadline could have already passed. The idea is to practice your skills of pitching your scholarship to academic forums and publications.
Hawthorne: “My Kinsman,” “Young Goodman,” “Minister’s Veil,” “The Birth-Mark”
Emerson, Nature: intro, chapters 1-3, 8; “Self-Reliance,” “The Poet,” “Experience”
Thoreau, Walden: chapters 2, 5, 11-12, 16-17
Douglass, Narrative of the Life: chapters 1-2, 5-7, 10 (first half), 11
Fuller, “The Great Lawsuit”
Melville: “Hawthorne and His Mosses”; Moby-Dick, chapters 1- 30
Moby-Dick, chapters 35-36, 41, 42, 46-49, 72, 85-87, 93-94, 124-127, 135, epilogue
Dickinson, selected poems & Whitman, from Leaves of Grass
William James, from Varieties of Religious Experience
DuBois, from The Souls of Black Folk
Hopkins, Of One Blood

Categories
Literature

For this assignment, you will ease into your own academic argument by writing an

For this assignment, you will ease into your own academic argument by writing an editorial/opinion piece about, “how will the reformation of FMLA guarantee parental leave with pay for American workers?”. You must focus on your audience and the constraints of the assignment, as well as summary skills, to create an easily accessible, efficient argument that relates your chosen issue to all of your peers at Northeast Wisconsin Technical College. For language and rhetoric choices, imagine your audience starts at 10th or 11th grade in high school and ends with retired adults taking classes for fun. Imagine you are an editor for the NWTC Eagle Times college newspaper. Imagine you have something important to say, while maintaining your credibility as a student.
An editorial uses language that is relatively informal, but it doesn’t use language that is crass or slang. The purpose is to summarize your major ideas, perhaps provide some broad examples, and do so in less than 800 words. For example, in your Persuasive Research Essay you might have a paragraph that details and cites specific statistics or examples from credible researchers: “According to Dr Smith, 75.03% of drivers age 16-18 drive drunk at some point, 64% of 18-24 year-olds have driven drunk, and 63% of 24-28 year-olds have also driven drunk.” In an editorial, this would be simply stated as “The majority of young adults have driven drunk.” You will cite your Editorial with MLA standards.
Note: You can use second-person point-of-view in an Editorial, as you are personalizing the issue to the specific audience. You can also use the first-person or “I” voice for this assignment. Again, keep it semi-formal. Address them accordingly: “Dear NWTC students” or “My fellow learners…” You can even use tasteful humor to make a point or point out a fallacy or mistake in another’s argument. Your main point, however, should be to orient your reader to your argument and convince them that your ideas are valid and should be important to them as college students.
While most assignments are driven by page length, this one is meant to test your abilities to be efficient and effective in making an argument, thus, you will be limited to no more than 800 words, with no less than 700 words.

Categories
Literature

OVERALL EXPECTATIONS ✓ A clear, focused, debatable thesis statement (debatable

OVERALL EXPECTATIONS
✓ A clear, focused, debatable thesis statement (debatable means that it is not simply obvious)
✓ An well-focused introduction and revelatory conclusion
✓ Multiple body paragraphs in support of the thesis statement
✓ Logical organization of main ideas, with well-focused paragraphs and clear transitions
✓ Specific supporting details and examples in support of paragraph claims
✓ The specific supporting details and examples will come from the poem itself
✓ Analysis and interpretation throughout the essay instead of mere summary
✓ Consideration of contradictions or alternative interpretations when necessary
✓ Formal, academic tone (no contractions / avoid first person (I) and second person (you)
✓ MLA page format with parenthetical line citations (view MLA material on Canvas and samples)
✓ Careful proofreading and editing for grammatical / stylistic clarity
scholarly article Hillary Chute and two more scholarly articles

Categories
Literature

For this assignment, you will ease into your own academic argument by writing an

For this assignment, you will ease into your own academic argument by writing an editorial/opinion piece about, “how will the reformation of FMLA guarantee parental leave with pay for American workers?”. You must focus on your audience and the constraints of the assignment, as well as summary skills, to create an easily accessible, efficient argument that relates your chosen issue to all of your peers at Northeast Wisconsin Technical College. For language and rhetoric choices, imagine your audience starts at 10th or 11th grade in high school and ends with retired adults taking classes for fun. Imagine you are an editor for the NWTC Eagle Times college newspaper. Imagine you have something important to say, while maintaining your credibility as a student.
An editorial uses language that is relatively informal, but it doesn’t use language that is crass or slang. The purpose is to summarize your major ideas, perhaps provide some broad examples, and do so in less than 800 words. For example, in your Persuasive Research Essay you might have a paragraph that details and cites specific statistics or examples from credible researchers: “According to Dr Smith, 75.03% of drivers age 16-18 drive drunk at some point, 64% of 18-24 year-olds have driven drunk, and 63% of 24-28 year-olds have also driven drunk.” In an editorial, this would be simply stated as “The majority of young adults have driven drunk.” You will cite your Editorial with MLA standards.
Note: You can use second-person point-of-view in an Editorial, as you are personalizing the issue to the specific audience. You can also use the first-person or “I” voice for this assignment. Again, keep it semi-formal. Address them accordingly: “Dear NWTC students” or “My fellow learners…” You can even use tasteful humor to make a point or point out a fallacy or mistake in another’s argument. Your main point, however, should be to orient your reader to your argument and convince them that your ideas are valid and should be important to them as college students.
While most assignments are driven by page length, this one is meant to test your abilities to be efficient and effective in making an argument, thus, you will be limited to no more than 800 words, with no less than 700 words.

Categories
Literature

In the final essay, students will engage in a key scholarly process: identifying

In the final essay, students will engage in a key scholarly process: identifying a CFP (call for papers) that is relevant to our shared reading list. Students will draft an abstract, propose a panel, present their work-in-progress, and submit a roughly 2500-word essay (which could be presented at a conference or expanded into an academic article). The CFP need not be active; the deadline could have already passed. The idea is to practice your skills of pitching your scholarship to academic forums and publications.
Hawthorne: “My Kinsman,” “Young Goodman,” “Minister’s Veil,” “The Birth-Mark”
Emerson, Nature: intro, chapters 1-3, 8; “Self-Reliance,” “The Poet,” “Experience”
Thoreau, Walden: chapters 2, 5, 11-12, 16-17
Douglass, Narrative of the Life: chapters 1-2, 5-7, 10 (first half), 11
Fuller, “The Great Lawsuit”
Melville: “Hawthorne and His Mosses”; Moby-Dick, chapters 1- 30
Moby-Dick, chapters 35-36, 41, 42, 46-49, 72, 85-87, 93-94, 124-127, 135, epilogue
Dickinson, selected poems & Whitman, from Leaves of Grass
William James, from Varieties of Religious Experience
DuBois, from The Souls of Black Folk
Hopkins, Of One Blood

Categories
Literature

OVERALL EXPECTATIONS ✓ A clear, focused, debatable thesis statement (debatable

OVERALL EXPECTATIONS
✓ A clear, focused, debatable thesis statement (debatable means that it is not simply obvious)
✓ An well-focused introduction and revelatory conclusion
✓ Multiple body paragraphs in support of the thesis statement
✓ Logical organization of main ideas, with well-focused paragraphs and clear transitions
✓ Specific supporting details and examples in support of paragraph claims
✓ The specific supporting details and examples will come from the poem itself
✓ Analysis and interpretation throughout the essay instead of mere summary
✓ Consideration of contradictions or alternative interpretations when necessary
✓ Formal, academic tone (no contractions / avoid first person (I) and second person (you)
✓ MLA page format with parenthetical line citations (view MLA material on Canvas and samples)
✓ Careful proofreading and editing for grammatical / stylistic clarity
scholarly article Hillary Chute and two more scholarly articles

Categories
Literature

Do not SUMMARIZE, provide your own insight and own interpretations/reflections!

Do not SUMMARIZE, provide your own insight and own interpretations/reflections! Do not use sources other than the articles.
For the Unit paper for my lectures (Lectures 5-8), I would like your papers to be 4-6 pages in length as a Word document, double-spaced in 12-point font. So, this will allow for about a page or more for each of the lectures.
You need not comment on every reading that you reviewed (roughly, three topics or primary readings per week. The readings are grouped in pairs of 3, the first three are for article 5, the next three are for 6, etc). But I would like you to draw some comparison between the individual subjects presented each week. Explain which of the subjects/readings of the week held the most meaning for you, and why. So, I’d like you to express some personal reflections from what you learned and try to express some conclusions, especially if you arrived at some new insights from analyzing these subjects. Also highlight some aspect of research that you did from scholarly articles (with proper citations, using MLA, Chicago Style, or any academic referencing system that you are used to). So, you basically are analyzing each of the four weeks in a way that synthesizes the information for each week, highlights what was of most meaning to you, and tries to draw some overarching conclusions and observations that hold personal meaning for you.

Categories
Literature

Do not SUMMARIZE, provide your own insight and own interpretations/reflections!

Do not SUMMARIZE, provide your own insight and own interpretations/reflections! Do not use sources other than the articles.
For the Unit paper for my lectures (Lectures 5-8), I would like your papers to be 4-6 pages in length as a Word document, double-spaced in 12-point font. So, this will allow for about a page or more for each of the lectures.
You need not comment on every reading that you reviewed (roughly, three topics or primary readings per week. The readings are grouped in pairs of 3, the first three are for article 5, the next three are for 6, etc). But I would like you to draw some comparison between the individual subjects presented each week. Explain which of the subjects/readings of the week held the most meaning for you, and why. So, I’d like you to express some personal reflections from what you learned and try to express some conclusions, especially if you arrived at some new insights from analyzing these subjects. Also highlight some aspect of research that you did from scholarly articles (with proper citations, using MLA, Chicago Style, or any academic referencing system that you are used to). So, you basically are analyzing each of the four weeks in a way that synthesizes the information for each week, highlights what was of most meaning to you, and tries to draw some overarching conclusions and observations that hold personal meaning for you.

Categories
Literature

Write an essay of 10 pages (does not include the works cited page). World litera

Write an essay of 10 pages (does not include the works cited page).
World literature provides a connection with the past, present, and future regarding insights into
humanity and literature’s ability to inspire writers, readers, and thinkers of all times.
Keeping this expansive reach of world literature in mind and using your chosen text, write an essay that
is argument-driven and analyzes a problematic barrier that the character(s) encounters. Identify this
barrier as the theme, then, using research to support your stance, offer suggestions/solutions for
addressing this concern.
Examples of “problematic barriers” as a thematic topic to choose from:
Lack of meaning/Finding meaning/existential questions/implications of worldview
Political leadership and nations, city-states
Violence and war
Racism
Sexism
Justice (or lack of)
Audience: Academic scholars, teachers, students—join the literary conversation.
Voice: Formal, academic
– Avoid first/second person pronouns
– Make arguments instead of announcements
– Avoid rhetorical questions
– Utilize a strong thesis statement
– Follow basic essay structure (introduction, body paragraphs, conclusion) that employ effective
topic/concluding sentences, transitions, word choice, etc.
Argument: Form your claim/main points and articulate this focus with a strong thesis statement.
– Avoid (!): “In this paper, I’m going to discuss…”
Sources:
– Primary: The text you chose from our reading list this semester.
– Secondary: Research – You much include (quote/paraphrase/cite) eight (8) outside sources. These
must be credible/reliable. Four (4) of these sources must be peer-reviewed journals/articles.
– Total: Eight (8) sources on the Works Cited page
– Use Purdue OWL MLA as your citing guide
Required Formatting:
– MLA heading (top left side of first page: your name, instructor’s name, course title, due date) o Last
name and page numbers (top right header)
– Double spaced
– Times New Roman – 12 pt. font
– One-inch margin
– Don’t forget your Works Cited page
Caution: This essay is NOT…
– A summary of the text you chose
– A biography about the author’s life or purpose
– A history paper
– A literary compare & contrast discussion
– A rant about what is wrong with society (then or now)
– A document full of praise about the author’s writing
– A compilation of research without analysis of the text