Category: English

  • [Solved] work 17

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  • [Solved] reflection

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    – ## Reflectionpaper.docx **## Reflectionpaper.docx** ### Final Integration Reflection Paper due by June 8 at 11:59 PM [**Final Peace & Social Change Integration Project**](https://d2l.depaul.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1083762&type=dropbox&rcode=depaul-7158353) 6 pages total (…

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    – ## Reflectionpaper.docx

    **## Reflectionpaper.docx**

    ### Final Integration Reflection Paper due by June 8 at 11:59 PM

    [**Final Peace & Social Change Integration Project**](https://d2l.depaul.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1083762&type=dropbox&rcode=depaul-7158353)

    6 pages total (2 pages for each section).  Throughout, please use direct citations from the weekly readings, guest speakers, and/or group presentation research at least once in each of the three sections. A few sections have specific requirements for citations.  You can format your reflection with the headings below. Respond to the following prompts in your integration reflection:

    ### 1. **What is your story? (2 pages)**

    a. Who and what has shaped you, your understanding of our world, and social change?

    b. How does your story connect with one of the Vincentian leaders? Connect a part of your story to the story of one of the Vincentian leaders from this past quarter. Be specific and cite particular moments from the readings or their life that connect to your own.

    2.
    **Who are you today? What are your foundational values and/or beliefs? What is your approach to social change? (2-3 pages)**

    a. In a simple way, how do you strive to be a Vincentian leader for social change in our world? Integrate a concrete story, quote, or example from one of the Vincentian leaders we studied that resonates with you.

    b. What frameworks/models of practical social change most resonate with your approach? Integrate
    **direct citations** from the text that support your ideas. *Use a minimum of 3 different sources/frameworks from class for this response.

    c. How might you integrate Lederach’s ideas from
    _Moral Imagination: The art and soul of building peace_ into your social change approach? *Use a minimum of 2 direction citations from the text.

    d. Choose
    one Catholic Social Teaching (CST) principle that speaks to you.  Integrate a direct citation about the principle as you describe how each applies to your approach to social change.

    e. Central to each of the Vincentian leaders was a deeply rooted faith and conviction in their beliefs. Write a brief “This I believe” statement that names the core values that guide your life choices and actions today. For ideas, please see:
    [**http://thisibelieve.org/themes/**](http://thisibelieve.org/themes/)

    f. What tools will you use to sustain your journey towards peace and social change? Which of the spiritual practices you experimented with this quarter impacted/grounded you the most? Which might you consider integrating into your daily life?

    ### 3. **What do you want your legacy for peace and social change to be? (2 pages).**

    a. What is an emerging calling/purpose/vocation in your life? What is your purpose statement?

    b. Who do you want to become?  Who is the person you want to become beyond your career?

    c. What legacy trait(s) discovered in any/all of the 5 Vincentian family members do you want to see in yourself?

    d. What is a sign of the time (real societal issue/problem) that means something to you?   In light of this sign of the times, how do you begin to answer the Vincentian question:  What must be done?  What must I do?

    e. How might you apply the strategies and frameworks for social change you learned about this quarter to your response to What Must Be Done? Be specific.

    _The rubric for this assignment is responding to all of the above questions and integrating specific class materials throughout to support your ideas._

    **## Reflectionpaper.docx**

    ### Final Integration Reflection Paper due by June 8 at 11:59 PM

    [**Final Peace & Social Change Integration Project**](https://d2l.depaul.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1083762&type=dropbox&rcode=depaul-7158353)

    6 pages total (2 pages for each section).  Throughout, please use direct citations from the weekly readings, guest speakers, and/or group presentation research at least once in each of the three sections. A few sections have specific requirements for citations.  You can format your reflection with the headings below. Respond to the following prompts in your integration reflection:

    ### 1. **What is your story? (2 pages)**

    a. Who and what has shaped you, your understanding of our world, and social change?

    b. How does your story connect with one of the Vincentian leaders? Connect a part of your story to the story of one of the Vincentian leaders from this past quarter. Be specific and cite particular moments from the readings or their life that connect to your own.

    2.
    **Who are you today? What are your foundational values and/or beliefs? What is your approach to social change? (2-3 pages)**

    a. In a simple way, how do you strive to be a Vincentian leader for social change in our world? Integrate a concrete story, quote, or example from one of the Vincentian leaders we studied that resonates with you.

    b. What frameworks/models of practical social change most resonate with your approach? Integrate
    **direct citations** from the text that support your ideas. *Use a minimum of 3 different sources/frameworks from class for this response.

    c. How might you integrate Lederach’s ideas from
    _Moral Imagination: The art and soul of building peace_ into your social change approach? *Use a minimum of 2 direction citations from the text.

    d. Choose
    one Catholic Social Teaching (CST) principle that speaks to you.  Integrate a direct citation about the principle as you describe how each applies to your approach to social change.

    e. Central to each of the Vincentian leaders was a deeply rooted faith and conviction in their beliefs. Write a brief “This I believe” statement that names the core values that guide your life choices and actions today. For ideas, please see:
    [**http://thisibelieve.org/themes/**](http://thisibelieve.org/themes/)

    f. What tools will you use to sustain your journey towards peace and social change? Which of the spiritual practices you experimented with this quarter impacted/grounded you the most? Which might you consider integrating into your daily life?

    ### 3. **What do you want your legacy for peace and social change to be? (2 pages).**

    a. What is an emerging calling/purpose/vocation in your life? What is your purpose statement?

    b. Who do you want to become?  Who is the person you want to become beyond your career?

    c. What legacy trait(s) discovered in any/all of the 5 Vincentian family members do you want to see in yourself?

    d. What is a sign of the time (real societal issue/problem) that means something to you?   In light of this sign of the times, how do you begin to answer the Vincentian question:  What must be done?  What must I do?

    e. How might you apply the strategies and frameworks for social change you learned about this quarter to your response to What Must Be Done? Be specific.

    _The rubric for this assignment is responding to all of the above questions and integrating specific class materials throughout to support your ideas._

  • [Solved] English english homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## DiscussionBoard41.docx – ## week3NeoclassicismtotheRomanticera.docx – ## DISCUSION4REPLY.docx **## DiscussionBoard41.docx** Surname 2 Name Professor Course Date Discussion Board 4 Prompt B: What is the moral point of the Yahoos in Jonathan Swift's Gulliver's Travels? The Yahoos in Gulliver's Tr…

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    – ## DiscussionBoard41.docx

    – ## week3NeoclassicismtotheRomanticera.docx

    – ## DISCUSION4REPLY.docx

    **## DiscussionBoard41.docx**

    Surname 2

    Name

    Professor

    Course

    Date

    Discussion Board 4 Prompt B: What is the moral point of the Yahoos in Jonathan Swift's Gulliver's Travels?

    The Yahoos in Gulliver's Travels represent the negative image of humanity, which reveals the cruel judgment of Swift over human nature. They are depicted as dirty, greedy, lustful and irrational beings that are physically similar to humans but act in low and vile manners. Their primitive urges and utter lack of rationality are different from the Houyhnhnms, who are rational and morally ordered. Swift demonstrates this dichotomy when Gulliver notes, "the Yahoos were the most filthy, noisome, and deformed animals which nature ever produced.” (Swift chapter IX 346). In one scene, the Yahoos fight over shiny rocks they dig up out of the ground, which demonstrates their mindless greed and materialism, as a clear satire of human greed. Through the Yahoos, Swift would indicate that human beings, lacking reason and virtue, are not better than brutes. This ethical teaching is particularly apparent when the behavior of the Yahoos reflects the corruption, selfishness and savagery that Swift observed in European society. By showing them as the natural land residents, untouched by civilization, Swift suggests that the primitiveness of the human race is inherent, and not a factor of poor education or bad government.

    Swift makes Gulliver identify himself as a Yahoo to come to terms with the ugly reality of human nature. First, Gulliver considers himself immensely superior to the Yahoos and denies having anything to do with them. However, the logical comparisons made by his Houyhnhnm master, which point out the similarities in the shape of the bodies and desires, slowly undo the denial of Gulliver. Ultimately, Gulliver must come to terms with the fact that even though he is dressed and speaks like a human, he has the same base instincts as the Yahoos. This point is the core of the satirical intention of Swift: to bring down human pride. The reader is supposed to be put through the same painful realization that Gulliver has been through, and question their own arrogant assumption of moral superiority and progress. Swift describes, “When I happened to behold the reflection of my own form in a lake or fountain, I turned away my face in horror and detestation of myself.” (Swift Chapter X 357). The fact that Gulliver is horrified by his own kind reflects the view of Swift, who believes that humanity, despite its claims of rationality and goodness, is fatally flawed. Gulliver is identified with the Yahoos by Swift as an attempt to demand that self-knowledge is the first step to wisdom, even though it is unpleasant.

    Works Cited

    Swift, Jonathan.
    _Gulliver’s Travels_. Planet eBook. (1726).
    [https://antilogicalism.com/wp-content/uploads/2018/04/gullivers-travels.pdf](https://antilogicalism.com/wp-content/uploads/2018/04/gullivers-travels.pdf)

    **## week3NeoclassicismtotheRomanticera.docx**

    This week you will read a selection of literary works from the Neoclassicism to the Romantic era.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings: Literary Project Instructions**

            From
    [**_British Literature I ,_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) "Part 4: Neoclassicism and the Eighteenth Century”

    · “Introduction,” pages 2120-2124.

    · Aphra Behn,
    _Oroonoko,_ pages 2125-2132.

    · Jonathan Swift,
    _Gulliver’s Travels_, Part IV, Chapters 1-3, pages 2608-2619.

    · Olaudah Equiano, from
    _The Interesting Narrative of the Life of Olaudah Equiano: Or, Gustavus Vassa, the African,_ Chapter II, pages 2906-2917.

                From
    [**_British Literature II_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) **(Volume II),** “Part 1: The Romantic Era”

    · “Intro,” pages 1-5

    · William Wordsworth, “I Wondered Lonely As a Cloud,” pages 37-39, and 66.

    · Dorothy Wordsworth, Grasmere Journal, page 77.

    · Percy Bysshe Shelley, “Ode to the West Wind,” pages 174-176.

    · John Keats, “La Belle Dame Sans Merci,” pages 206-208, 219-220.

               From
    [**_A Glossary of Literary Terms_**](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Novel,” pages 252-258

    · “Satire,” pages 352-355

    · “Ode” pages 262-263

    · “Ballad,” pages 25-26

    **Assignments or Assessments:**
    One Discussion board post and responses:

    · Discussion 4: Neoclassicism and the Eighteenth Century and The Romantic Era

    One reading quiz on the readings for this week.

    One Journal

    **## DISCUSION4REPLY.docx**

    DISCUSION 4 :REPLY

    Post 1)

    The book
    _Gulliver's Travels_ by Jonathan Swift contains several stories, but the one involving the Yahoos is the most interesting and reflective. The Yahoos were human-like brutes, or at least that is how Gulliver viewed them. Throughout the story, the Yahoos are portrayed as selfish and savage. Gulliver is disgusted by them, yet the story delivers a moral lesson: Yahoos are more similar to humans than we want to admit. Even if someone appears civilized, they can hide their deeper flaws. For example, Gulliver kept his clothes at the end of the story because he was embarrassed that the Houyhnhnms compared him to the Yahoos. The Yahoos were greedy and fought over useless things, much like people in 18th-century England, who pursued wealth and power. The moral of the story is that the people we look down on may not be so different from us. Without reason and self-awareness, we are no better than Yahoos. Gulliver is considered a Yahoo by the Houyhnhnms at first, just because of his appearance.  Later, he tries to prove to them that he is not like a Yahoo in behavior. This was difficult for him to explain because he had to learn the Houyhnhnm language, which took him months to learn. Gulliver considered the Yahoos as a "cursed race" that he wanted to keep away from his guise. The Houyhnhnms eventually understood that, although Gulliver looked like a Yahoo, he did not act like one. Swift wanted Gulliver to realize that he was still similar to a Yahoo to send the message that humans, for all their pride, still have deep flaws such as greed and hypocrisy. The speaker compares Gulliver and the Yahoos to show that when we examine what both truly do, the differences fade, and the similarities—like selfishness and moral weakness—become clear.

    Post2)

    In Aphra Behn’s
    _Oroonoko_, the use of realistic detail, especially in her descriptions of plants, animals, clothing, tattoos, and the environment, serves both to ground the narrative in a believable world and to shape the reader’s perception of colonial encounters. These vivid details are not simply decorative. Instead, they create a sense of immediacy and authenticity that makes the story more engaging while also influencing how readers view the people and places being described.

    One of the most striking aspects of Behn’s writing is how she portrays Surinam, the colony where much of the story takes place. She uses lush, sensory language to describe the natural world: “The trees…are always green and always in bloom…The very wood of all the trees has a fragrant smell.” These descriptions show an exotic paradise, but also a space of complexity and unfamiliar beauty. By providing so many concrete details, Behn invites readers into a world that feels real and alive.

    This realism also extends to her descriptions of people. When she writes about Oroonoko’s physical appearance and his tattooed body, she uses language that makes him both noble and striking. Behn states, “He had all the sweetness that is peculiar to his great race.” These physical details are used not just to build character, but also to subtly challenge European stereotypes of African people as inferior. Oroonoko is described with admiration and even idealization, which complicates typical colonial narratives.

    The effect of all this detail is powerful. Behn’s realism helps humanize her characters, build sympathy, and critique colonial systems. The specific imagery she uses encourages the reader to question power, race, and truth in storytelling. Her use of realistic detail, then, is not just descriptive, it’s political and emotional, shaping how we see both the character of Oroonoko and the world he inhabits

    **## DISCUSION4REPLY.docx**

    DISCUSION 4 :REPLY

    Post 1)

    The book
    _Gulliver's Travels_ by Jonathan Swift contains several stories, but the one involving the Yahoos is the most interesting and reflective. The Yahoos were human-like brutes, or at least that is how Gulliver viewed them. Throughout the story, the Yahoos are portrayed as selfish and savage. Gulliver is disgusted by them, yet the story delivers a moral lesson: Yahoos are more similar to humans than we want to admit. Even if someone appears civilized, they can hide their deeper flaws. For example, Gulliver kept his clothes at the end of the story because he was embarrassed that the Houyhnhnms compared him to the Yahoos. The Yahoos were greedy and fought over useless things, much like people in 18th-century England, who pursued wealth and power. The moral of the story is that the people we look down on may not be so different from us. Without reason and self-awareness, we are no better than Yahoos. Gulliver is considered a Yahoo by the Houyhnhnms at first, just because of his appearance.  Later, he tries to prove to them that he is not like a Yahoo in behavior. This was difficult for him to explain because he had to learn the Houyhnhnm language, which took him months to learn. Gulliver considered the Yahoos as a "cursed race" that he wanted to keep away from his guise. The Houyhnhnms eventually understood that, although Gulliver looked like a Yahoo, he did not act like one. Swift wanted Gulliver to realize that he was still similar to a Yahoo to send the message that humans, for all their pride, still have deep flaws such as greed and hypocrisy. The speaker compares Gulliver and the Yahoos to show that when we examine what both truly do, the differences fade, and the similarities—like selfishness and moral weakness—become clear.

    Post2)

    In Aphra Behn’s
    _Oroonoko_, the use of realistic detail, especially in her descriptions of plants, animals, clothing, tattoos, and the environment, serves both to ground the narrative in a believable world and to shape the reader’s perception of colonial encounters. These vivid details are not simply decorative. Instead, they create a sense of immediacy and authenticity that makes the story more engaging while also influencing how readers view the people and places being described.

    One of the most striking aspects of Behn’s writing is how she portrays Surinam, the colony where much of the story takes place. She uses lush, sensory language to describe the natural world: “The trees…are always green and always in bloom…The very wood of all the trees has a fragrant smell.” These descriptions show an exotic paradise, but also a space of complexity and unfamiliar beauty. By providing so many concrete details, Behn invites readers into a world that feels real and alive.

    This realism also extends to her descriptions of people. When she writes about Oroonoko’s physical appearance and his tattooed body, she uses language that makes him both noble and striking. Behn states, “He had all the sweetness that is peculiar to his great race.” These physical details are used not just to build character, but also to subtly challenge European stereotypes of African people as inferior. Oroonoko is described with admiration and even idealization, which complicates typical colonial narratives.

    The effect of all this detail is powerful. Behn’s realism helps humanize her characters, build sympathy, and critique colonial systems. The specific imagery she uses encourages the reader to question power, race, and truth in storytelling. Her use of realistic detail, then, is not just descriptive, it’s political and emotional, shaping how we see both the character of Oroonoko and the world he inhabits

    **## DiscussionBoard41.docx**

    Surname 2

    Name

    Professor

    Course

    Date

    Discussion Board 4 Prompt B: What is the moral point of the Yahoos in Jonathan Swift's Gulliver's Travels?

    The Yahoos in Gulliver's Travels represent the negative image of humanity, which reveals the cruel judgment of Swift over human nature. They are depicted as dirty, greedy, lustful and irrational beings that are physically similar to humans but act in low and vile manners. Their primitive urges and utter lack of rationality are different from the Houyhnhnms, who are rational and morally ordered. Swift demonstrates this dichotomy when Gulliver notes, "the Yahoos were the most filthy, noisome, and deformed animals which nature ever produced.” (Swift chapter IX 346). In one scene, the Yahoos fight over shiny rocks they dig up out of the ground, which demonstrates their mindless greed and materialism, as a clear satire of human greed. Through the Yahoos, Swift would indicate that human beings, lacking reason and virtue, are not better than brutes. This ethical teaching is particularly apparent when the behavior of the Yahoos reflects the corruption, selfishness and savagery that Swift observed in European society. By showing them as the natural land residents, untouched by civilization, Swift suggests that the primitiveness of the human race is inherent, and not a factor of poor education or bad government.

    Swift makes Gulliver identify himself as a Yahoo to come to terms with the ugly reality of human nature. First, Gulliver considers himself immensely superior to the Yahoos and denies having anything to do with them. However, the logical comparisons made by his Houyhnhnm master, which point out the similarities in the shape of the bodies and desires, slowly undo the denial of Gulliver. Ultimately, Gulliver must come to terms with the fact that even though he is dressed and speaks like a human, he has the same base instincts as the Yahoos. This point is the core of the satirical intention of Swift: to bring down human pride. The reader is supposed to be put through the same painful realization that Gulliver has been through, and question their own arrogant assumption of moral superiority and progress. Swift describes, “When I happened to behold the reflection of my own form in a lake or fountain, I turned away my face in horror and detestation of myself.” (Swift Chapter X 357). The fact that Gulliver is horrified by his own kind reflects the view of Swift, who believes that humanity, despite its claims of rationality and goodness, is fatally flawed. Gulliver is identified with the Yahoos by Swift as an attempt to demand that self-knowledge is the first step to wisdom, even though it is unpleasant.

    Works Cited

    Swift, Jonathan.
    _Gulliver’s Travels_. Planet eBook. (1726).
    [https://antilogicalism.com/wp-content/uploads/2018/04/gullivers-travels.pdf](https://antilogicalism.com/wp-content/uploads/2018/04/gullivers-travels.pdf)

    **## week3NeoclassicismtotheRomanticera.docx**

    This week you will read a selection of literary works from the Neoclassicism to the Romantic era.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings: Literary Project Instructions**

            From
    [**_British Literature I ,_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) "Part 4: Neoclassicism and the Eighteenth Century”

    · “Introduction,” pages 2120-2124.

    · Aphra Behn,
    _Oroonoko,_ pages 2125-2132.

    · Jonathan Swift,
    _Gulliver’s Travels_, Part IV, Chapters 1-3, pages 2608-2619.

    · Olaudah Equiano, from
    _The Interesting Narrative of the Life of Olaudah Equiano: Or, Gustavus Vassa, the African,_ Chapter II, pages 2906-2917.

                From
    [**_British Literature II_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) **(Volume II),** “Part 1: The Romantic Era”

    · “Intro,” pages 1-5

    · William Wordsworth, “I Wondered Lonely As a Cloud,” pages 37-39, and 66.

    · Dorothy Wordsworth, Grasmere Journal, page 77.

    · Percy Bysshe Shelley, “Ode to the West Wind,” pages 174-176.

    · John Keats, “La Belle Dame Sans Merci,” pages 206-208, 219-220.

               From
    [**_A Glossary of Literary Terms_**](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Novel,” pages 252-258

    · “Satire,” pages 352-355

    · “Ode” pages 262-263

    · “Ballad,” pages 25-26

    **Assignments or Assessments:**
    One Discussion board post and responses:

    · Discussion 4: Neoclassicism and the Eighteenth Century and The Romantic Era

    One reading quiz on the readings for this week.

    One Journal

    **## DISCUSION4REPLY.docx**

    DISCUSION 4 :REPLY

    Post 1)

    The book
    _Gulliver's Travels_ by Jonathan Swift contains several stories, but the one involving the Yahoos is the most interesting and reflective. The Yahoos were human-like brutes, or at least that is how Gulliver viewed them. Throughout the story, the Yahoos are portrayed as selfish and savage. Gulliver is disgusted by them, yet the story delivers a moral lesson: Yahoos are more similar to humans than we want to admit. Even if someone appears civilized, they can hide their deeper flaws. For example, Gulliver kept his clothes at the end of the story because he was embarrassed that the Houyhnhnms compared him to the Yahoos. The Yahoos were greedy and fought over useless things, much like people in 18th-century England, who pursued wealth and power. The moral of the story is that the people we look down on may not be so different from us. Without reason and self-awareness, we are no better than Yahoos. Gulliver is considered a Yahoo by the Houyhnhnms at first, just because of his appearance.  Later, he tries to prove to them that he is not like a Yahoo in behavior. This was difficult for him to explain because he had to learn the Houyhnhnm language, which took him months to learn. Gulliver considered the Yahoos as a "cursed race" that he wanted to keep away from his guise. The Houyhnhnms eventually understood that, although Gulliver looked like a Yahoo, he did not act like one. Swift wanted Gulliver to realize that he was still similar to a Yahoo to send the message that humans, for all their pride, still have deep flaws such as greed and hypocrisy. The speaker compares Gulliver and the Yahoos to show that when we examine what both truly do, the differences fade, and the similarities—like selfishness and moral weakness—become clear.

    Post2)

    In Aphra Behn’s
    _Oroonoko_, the use of realistic detail, especially in her descriptions of plants, animals, clothing, tattoos, and the environment, serves both to ground the narrative in a believable world and to shape the reader’s perception of colonial encounters. These vivid details are not simply decorative. Instead, they create a sense of immediacy and authenticity that makes the story more engaging while also influencing how readers view the people and places being described.

    One of the most striking aspects of Behn’s writing is how she portrays Surinam, the colony where much of the story takes place. She uses lush, sensory language to describe the natural world: “The trees…are always green and always in bloom…The very wood of all the trees has a fragrant smell.” These descriptions show an exotic paradise, but also a space of complexity and unfamiliar beauty. By providing so many concrete details, Behn invites readers into a world that feels real and alive.

    This realism also extends to her descriptions of people. When she writes about Oroonoko’s physical appearance and his tattooed body, she uses language that makes him both noble and striking. Behn states, “He had all the sweetness that is peculiar to his great race.” These physical details are used not just to build character, but also to subtly challenge European stereotypes of African people as inferior. Oroonoko is described with admiration and even idealization, which complicates typical colonial narratives.

    The effect of all this detail is powerful. Behn’s realism helps humanize her characters, build sympathy, and critique colonial systems. The specific imagery she uses encourages the reader to question power, race, and truth in storytelling. Her use of realistic detail, then, is not just descriptive, it’s political and emotional, shaping how we see both the character of Oroonoko and the world he inhabits

    **## DiscussionBoard41.docx**

    Surname 2

    Name

    Professor

    Course

    Date

    Discussion Board 4 Prompt B: What is the moral point of the Yahoos in Jonathan Swift's Gulliver's Travels?

    The Yahoos in Gulliver's Travels represent the negative image of humanity, which reveals the cruel judgment of Swift over human nature. They are depicted as dirty, greedy, lustful and irrational beings that are physically similar to humans but act in low and vile manners. Their primitive urges and utter lack of rationality are different from the Houyhnhnms, who are rational and morally ordered. Swift demonstrates this dichotomy when Gulliver notes, "the Yahoos were the most filthy, noisome, and deformed animals which nature ever produced.” (Swift chapter IX 346). In one scene, the Yahoos fight over shiny rocks they dig up out of the ground, which demonstrates their mindless greed and materialism, as a clear satire of human greed. Through the Yahoos, Swift would indicate that human beings, lacking reason and virtue, are not better than brutes. This ethical teaching is particularly apparent when the behavior of the Yahoos reflects the corruption, selfishness and savagery that Swift observed in European society. By showing them as the natural land residents, untouched by civilization, Swift suggests that the primitiveness of the human race is inherent, and not a factor of poor education or bad government.

    Swift makes Gulliver identify himself as a Yahoo to come to terms with the ugly reality of human nature. First, Gulliver considers himself immensely superior to the Yahoos and denies having anything to do with them. However, the logical comparisons made by his Houyhnhnm master, which point out the similarities in the shape of the bodies and desires, slowly undo the denial of Gulliver. Ultimately, Gulliver must come to terms with the fact that even though he is dressed and speaks like a human, he has the same base instincts as the Yahoos. This point is the core of the satirical intention of Swift: to bring down human pride. The reader is supposed to be put through the same painful realization that Gulliver has been through, and question their own arrogant assumption of moral superiority and progress. Swift describes, “When I happened to behold the reflection of my own form in a lake or fountain, I turned away my face in horror and detestation of myself.” (Swift Chapter X 357). The fact that Gulliver is horrified by his own kind reflects the view of Swift, who believes that humanity, despite its claims of rationality and goodness, is fatally flawed. Gulliver is identified with the Yahoos by Swift as an attempt to demand that self-knowledge is the first step to wisdom, even though it is unpleasant.

    Works Cited

    Swift, Jonathan.
    _Gulliver’s Travels_. Planet eBook. (1726).
    [https://antilogicalism.com/wp-content/uploads/2018/04/gullivers-travels.pdf](https://antilogicalism.com/wp-content/uploads/2018/04/gullivers-travels.pdf)

    **## week3NeoclassicismtotheRomanticera.docx**

    This week you will read a selection of literary works from the Neoclassicism to the Romantic era.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings: Literary Project Instructions**

            From
    [**_British Literature I ,_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) "Part 4: Neoclassicism and the Eighteenth Century”

    · “Introduction,” pages 2120-2124.

    · Aphra Behn,
    _Oroonoko,_ pages 2125-2132.

    · Jonathan Swift,
    _Gulliver’s Travels_, Part IV, Chapters 1-3, pages 2608-2619.

    · Olaudah Equiano, from
    _The Interesting Narrative of the Life of Olaudah Equiano: Or, Gustavus Vassa, the African,_ Chapter II, pages 2906-2917.

                From
    [**_British Literature II_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) **(Volume II),** “Part 1: The Romantic Era”

    · “Intro,” pages 1-5

    · William Wordsworth, “I Wondered Lonely As a Cloud,” pages 37-39, and 66.

    · Dorothy Wordsworth, Grasmere Journal, page 77.

    · Percy Bysshe Shelley, “Ode to the West Wind,” pages 174-176.

    · John Keats, “La Belle Dame Sans Merci,” pages 206-208, 219-220.

               From
    [**_A Glossary of Literary Terms_**](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Novel,” pages 252-258

    · “Satire,” pages 352-355

    · “Ode” pages 262-263

    · “Ballad,” pages 25-26

    **Assignments or Assessments:**
    One Discussion board post and responses:

    · Discussion 4: Neoclassicism and the Eighteenth Century and The Romantic Era

    One reading quiz on the readings for this week.

    One Journal

    **## DISCUSION4REPLY.docx**

    DISCUSION 4 :REPLY

    Post 1)

    The book
    _Gulliver's Travels_ by Jonathan Swift contains several stories, but the one involving the Yahoos is the most interesting and reflective. The Yahoos were human-like brutes, or at least that is how Gulliver viewed them. Throughout the story, the Yahoos are portrayed as selfish and savage. Gulliver is disgusted by them, yet the story delivers a moral lesson: Yahoos are more similar to humans than we want to admit. Even if someone appears civilized, they can hide their deeper flaws. For example, Gulliver kept his clothes at the end of the story because he was embarrassed that the Houyhnhnms compared him to the Yahoos. The Yahoos were greedy and fought over useless things, much like people in 18th-century England, who pursued wealth and power. The moral of the story is that the people we look down on may not be so different from us. Without reason and self-awareness, we are no better than Yahoos. Gulliver is considered a Yahoo by the Houyhnhnms at first, just because of his appearance.  Later, he tries to prove to them that he is not like a Yahoo in behavior. This was difficult for him to explain because he had to learn the Houyhnhnm language, which took him months to learn. Gulliver considered the Yahoos as a "cursed race" that he wanted to keep away from his guise. The Houyhnhnms eventually understood that, although Gulliver looked like a Yahoo, he did not act like one. Swift wanted Gulliver to realize that he was still similar to a Yahoo to send the message that humans, for all their pride, still have deep flaws such as greed and hypocrisy. The speaker compares Gulliver and the Yahoos to show that when we examine what both truly do, the differences fade, and the similarities—like selfishness and moral weakness—become clear.

    Post2)

    In Aphra Behn’s
    _Oroonoko_, the use of realistic detail, especially in her descriptions of plants, animals, clothing, tattoos, and the environment, serves both to ground the narrative in a believable world and to shape the reader’s perception of colonial encounters. These vivid details are not simply decorative. Instead, they create a sense of immediacy and authenticity that makes the story more engaging while also influencing how readers view the people and places being described.

    One of the most striking aspects of Behn’s writing is how she portrays Surinam, the colony where much of the story takes place. She uses lush, sensory language to describe the natural world: “The trees…are always green and always in bloom…The very wood of all the trees has a fragrant smell.” These descriptions show an exotic paradise, but also a space of complexity and unfamiliar beauty. By providing so many concrete details, Behn invites readers into a world that feels real and alive.

    This realism also extends to her descriptions of people. When she writes about Oroonoko’s physical appearance and his tattooed body, she uses language that makes him both noble and striking. Behn states, “He had all the sweetness that is peculiar to his great race.” These physical details are used not just to build character, but also to subtly challenge European stereotypes of African people as inferior. Oroonoko is described with admiration and even idealization, which complicates typical colonial narratives.

    The effect of all this detail is powerful. Behn’s realism helps humanize her characters, build sympathy, and critique colonial systems. The specific imagery she uses encourages the reader to question power, race, and truth in storytelling. Her use of realistic detail, then, is not just descriptive, it’s political and emotional, shaping how we see both the character of Oroonoko and the world he inhabits

    – 1
    – 2
    – 3

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    – ## week4discussion.docx – ## WeekFourpleasereadcarefully.docx **## week4discussion.docx** Discussion Board 5: The Victorian Age and Modernist Age For this discussion board, you will choose any one of the following prompts. Once you have made your selection, please draft your initial post based on …

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    – ## week4discussion.docx

    – ## WeekFourpleasereadcarefully.docx

    **## week4discussion.docx**

    Discussion Board 5: The Victorian Age and Modernist Age

    For this discussion board, you will choose any one of the following prompts. Once you have made your selection, please draft your initial post based on the instructions below.

    a.  The poem, The Last Duchess" is called a dramatic monologue because it consists entirely of the words of a single speaker (persona) who reveals in his speech his own nature and the dramatic situation in which he finds himself. The dramatic monologue reveals its own place and time as it proceeds to uncover the psychology of the speaker at a significant moment in his or her life. Browning's Duke has been labeled (despite his apparent cunning) as "witless"–why?

    b. How does the matching of sound and meaning in “Ulysses,” for example, affect your understanding of the poem? Particularly consider its last stanza.

    c. Does Dickens offer a coherent social program or political vision in this novel in the four chapters you read? Remember to use textual evidence to back up your answer.

    d. Why does Woolf claim that, in order to write fiction, a woman must have a room of her own? How do women writers’ situations differ from those of their male counterparts?

    e. Why does T. S. Eliot use so many allusions in this poem, do you think? How does he use them? What’s the effect of his using them?

    f. What, if any, absurd dramatic and/or thematic elements does
    _Waiting for Godot_ possess? Why, and to what effect? Read the characteristics of the
    [T](https://www.britannica.com/art/Theatre-of-the-Absurd) [heatre of the Absurd](https://www.britannica.com/art/Theatre-of-the-Absurd) here.

    Please compose your post in formal prose that obeys writing conventions, e.g., capitalize the first letter of every word at the beginning of the sentence, end sentences with periods, avoid run on sentences, use formal words, avoid language that is informal. This is an English course, and you will be graded on the basis of the proper use of the language and writing conventions.

    You are encouraged to use quotations as they serve as textual evidence. Absence of quotations can compromise the quality of your response. If you choose to use quotations, please ensure that you format them correctly using the quotation sandwich method (see  [Quote Sandwich Example Handout.](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/csfiles/home_dir/courses/2023SU-ENGL-2321-83640/Quote%20Sandwich%20Example%20Handout(1).doc) )

    Revise, edit, and proofread before you post them here. Please cite any source you use for this post. Please do not copy and paste from the web. I will be checking for plagiarism by running your writing through a plagiarism checker. If I feel you have copied from some outside source without proper documentation, I reserve the right to give you a zero on the assignment.

    As with all discussion boards, your initial response should be at least 300 words. Then reply to two (2) other posts. Your response should be of at least 100 words each.  Feel free to exceed these minimum requirements. Try to pick students who do not have any comments yet. When commenting, please add to the conversation by making a connection to the other person.  Please compose your post in academic prose that demonstrates clear purpose and logical organization. Most importantly, make sure your initial post comprises of more than one paragraph.

    **## WeekFourpleasereadcarefully.docx**

    Week Four

    This week you will read a selection of literary works from the Victorian Age to the twentieth century.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Essay One Instructions, Sample student paper, and rubric.

                      Start work on Literary Analysis Essay

    From
    **_British Literature II_(Volume II)**, Part 2: The Victorian Age

    ·

    ·

    · Intro: The Victorian Movement in Literature, pages 286-289.

    · Lord Tennyson, “Ulysses,” pages 337-338, and 351-353.

    · Robert Browning, “The Last Duchess,” pages 429- 430, and   431-433.

    · Charles Dickens, from
    _Hardtimes_, Chapters 1-4, pages 596-615.

                From
    **_British Literature II_(Volume II)**, Part 3: Twentieth Century and Beyond

    ·

    ·

    · Intro-Modernism and Postmodernism as Literary Movements, pages, 878-885

    · Virginia Woolf, “A Room of one’s Own,”
    [Chapter 1](https://https/mail.gutenberg.ca/ebooks/ebooks/woolfv-aroomofonesown/woolfv-aroomofonesown-00-h.html)

    · T. S. Eliot, “The Wasteland,” only "The Burial of the Dead," pages 1086-89

    · Samuel Beckett, 1106-1108, follow
    [the link](http://www.samuel-beckett.net/Penelope/Act_I.html) to read Act I of
    _Waiting for Godot_.

               From
    **_A Glossary of Literary Terms_**

    ·

    ·

    · Dramatic monologue, pages 96-97

    · Stream of consciousness, pages 378-379

    · Literature
    [of the Absurd,](https://www.britannica.com/art/Theatre-of-the-Absurd) pages, 1-3

    ·
    [Existentialism, Existential philosophy, page 180](https://literariness.org/2016/03/29/existentialist-movement-in-literature/)

    · “
    [Stichomythia”](https://www.britannica.com/art/stichomythia)

    **Assignments or Assessments:**

    One Major Assignment.

    One Journal Assignment.

    One Discussion board post and responses.

    One reading quiz on the readings for this week.

    **Supporting Documents:**

    · eBooks

    [https://youtu.be/nllDcnfoH5A](https://youtu.be/nllDcnfoH5A)

    [https://youtu.be/bxSDS-pw8_c](https://youtu.be/bxSDS-pw8_c)

    [https://youtu.be/YD0mAoVwO54](https://youtu.be/YD0mAoVwO54)

    ·
    **Checklist:**

    · Read lesson material/watch videos

    · Complete annotation

    · Complete the discussion board posts and the responses

    · Complete the one reading quiz

    · Submit major assignment

    The textbooks for this class are all open access, which means you can access them by clicking on the hyperlink. No need to purchase or pay for it.

    ·
    [_British Literature: Middle Ages to the Eighteenth Century and Neoclasical_.](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) Edited by Bonnie J. Robinson and Laura J. Getty. Publisher: University of North Georgia Press. ISBN: 978-1-940771-28-1.

    ·
    [_British Literature II: Romantic Era to the Twentieth Century and Beyond._](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) Edited by Bonnie J. Robinson. Publisher: University of North Georgia Press. ISBN: 978-1-940771-11-3.

    · Abrahms, M. H.
    [_A Glossary of Literary Terms_](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf)

    **## WeekFourpleasereadcarefully.docx**

    Week Four

    This week you will read a selection of literary works from the Victorian Age to the twentieth century.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Essay One Instructions, Sample student paper, and rubric.

                      Start work on Literary Analysis Essay

    From
    **_British Literature II_(Volume II)**, Part 2: The Victorian Age

    ·

    ·

    · Intro: The Victorian Movement in Literature, pages 286-289.

    · Lord Tennyson, “Ulysses,” pages 337-338, and 351-353.

    · Robert Browning, “The Last Duchess,” pages 429- 430, and   431-433.

    · Charles Dickens, from
    _Hardtimes_, Chapters 1-4, pages 596-615.

                From
    **_British Literature II_(Volume II)**, Part 3: Twentieth Century and Beyond

    ·

    ·

    · Intro-Modernism and Postmodernism as Literary Movements, pages, 878-885

    · Virginia Woolf, “A Room of one’s Own,”
    [Chapter 1](https://https/mail.gutenberg.ca/ebooks/ebooks/woolfv-aroomofonesown/woolfv-aroomofonesown-00-h.html)

    · T. S. Eliot, “The Wasteland,” only "The Burial of the Dead," pages 1086-89

    · Samuel Beckett, 1106-1108, follow
    [the link](http://www.samuel-beckett.net/Penelope/Act_I.html) to read Act I of
    _Waiting for Godot_.

               From
    **_A Glossary of Literary Terms_**

    ·

    ·

    · Dramatic monologue, pages 96-97

    · Stream of consciousness, pages 378-379

    · Literature
    [of the Absurd,](https://www.britannica.com/art/Theatre-of-the-Absurd) pages, 1-3

    ·
    [Existentialism, Existential philosophy, page 180](https://literariness.org/2016/03/29/existentialist-movement-in-literature/)

    · “
    [Stichomythia”](https://www.britannica.com/art/stichomythia)

    **Assignments or Assessments:**

    One Major Assignment.

    One Journal Assignment.

    One Discussion board post and responses.

    One reading quiz on the readings for this week.

    **Supporting Documents:**

    · eBooks

    [https://youtu.be/nllDcnfoH5A](https://youtu.be/nllDcnfoH5A)

    [https://youtu.be/bxSDS-pw8_c](https://youtu.be/bxSDS-pw8_c)

    [https://youtu.be/YD0mAoVwO54](https://youtu.be/YD0mAoVwO54)

    ·
    **Checklist:**

    · Read lesson material/watch videos

    · Complete annotation

    · Complete the discussion board posts and the responses

    · Complete the one reading quiz

    · Submit major assignment

    The textbooks for this class are all open access, which means you can access them by clicking on the hyperlink. No need to purchase or pay for it.

    ·
    [_British Literature: Middle Ages to the Eighteenth Century and Neoclasical_.](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) Edited by Bonnie J. Robinson and Laura J. Getty. Publisher: University of North Georgia Press. ISBN: 978-1-940771-28-1.

    ·
    [_British Literature II: Romantic Era to the Twentieth Century and Beyond._](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) Edited by Bonnie J. Robinson. Publisher: University of North Georgia Press. ISBN: 978-1-940771-11-3.

    · Abrahms, M. H.
    [_A Glossary of Literary Terms_](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf)

    **## week4discussion.docx**

    Discussion Board 5: The Victorian Age and Modernist Age

    For this discussion board, you will choose any one of the following prompts. Once you have made your selection, please draft your initial post based on the instructions below.

    a.  The poem, The Last Duchess" is called a dramatic monologue because it consists entirely of the words of a single speaker (persona) who reveals in his speech his own nature and the dramatic situation in which he finds himself. The dramatic monologue reveals its own place and time as it proceeds to uncover the psychology of the speaker at a significant moment in his or her life. Browning's Duke has been labeled (despite his apparent cunning) as "witless"–why?

    b. How does the matching of sound and meaning in “Ulysses,” for example, affect your understanding of the poem? Particularly consider its last stanza.

    c. Does Dickens offer a coherent social program or political vision in this novel in the four chapters you read? Remember to use textual evidence to back up your answer.

    d. Why does Woolf claim that, in order to write fiction, a woman must have a room of her own? How do women writers’ situations differ from those of their male counterparts?

    e. Why does T. S. Eliot use so many allusions in this poem, do you think? How does he use them? What’s the effect of his using them?

    f. What, if any, absurd dramatic and/or thematic elements does
    _Waiting for Godot_ possess? Why, and to what effect? Read the characteristics of the
    [T](https://www.britannica.com/art/Theatre-of-the-Absurd) [heatre of the Absurd](https://www.britannica.com/art/Theatre-of-the-Absurd) here.

    Please compose your post in formal prose that obeys writing conventions, e.g., capitalize the first letter of every word at the beginning of the sentence, end sentences with periods, avoid run on sentences, use formal words, avoid language that is informal. This is an English course, and you will be graded on the basis of the proper use of the language and writing conventions.

    You are encouraged to use quotations as they serve as textual evidence. Absence of quotations can compromise the quality of your response. If you choose to use quotations, please ensure that you format them correctly using the quotation sandwich method (see  [Quote Sandwich Example Handout.](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/csfiles/home_dir/courses/2023SU-ENGL-2321-83640/Quote%20Sandwich%20Example%20Handout(1).doc) )

    Revise, edit, and proofread before you post them here. Please cite any source you use for this post. Please do not copy and paste from the web. I will be checking for plagiarism by running your writing through a plagiarism checker. If I feel you have copied from some outside source without proper documentation, I reserve the right to give you a zero on the assignment.

    As with all discussion boards, your initial response should be at least 300 words. Then reply to two (2) other posts. Your response should be of at least 100 words each.  Feel free to exceed these minimum requirements. Try to pick students who do not have any comments yet. When commenting, please add to the conversation by making a connection to the other person.  Please compose your post in academic prose that demonstrates clear purpose and logical organization. Most importantly, make sure your initial post comprises of more than one paragraph.

    **## WeekFourpleasereadcarefully.docx**

    Week Four

    This week you will read a selection of literary works from the Victorian Age to the twentieth century.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Essay One Instructions, Sample student paper, and rubric.

                      Start work on Literary Analysis Essay

    From
    **_British Literature II_(Volume II)**, Part 2: The Victorian Age

    ·

    ·

    · Intro: The Victorian Movement in Literature, pages 286-289.

    · Lord Tennyson, “Ulysses,” pages 337-338, and 351-353.

    · Robert Browning, “The Last Duchess,” pages 429- 430, and   431-433.

    · Charles Dickens, from
    _Hardtimes_, Chapters 1-4, pages 596-615.

                From
    **_British Literature II_(Volume II)**, Part 3: Twentieth Century and Beyond

    ·

    ·

    · Intro-Modernism and Postmodernism as Literary Movements, pages, 878-885

    · Virginia Woolf, “A Room of one’s Own,”
    [Chapter 1](https://https/mail.gutenberg.ca/ebooks/ebooks/woolfv-aroomofonesown/woolfv-aroomofonesown-00-h.html)

    · T. S. Eliot, “The Wasteland,” only "The Burial of the Dead," pages 1086-89

    · Samuel Beckett, 1106-1108, follow
    [the link](http://www.samuel-beckett.net/Penelope/Act_I.html) to read Act I of
    _Waiting for Godot_.

               From
    **_A Glossary of Literary Terms_**

    ·

    ·

    · Dramatic monologue, pages 96-97

    · Stream of consciousness, pages 378-379

    · Literature
    [of the Absurd,](https://www.britannica.com/art/Theatre-of-the-Absurd) pages, 1-3

    ·
    [Existentialism, Existential philosophy, page 180](https://literariness.org/2016/03/29/existentialist-movement-in-literature/)

    · “
    [Stichomythia”](https://www.britannica.com/art/stichomythia)

    **Assignments or Assessments:**

    One Major Assignment.

    One Journal Assignment.

    One Discussion board post and responses.

    One reading quiz on the readings for this week.

    **Supporting Documents:**

    · eBooks

    [https://youtu.be/nllDcnfoH5A](https://youtu.be/nllDcnfoH5A)

    [https://youtu.be/bxSDS-pw8_c](https://youtu.be/bxSDS-pw8_c)

    [https://youtu.be/YD0mAoVwO54](https://youtu.be/YD0mAoVwO54)

    ·
    **Checklist:**

    · Read lesson material/watch videos

    · Complete annotation

    · Complete the discussion board posts and the responses

    · Complete the one reading quiz

    · Submit major assignment

    The textbooks for this class are all open access, which means you can access them by clicking on the hyperlink. No need to purchase or pay for it.

    ·
    [_British Literature: Middle Ages to the Eighteenth Century and Neoclasical_.](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) Edited by Bonnie J. Robinson and Laura J. Getty. Publisher: University of North Georgia Press. ISBN: 978-1-940771-28-1.

    ·
    [_British Literature II: Romantic Era to the Twentieth Century and Beyond._](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) Edited by Bonnie J. Robinson. Publisher: University of North Georgia Press. ISBN: 978-1-940771-11-3.

    · Abrahms, M. H.
    [_A Glossary of Literary Terms_](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf)

    **## week4discussion.docx**

    Discussion Board 5: The Victorian Age and Modernist Age

    For this discussion board, you will choose any one of the following prompts. Once you have made your selection, please draft your initial post based on the instructions below.

    a.  The poem, The Last Duchess" is called a dramatic monologue because it consists entirely of the words of a single speaker (persona) who reveals in his speech his own nature and the dramatic situation in which he finds himself. The dramatic monologue reveals its own place and time as it proceeds to uncover the psychology of the speaker at a significant moment in his or her life. Browning's Duke has been labeled (despite his apparent cunning) as "witless"–why?

    b. How does the matching of sound and meaning in “Ulysses,” for example, affect your understanding of the poem? Particularly consider its last stanza.

    c. Does Dickens offer a coherent social program or political vision in this novel in the four chapters you read? Remember to use textual evidence to back up your answer.

    d. Why does Woolf claim that, in order to write fiction, a woman must have a room of her own? How do women writers’ situations differ from those of their male counterparts?

    e. Why does T. S. Eliot use so many allusions in this poem, do you think? How does he use them? What’s the effect of his using them?

    f. What, if any, absurd dramatic and/or thematic elements does
    _Waiting for Godot_ possess? Why, and to what effect? Read the characteristics of the
    [T](https://www.britannica.com/art/Theatre-of-the-Absurd) [heatre of the Absurd](https://www.britannica.com/art/Theatre-of-the-Absurd) here.

    Please compose your post in formal prose that obeys writing conventions, e.g., capitalize the first letter of every word at the beginning of the sentence, end sentences with periods, avoid run on sentences, use formal words, avoid language that is informal. This is an English course, and you will be graded on the basis of the proper use of the language and writing conventions.

    You are encouraged to use quotations as they serve as textual evidence. Absence of quotations can compromise the quality of your response. If you choose to use quotations, please ensure that you format them correctly using the quotation sandwich method (see  [Quote Sandwich Example Handout.](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/csfiles/home_dir/courses/2023SU-ENGL-2321-83640/Quote%20Sandwich%20Example%20Handout(1).doc) )

    Revise, edit, and proofread before you post them here. Please cite any source you use for this post. Please do not copy and paste from the web. I will be checking for plagiarism by running your writing through a plagiarism checker. If I feel you have copied from some outside source without proper documentation, I reserve the right to give you a zero on the assignment.

    As with all discussion boards, your initial response should be at least 300 words. Then reply to two (2) other posts. Your response should be of at least 100 words each.  Feel free to exceed these minimum requirements. Try to pick students who do not have any comments yet. When commenting, please add to the conversation by making a connection to the other person.  Please compose your post in academic prose that demonstrates clear purpose and logical organization. Most importantly, make sure your initial post comprises of more than one paragraph.

    **## WeekFourpleasereadcarefully.docx**

    Week Four

    This week you will read a selection of literary works from the Victorian Age to the twentieth century.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Essay One Instructions, Sample student paper, and rubric.

                      Start work on Literary Analysis Essay

    From
    **_British Literature II_(Volume II)**, Part 2: The Victorian Age

    ·

    ·

    · Intro: The Victorian Movement in Literature, pages 286-289.

    · Lord Tennyson, “Ulysses,” pages 337-338, and 351-353.

    · Robert Browning, “The Last Duchess,” pages 429- 430, and   431-433.

    · Charles Dickens, from
    _Hardtimes_, Chapters 1-4, pages 596-615.

                From
    **_British Literature II_(Volume II)**, Part 3: Twentieth Century and Beyond

    ·

    ·

    · Intro-Modernism and Postmodernism as Literary Movements, pages, 878-885

    · Virginia Woolf, “A Room of one’s Own,”
    [Chapter 1](https://https/mail.gutenberg.ca/ebooks/ebooks/woolfv-aroomofonesown/woolfv-aroomofonesown-00-h.html)

    · T. S. Eliot, “The Wasteland,” only "The Burial of the Dead," pages 1086-89

    · Samuel Beckett, 1106-1108, follow
    [the link](http://www.samuel-beckett.net/Penelope/Act_I.html) to read Act I of
    _Waiting for Godot_.

               From
    **_A Glossary of Literary Terms_**

    ·

    ·

    · Dramatic monologue, pages 96-97

    · Stream of consciousness, pages 378-379

    · Literature
    [of the Absurd,](https://www.britannica.com/art/Theatre-of-the-Absurd) pages, 1-3

    ·
    [Existentialism, Existential philosophy, page 180](https://literariness.org/2016/03/29/existentialist-movement-in-literature/)

    · “
    [Stichomythia”](https://www.britannica.com/art/stichomythia)

    **Assignments or Assessments:**

    One Major Assignment.

    One Journal Assignment.

    One Discussion board post and responses.

    One reading quiz on the readings for this week.

    **Supporting Documents:**

    · eBooks

    [https://youtu.be/nllDcnfoH5A](https://youtu.be/nllDcnfoH5A)

    [https://youtu.be/bxSDS-pw8_c](https://youtu.be/bxSDS-pw8_c)

    [https://youtu.be/YD0mAoVwO54](https://youtu.be/YD0mAoVwO54)

    ·
    **Checklist:**

    · Read lesson material/watch videos

    · Complete annotation

    · Complete the discussion board posts and the responses

    · Complete the one reading quiz

    · Submit major assignment

    The textbooks for this class are all open access, which means you can access them by clicking on the hyperlink. No need to purchase or pay for it.

    ·
    [_British Literature: Middle Ages to the Eighteenth Century and Neoclasical_.](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) Edited by Bonnie J. Robinson and Laura J. Getty. Publisher: University of North Georgia Press. ISBN: 978-1-940771-28-1.

    ·
    [_British Literature II: Romantic Era to the Twentieth Century and Beyond._](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) Edited by Bonnie J. Robinson. Publisher: University of North Georgia Press. ISBN: 978-1-940771-11-3.

    · Abrahms, M. H.
    [_A Glossary of Literary Terms_](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf)

    – 1
    – 2

  • [Solved] week3

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    – ## week3AnnotatingaLITERARY.docx **## week3AnnotatingaLITERARY.docx** ### Annotating a LITERARY Text: Poem Annotating involves interacting with the text and making meaning of what you are reading rather than simply reading for theme. Every so often, stop and record OBSERVATIONS about different ele…

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    Assignment Prompt & Instructions

    – ## week3AnnotatingaLITERARY.docx

    **## week3AnnotatingaLITERARY.docx**

    ### Annotating a LITERARY Text: Poem

    Annotating involves interacting with the text and making meaning of what you are reading rather

    than simply reading for theme. Every so often, stop and record OBSERVATIONS about different

    elements that you see in your poem such as tone,
    [speaker](https://dictionary.cambridge.org/dictionary/english/speaker), language,
    [imagery](https://dailytimepoems.com/simile-poems/), symbolism, or other characteristics. Don’t simply note the existence of these elements; write a few sentences to elaborate on your observations and connect those observations to the points that the author is making about humanity and life, including points about psychological, historical, political, and/or social issues. You will be reading beyond the plot for the layers of meaning created by the literary devices used by the author.

    In this assignment, you’ll be asked to read and annotate any one poem from this week’s readings. Please remember to copy and paste the poem you wish to annotate below. Before proceeding,
    turn on
    **Track Changes under the Review tab in Word**. Be sure your Track Changes shows
    **All Markup** not just a Simple Markup.

    ![](https://www.sweetstudy.com/questions/week3-20925137)

    Alternately, you can annotate with pen on printed paper. Take a picture or scan the paper once you are done and upload it to this link.

    **Step-by-Step Guide to Annotating a Poem**

    First, read the poem a few times, then take out a pen and begin to annotate if you wish to do it on paper. You may want to take out a few different pens, and use a different color for each step. If you want to annotate on Word, you will have the option to change the color of the ink.

    **Step One: The Title**

    □ Comment on the title. Is it significant? How does it relate to the poem?

    □ What do we learn through the title, before we even read the poem?

    Reflect on the connotations of words in the title; underline significant ones.

    **Step Two: Understanding the Meaning**

    □ After each stanza, briefly summarize the meaning (try to do this in a few words only).

    □ Try to paraphrase the whole poem in one line.

    □ Identify the speaker; highlight words which relate to the speaker.

    **Step THREE: Stanza Structure and Rhyme Scheme**

    □ Indicate how the poem is divided (or not) into sections. Is it regular or irregular?

    □ Note the rhyme scheme (use corresponding letters for end rhymes: e.g. ABAB CDCD etc.)

    **Step Four: Line Structure**

    □ Identify the syllable stress, foot and meter.

    □ Comment on the length of the lines (highlight any lines which are particularly long or short).

    □ Highlight any line breaks which are significant.

    □ Identify any examples of enjambment or any caesuras.

    **Step Five: The Language**

    □ Underline and comment on any figurative language techniques (metaphors, similes, alliteration, assonance, hyperbole, oxymorons, anaphora, onomatopoeia etc.).

    □ Comment on the diction: elements of formal or informal language, colloquialisms, dialect etc.

    □ Circle any notable uses of punctuation and comment on them.

    □ Identify any repetition (of single words, phrases or whole lines).

    **Step Six: Identifying Tone**

    □ Circle any words which contribute to the tone of the poem.

    □ At the end of each stanza, write adjectives which describe the tone / mood at that point.

    □ Identify any changes in tone.

    Once you have annotated and analyzed the poem as much as you can, you will be more able to interpret it and find links between the structural elements identified and the meaning

    ## image1.png

    **## week3AnnotatingaLITERARY.docx**

    ### Annotating a LITERARY Text: Poem

    Annotating involves interacting with the text and making meaning of what you are reading rather

    than simply reading for theme. Every so often, stop and record OBSERVATIONS about different

    elements that you see in your poem such as tone,
    [speaker](https://dictionary.cambridge.org/dictionary/english/speaker), language,
    [imagery](https://dailytimepoems.com/simile-poems/), symbolism, or other characteristics. Don’t simply note the existence of these elements; write a few sentences to elaborate on your observations and connect those observations to the points that the author is making about humanity and life, including points about psychological, historical, political, and/or social issues. You will be reading beyond the plot for the layers of meaning created by the literary devices used by the author.

    In this assignment, you’ll be asked to read and annotate any one poem from this week’s readings. Please remember to copy and paste the poem you wish to annotate below. Before proceeding,
    turn on
    **Track Changes under the Review tab in Word**. Be sure your Track Changes shows
    **All Markup** not just a Simple Markup.

    ![](https://www.sweetstudy.com/questions/week3-20925137)

    Alternately, you can annotate with pen on printed paper. Take a picture or scan the paper once you are done and upload it to this link.

    **Step-by-Step Guide to Annotating a Poem**

    First, read the poem a few times, then take out a pen and begin to annotate if you wish to do it on paper. You may want to take out a few different pens, and use a different color for each step. If you want to annotate on Word, you will have the option to change the color of the ink.

    **Step One: The Title**

    □ Comment on the title. Is it significant? How does it relate to the poem?

    □ What do we learn through the title, before we even read the poem?

    Reflect on the connotations of words in the title; underline significant ones.

    **Step Two: Understanding the Meaning**

    □ After each stanza, briefly summarize the meaning (try to do this in a few words only).

    □ Try to paraphrase the whole poem in one line.

    □ Identify the speaker; highlight words which relate to the speaker.

    **Step THREE: Stanza Structure and Rhyme Scheme**

    □ Indicate how the poem is divided (or not) into sections. Is it regular or irregular?

    □ Note the rhyme scheme (use corresponding letters for end rhymes: e.g. ABAB CDCD etc.)

    **Step Four: Line Structure**

    □ Identify the syllable stress, foot and meter.

    □ Comment on the length of the lines (highlight any lines which are particularly long or short).

    □ Highlight any line breaks which are significant.

    □ Identify any examples of enjambment or any caesuras.

    **Step Five: The Language**

    □ Underline and comment on any figurative language techniques (metaphors, similes, alliteration, assonance, hyperbole, oxymorons, anaphora, onomatopoeia etc.).

    □ Comment on the diction: elements of formal or informal language, colloquialisms, dialect etc.

    □ Circle any notable uses of punctuation and comment on them.

    □ Identify any repetition (of single words, phrases or whole lines).

    **Step Six: Identifying Tone**

    □ Circle any words which contribute to the tone of the poem.

    □ At the end of each stanza, write adjectives which describe the tone / mood at that point.

    □ Identify any changes in tone.

    Once you have annotated and analyzed the poem as much as you can, you will be more able to interpret it and find links between the structural elements identified and the meaning

    ## image1.png

  • [Solved] WEEK 3 assigment

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    Executive Solution Overview

    ONE QUESTION – ## Week3Example2025.docx – ## Week3AssignmentTheComplete.docx **## Week3Example2025.docx** Considering a Woman’s Individual Identity: Lepucki’s Use of Rhetorical Writing Strategies Jane Dough English Department ENC 1101: English Composition I Keiser University August 20, 2025 2 Consid…

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    Assignment Prompt & Instructions

    ONE QUESTION

    – ## Week3Example2025.docx

    – ## Week3AssignmentTheComplete.docx

    **## Week3Example2025.docx**

    Considering a Woman’s Individual Identity: Lepucki’s Use of

    Rhetorical Writing Strategies

    Jane Dough
    English Department

    ENC 1101: English Composition I
    Keiser University
    August 20, 2025

    2
    Considering a Woman’s Individual Identity: Lepucki’s Use of
    Rhetorical Writing Strategies

    In the essay “Our Mothers as We Never Saw Them” Lepucki (2017/2022) examines the
    difference between children’s views of their mothers versus the women they actually are, or were. To highlight these differing perspectives, Lepucki (2017/2022) discusses a variety of photographs, that were gathered through a social media prompt, of women before they became mothers and suggests that children see their mothers as a series of events that happened to them in their lives before motherhood. However, these experiences don’t necessarily shape who these omen became later in life. Lepucki’s essay is effectively written using the description, narration, and compare and contrast rhetorical writing strategies to show that a woman’s life experiences do not change her individual identity.
    The descriptive rhetorical writing strategy is a significant method writers use to help the
    reader become more engaged in a work through the use of sensory appeal. Lepucki (2017/2022) uses descriptive passages to illustrate a variety of visual details about the women, who are now mothers, studied through the use of photographs of the women when they were young. For example, Lepucki (2017/2022) describes the women this way: “The young women in these pictures are beautiful, fierce, sassy, goofy, cool, sweet—sometimes all at once” (p. 987). These adjectives suggest some of the various traits of the women portrayed in the pictures. These descriptive words say more about the women’s attitudes, which are a part of their identities, than their physical appearance or past experiences. Similarly, Lepucki (2017/2022) observes that,

    3
    “Sometimes, too, a photo deepens the mystery of a mother” (p. 987). This is in reference to a woman named Emma who only has a photograph and the memories of family members to learn about her own mother, who died when Emma was only eight years old. This suggests that the photograph provides Emma with a glimpse into her mother’s identity, but perhaps leaves her with more questions than answers.

    Another useful rhetorical writing strategy is narration, which emphasizes storytelling as a way to convey a message to the audience. Lepucki (2017/2022) uses narration as the primary organizational strategy for the essay and weaves in stories to shed light on some of the experiences children might imagine their mothers having long before they were born. For instance, Lepucki (2017/2022) states, “Many of us find a breezy toughness in the bygone versions of our mothers, and we envy it. Before a kid or two tied her down, Mom was hitchhiking, or she was playing softball with guys… (p. 988). Lepucki (2017/2022) goes on to suggest that children “admire and celebrate” (p. 988) these qualities as being the “prerequisite for a properly executed womanhood” (p. 988). Again, these perceived traits say more about the women themselves, their identities, than their experiences throughout their lives.

    Furthermore, the comparison and contrast rhetorical mode is useful for showing
    similarities and/or differences between concepts to further enhance the reader’s understanding of an idea. For example, Lepucki (2017/2022) uses the compare and contrast strategy when she presents the reader with a variety of diametrically contrasting words to signify the complexity of the women’s identities, such as “nurturing or disapproving,” “pestering or supporting” (p. 989),

    4
    “sexual and maternal, daring and responsible, innocent and wise” (p. 988). Even the explanation of the audience’s possible reaction to old photos of their own mothers when they were young represents the contrasting feelings they might have, such as calling them “both a chasm and a bridge” (Lepucki, 2017/2022, p. 988). This implies that the old photos might cause a break in the reader’s understanding of their mothers while, at the same time, coming to a more substantial comprehension of them.

    Overall, Lepucki’s strategic use of the descriptive, narrative, and compare and contrast
    rhetorical writing modes in the essay “Our Mothers as We Never Say Them” successfully sends the message that a woman’s identity goes way deeper than the sum of her experiences.

    This concept is especially evident in the passage, “…time, aging and motherhood cannot take away a woman’s essential identity” Lepucki (2017/2022, p. 986). While children may think they know their mothers based on the photographs and the experiences that have heard about, these events highlight only certain aspects of their mothers’ lives. This misconception is understandable because children rely on their parents, other relatives, to share who their mothers were in their youth. It clear that a woman’s identity is not based on the experiences she has. Her identity is a part of who she is at her very core, regardless of what happened before, or after, her children came into this world.

    **## Week3AssignmentTheComplete.docx**

    Assignment, you will be writing your final 1000-word . You will continue your process of interpreting and responding to one of the three selected

    Review the rubric for this assignment by clicking on "This item is graded with a rubric" under the Details & Information section

    · Review a model student submission:

    **Week 3 Example 2025**

    You should be writing about one of the following essa(y)s from your
    _Norton Field Guide to Writing with Readings_:

    **"Homeless on Campus” (Bader, 2004/2022, p. 792)**

    **"The Endless, Invisible Persuasion Tactics of the Internet," (Fussell, 2019/2022, p. 798)**

    **"Cyberloafing, Distraction or Motivation?" (Avila, 2019/2022, p. 803)**

    **Your essa(y) should include the following:**

    **At least 5 paragraphs total, one paragraph (5-8 sentences) for each response (make sure your paragraphs start with a half inch indentation). Make sure your body paragraphs follow the order of your thesis statement. Use only the third person point of view for this essay. Avoid referring to your own essa(y) or your writing process.**

    **Introductory paragraph:**

    1. Begin with a sentence Introducing the author of the essa(y) you are interpreting.

    2. Write a 4-7 sentence summary of the essa(y) you selected.

    3. End your introductory paragraph with your thesis statement from the proposal worksheet.

    **Body paragraph detailing the first rhetorical mode:**

    1. Start with a topic sentence introducing first rhetorical mode from thesis statement.

    2. Essa(y) evidence that illustrates rhetorical mode being used (use a signal phrase and an APA in-text citation).

    3.
    Explain how/why essa(y) evidence illustrates the first rhetorical mode.

    **Body paragraph detailing the second rhetorical mode:**

    1. Start with a topic sentence introducing second rhetorical mode from thesis statement.

    2. Provide evidence from the essa(y) that illustrates rhetorical mode being used (use a signal phrase and an APA in-text citation).

    3. Explain how/why the essa(y) evidence illustrates the first rhetorical mode.

    **Body paragraph detailing the third rhetorical mode:**

    1. Start with a topic sentence introducing the third rhetorical mode from thesis statement.

    2. Provide evidence from the essa(y) that illustrates the rhetorical mode being used (use a signal phrase and an APA in-text citation).

    3. Explain how/why the essa(y) evidence illustrates the first rhetorical mode.

    **Concluding paragraph:**

    1. Restate your thesis using different wording.

    2. Write 3-4 sentences that summarize your interpretation.

    3. Share your final thoughts about your analysis of the essa(y).

    **REQUIREMENTS**

    ·
    **1000 words (minimum)**

    ·
    **Your primary source (selected essa(y)) with in-text citations**

    ·
    **No outside research should be cited or included in your essa(y)**

    ·
    **Attach a Microsoft Word document formatted to APA standards, including title page and a reference page.**

    ·
    **Submission to OWL is recommended. Use of Tutor.com is recommended.**

    **Please note the following:**

    ·
    **All papers must be Microsoft Word documents.**

    ·
    **The paper is double-spaced in Times New Roman, size 12, and has no extra line space between the paragraphs.**

    ·
    **The paper uses one-inch margins and half-inch indentions for the beginning of paragraphs. You can set this up in Microsoft Word to automatically default to these settings for your paper.**

    ·
    **Your paper should include a title page, body text, and a references page.**

    **HOW TO SUBMIT THIS ASSIGNMENT**

    · Title the Word document JonesA_ Evaluative Essa(y) (change JonesA to your last name and first initial). If you have a title for the essay, center it as a double-spaced half-line just above the text.

    · To submit your paper, click on the paperclip icon below and upload your paper from your computer. Be sure that you see your paper once it is uploaded. Do NOT copy and paste your writing. Assignments submitted incorrectly will be returned ungraded. Please make sure  you upload your paper.

    **## Week3AssignmentTheComplete.docx**

    Assignment, you will be writing your final 1000-word . You will continue your process of interpreting and responding to one of the three selected

    Review the rubric for this assignment by clicking on "This item is graded with a rubric" under the Details & Information section

    · Review a model student submission:

    **Week 3 Example 2025**

    You should be writing about one of the following essa(y)s from your
    _Norton Field Guide to Writing with Readings_:

    **"Homeless on Campus” (Bader, 2004/2022, p. 792)**

    **"The Endless, Invisible Persuasion Tactics of the Internet," (Fussell, 2019/2022, p. 798)**

    **"Cyberloafing, Distraction or Motivation?" (Avila, 2019/2022, p. 803)**

    **Your essa(y) should include the following:**

    **At least 5 paragraphs total, one paragraph (5-8 sentences) for each response (make sure your paragraphs start with a half inch indentation). Make sure your body paragraphs follow the order of your thesis statement. Use only the third person point of view for this essay. Avoid referring to your own essa(y) or your writing process.**

    **Introductory paragraph:**

    1. Begin with a sentence Introducing the author of the essa(y) you are interpreting.

    2. Write a 4-7 sentence summary of the essa(y) you selected.

    3. End your introductory paragraph with your thesis statement from the proposal worksheet.

    **Body paragraph detailing the first rhetorical mode:**

    1. Start with a topic sentence introducing first rhetorical mode from thesis statement.

    2. Essa(y) evidence that illustrates rhetorical mode being used (use a signal phrase and an APA in-text citation).

    3.
    Explain how/why essa(y) evidence illustrates the first rhetorical mode.

    **Body paragraph detailing the second rhetorical mode:**

    1. Start with a topic sentence introducing second rhetorical mode from thesis statement.

    2. Provide evidence from the essa(y) that illustrates rhetorical mode being used (use a signal phrase and an APA in-text citation).

    3. Explain how/why the essa(y) evidence illustrates the first rhetorical mode.

    **Body paragraph detailing the third rhetorical mode:**

    1. Start with a topic sentence introducing the third rhetorical mode from thesis statement.

    2. Provide evidence from the essa(y) that illustrates the rhetorical mode being used (use a signal phrase and an APA in-text citation).

    3. Explain how/why the essa(y) evidence illustrates the first rhetorical mode.

    **Concluding paragraph:**

    1. Restate your thesis using different wording.

    2. Write 3-4 sentences that summarize your interpretation.

    3. Share your final thoughts about your analysis of the essa(y).

    **REQUIREMENTS**

    ·
    **1000 words (minimum)**

    ·
    **Your primary source (selected essa(y)) with in-text citations**

    ·
    **No outside research should be cited or included in your essa(y)**

    ·
    **Attach a Microsoft Word document formatted to APA standards, including title page and a reference page.**

    ·
    **Submission to OWL is recommended. Use of Tutor.com is recommended.**

    **Please note the following:**

    ·
    **All papers must be Microsoft Word documents.**

    ·
    **The paper is double-spaced in Times New Roman, size 12, and has no extra line space between the paragraphs.**

    ·
    **The paper uses one-inch margins and half-inch indentions for the beginning of paragraphs. You can set this up in Microsoft Word to automatically default to these settings for your paper.**

    ·
    **Your paper should include a title page, body text, and a references page.**

    **HOW TO SUBMIT THIS ASSIGNMENT**

    · Title the Word document JonesA_ Evaluative Essa(y) (change JonesA to your last name and first initial). If you have a title for the essay, center it as a double-spaced half-line just above the text.

    · To submit your paper, click on the paperclip icon below and upload your paper from your computer. Be sure that you see your paper once it is uploaded. Do NOT copy and paste your writing. Assignments submitted incorrectly will be returned ungraded. Please make sure  you upload your paper.

    **## Week3Example2025.docx**

    Considering a Woman’s Individual Identity: Lepucki’s Use of

    Rhetorical Writing Strategies

    Jane Dough
    English Department

    ENC 1101: English Composition I
    Keiser University
    August 20, 2025

    2
    Considering a Woman’s Individual Identity: Lepucki’s Use of
    Rhetorical Writing Strategies

    In the essay “Our Mothers as We Never Saw Them” Lepucki (2017/2022) examines the
    difference between children’s views of their mothers versus the women they actually are, or were. To highlight these differing perspectives, Lepucki (2017/2022) discusses a variety of photographs, that were gathered through a social media prompt, of women before they became mothers and suggests that children see their mothers as a series of events that happened to them in their lives before motherhood. However, these experiences don’t necessarily shape who these omen became later in life. Lepucki’s essay is effectively written using the description, narration, and compare and contrast rhetorical writing strategies to show that a woman’s life experiences do not change her individual identity.
    The descriptive rhetorical writing strategy is a significant method writers use to help the
    reader become more engaged in a work through the use of sensory appeal. Lepucki (2017/2022) uses descriptive passages to illustrate a variety of visual details about the women, who are now mothers, studied through the use of photographs of the women when they were young. For example, Lepucki (2017/2022) describes the women this way: “The young women in these pictures are beautiful, fierce, sassy, goofy, cool, sweet—sometimes all at once” (p. 987). These adjectives suggest some of the various traits of the women portrayed in the pictures. These descriptive words say more about the women’s attitudes, which are a part of their identities, than their physical appearance or past experiences. Similarly, Lepucki (2017/2022) observes that,

    3
    “Sometimes, too, a photo deepens the mystery of a mother” (p. 987). This is in reference to a woman named Emma who only has a photograph and the memories of family members to learn about her own mother, who died when Emma was only eight years old. This suggests that the photograph provides Emma with a glimpse into her mother’s identity, but perhaps leaves her with more questions than answers.

    Another useful rhetorical writing strategy is narration, which emphasizes storytelling as a way to convey a message to the audience. Lepucki (2017/2022) uses narration as the primary organizational strategy for the essay and weaves in stories to shed light on some of the experiences children might imagine their mothers having long before they were born. For instance, Lepucki (2017/2022) states, “Many of us find a breezy toughness in the bygone versions of our mothers, and we envy it. Before a kid or two tied her down, Mom was hitchhiking, or she was playing softball with guys… (p. 988). Lepucki (2017/2022) goes on to suggest that children “admire and celebrate” (p. 988) these qualities as being the “prerequisite for a properly executed womanhood” (p. 988). Again, these perceived traits say more about the women themselves, their identities, than their experiences throughout their lives.

    Furthermore, the comparison and contrast rhetorical mode is useful for showing
    similarities and/or differences between concepts to further enhance the reader’s understanding of an idea. For example, Lepucki (2017/2022) uses the compare and contrast strategy when she presents the reader with a variety of diametrically contrasting words to signify the complexity of the women’s identities, such as “nurturing or disapproving,” “pestering or supporting” (p. 989),

    4
    “sexual and maternal, daring and responsible, innocent and wise” (p. 988). Even the explanation of the audience’s possible reaction to old photos of their own mothers when they were young represents the contrasting feelings they might have, such as calling them “both a chasm and a bridge” (Lepucki, 2017/2022, p. 988). This implies that the old photos might cause a break in the reader’s understanding of their mothers while, at the same time, coming to a more substantial comprehension of them.

    Overall, Lepucki’s strategic use of the descriptive, narrative, and compare and contrast
    rhetorical writing modes in the essay “Our Mothers as We Never Say Them” successfully sends the message that a woman’s identity goes way deeper than the sum of her experiences.

    This concept is especially evident in the passage, “…time, aging and motherhood cannot take away a woman’s essential identity” Lepucki (2017/2022, p. 986). While children may think they know their mothers based on the photographs and the experiences that have heard about, these events highlight only certain aspects of their mothers’ lives. This misconception is understandable because children rely on their parents, other relatives, to share who their mothers were in their youth. It clear that a woman’s identity is not based on the experiences she has. Her identity is a part of who she is at her very core, regardless of what happened before, or after, her children came into this world.

    **## Week3AssignmentTheComplete.docx**

    Assignment, you will be writing your final 1000-word . You will continue your process of interpreting and responding to one of the three selected

    Review the rubric for this assignment by clicking on "This item is graded with a rubric" under the Details & Information section

    · Review a model student submission:

    **Week 3 Example 2025**

    You should be writing about one of the following essa(y)s from your
    _Norton Field Guide to Writing with Readings_:

    **"Homeless on Campus” (Bader, 2004/2022, p. 792)**

    **"The Endless, Invisible Persuasion Tactics of the Internet," (Fussell, 2019/2022, p. 798)**

    **"Cyberloafing, Distraction or Motivation?" (Avila, 2019/2022, p. 803)**

    **Your essa(y) should include the following:**

    **At least 5 paragraphs total, one paragraph (5-8 sentences) for each response (make sure your paragraphs start with a half inch indentation). Make sure your body paragraphs follow the order of your thesis statement. Use only the third person point of view for this essay. Avoid referring to your own essa(y) or your writing process.**

    **Introductory paragraph:**

    1. Begin with a sentence Introducing the author of the essa(y) you are interpreting.

    2. Write a 4-7 sentence summary of the essa(y) you selected.

    3. End your introductory paragraph with your thesis statement from the proposal worksheet.

    **Body paragraph detailing the first rhetorical mode:**

    1. Start with a topic sentence introducing first rhetorical mode from thesis statement.

    2. Essa(y) evidence that illustrates rhetorical mode being used (use a signal phrase and an APA in-text citation).

    3.
    Explain how/why essa(y) evidence illustrates the first rhetorical mode.

    **Body paragraph detailing the second rhetorical mode:**

    1. Start with a topic sentence introducing second rhetorical mode from thesis statement.

    2. Provide evidence from the essa(y) that illustrates rhetorical mode being used (use a signal phrase and an APA in-text citation).

    3. Explain how/why the essa(y) evidence illustrates the first rhetorical mode.

    **Body paragraph detailing the third rhetorical mode:**

    1. Start with a topic sentence introducing the third rhetorical mode from thesis statement.

    2. Provide evidence from the essa(y) that illustrates the rhetorical mode being used (use a signal phrase and an APA in-text citation).

    3. Explain how/why the essa(y) evidence illustrates the first rhetorical mode.

    **Concluding paragraph:**

    1. Restate your thesis using different wording.

    2. Write 3-4 sentences that summarize your interpretation.

    3. Share your final thoughts about your analysis of the essa(y).

    **REQUIREMENTS**

    ·
    **1000 words (minimum)**

    ·
    **Your primary source (selected essa(y)) with in-text citations**

    ·
    **No outside research should be cited or included in your essa(y)**

    ·
    **Attach a Microsoft Word document formatted to APA standards, including title page and a reference page.**

    ·
    **Submission to OWL is recommended. Use of Tutor.com is recommended.**

    **Please note the following:**

    ·
    **All papers must be Microsoft Word documents.**

    ·
    **The paper is double-spaced in Times New Roman, size 12, and has no extra line space between the paragraphs.**

    ·
    **The paper uses one-inch margins and half-inch indentions for the beginning of paragraphs. You can set this up in Microsoft Word to automatically default to these settings for your paper.**

    ·
    **Your paper should include a title page, body text, and a references page.**

    **HOW TO SUBMIT THIS ASSIGNMENT**

    · Title the Word document JonesA_ Evaluative Essa(y) (change JonesA to your last name and first initial). If you have a title for the essay, center it as a double-spaced half-line just above the text.

    · To submit your paper, click on the paperclip icon below and upload your paper from your computer. Be sure that you see your paper once it is uploaded. Do NOT copy and paste your writing. Assignments submitted incorrectly will be returned ungraded. Please make sure  you upload your paper.

    **## Week3Example2025.docx**

    Considering a Woman’s Individual Identity: Lepucki’s Use of

    Rhetorical Writing Strategies

    Jane Dough
    English Department

    ENC 1101: English Composition I
    Keiser University
    August 20, 2025

    2
    Considering a Woman’s Individual Identity: Lepucki’s Use of
    Rhetorical Writing Strategies

    In the essay “Our Mothers as We Never Saw Them” Lepucki (2017/2022) examines the
    difference between children’s views of their mothers versus the women they actually are, or were. To highlight these differing perspectives, Lepucki (2017/2022) discusses a variety of photographs, that were gathered through a social media prompt, of women before they became mothers and suggests that children see their mothers as a series of events that happened to them in their lives before motherhood. However, these experiences don’t necessarily shape who these omen became later in life. Lepucki’s essay is effectively written using the description, narration, and compare and contrast rhetorical writing strategies to show that a woman’s life experiences do not change her individual identity.
    The descriptive rhetorical writing strategy is a significant method writers use to help the
    reader become more engaged in a work through the use of sensory appeal. Lepucki (2017/2022) uses descriptive passages to illustrate a variety of visual details about the women, who are now mothers, studied through the use of photographs of the women when they were young. For example, Lepucki (2017/2022) describes the women this way: “The young women in these pictures are beautiful, fierce, sassy, goofy, cool, sweet—sometimes all at once” (p. 987). These adjectives suggest some of the various traits of the women portrayed in the pictures. These descriptive words say more about the women’s attitudes, which are a part of their identities, than their physical appearance or past experiences. Similarly, Lepucki (2017/2022) observes that,

    3
    “Sometimes, too, a photo deepens the mystery of a mother” (p. 987). This is in reference to a woman named Emma who only has a photograph and the memories of family members to learn about her own mother, who died when Emma was only eight years old. This suggests that the photograph provides Emma with a glimpse into her mother’s identity, but perhaps leaves her with more questions than answers.

    Another useful rhetorical writing strategy is narration, which emphasizes storytelling as a way to convey a message to the audience. Lepucki (2017/2022) uses narration as the primary organizational strategy for the essay and weaves in stories to shed light on some of the experiences children might imagine their mothers having long before they were born. For instance, Lepucki (2017/2022) states, “Many of us find a breezy toughness in the bygone versions of our mothers, and we envy it. Before a kid or two tied her down, Mom was hitchhiking, or she was playing softball with guys… (p. 988). Lepucki (2017/2022) goes on to suggest that children “admire and celebrate” (p. 988) these qualities as being the “prerequisite for a properly executed womanhood” (p. 988). Again, these perceived traits say more about the women themselves, their identities, than their experiences throughout their lives.

    Furthermore, the comparison and contrast rhetorical mode is useful for showing
    similarities and/or differences between concepts to further enhance the reader’s understanding of an idea. For example, Lepucki (2017/2022) uses the compare and contrast strategy when she presents the reader with a variety of diametrically contrasting words to signify the complexity of the women’s identities, such as “nurturing or disapproving,” “pestering or supporting” (p. 989),

    4
    “sexual and maternal, daring and responsible, innocent and wise” (p. 988). Even the explanation of the audience’s possible reaction to old photos of their own mothers when they were young represents the contrasting feelings they might have, such as calling them “both a chasm and a bridge” (Lepucki, 2017/2022, p. 988). This implies that the old photos might cause a break in the reader’s understanding of their mothers while, at the same time, coming to a more substantial comprehension of them.

    Overall, Lepucki’s strategic use of the descriptive, narrative, and compare and contrast
    rhetorical writing modes in the essay “Our Mothers as We Never Say Them” successfully sends the message that a woman’s identity goes way deeper than the sum of her experiences.

    This concept is especially evident in the passage, “…time, aging and motherhood cannot take away a woman’s essential identity” Lepucki (2017/2022, p. 986). While children may think they know their mothers based on the photographs and the experiences that have heard about, these events highlight only certain aspects of their mothers’ lives. This misconception is understandable because children rely on their parents, other relatives, to share who their mothers were in their youth. It clear that a woman’s identity is not based on the experiences she has. Her identity is a part of who she is at her very core, regardless of what happened before, or after, her children came into this world.

    **## Week3AssignmentTheComplete.docx**

    Assignment, you will be writing your final 1000-word . You will continue your process of interpreting and responding to one of the three selected

    Review the rubric for this assignment by clicking on "This item is graded with a rubric" under the Details & Information section

    · Review a model student submission:

    **Week 3 Example 2025**

    You should be writing about one of the following essa(y)s from your
    _Norton Field Guide to Writing with Readings_:

    **"Homeless on Campus” (Bader, 2004/2022, p. 792)**

    **"The Endless, Invisible Persuasion Tactics of the Internet," (Fussell, 2019/2022, p. 798)**

    **"Cyberloafing, Distraction or Motivation?" (Avila, 2019/2022, p. 803)**

    **Your essa(y) should include the following:**

    **At least 5 paragraphs total, one paragraph (5-8 sentences) for each response (make sure your paragraphs start with a half inch indentation). Make sure your body paragraphs follow the order of your thesis statement. Use only the third person point of view for this essay. Avoid referring to your own essa(y) or your writing process.**

    **Introductory paragraph:**

    1. Begin with a sentence Introducing the author of the essa(y) you are interpreting.

    2. Write a 4-7 sentence summary of the essa(y) you selected.

    3. End your introductory paragraph with your thesis statement from the proposal worksheet.

    **Body paragraph detailing the first rhetorical mode:**

    1. Start with a topic sentence introducing first rhetorical mode from thesis statement.

    2. Essa(y) evidence that illustrates rhetorical mode being used (use a signal phrase and an APA in-text citation).

    3.
    Explain how/why essa(y) evidence illustrates the first rhetorical mode.

    **Body paragraph detailing the second rhetorical mode:**

    1. Start with a topic sentence introducing second rhetorical mode from thesis statement.

    2. Provide evidence from the essa(y) that illustrates rhetorical mode being used (use a signal phrase and an APA in-text citation).

    3. Explain how/why the essa(y) evidence illustrates the first rhetorical mode.

    **Body paragraph detailing the third rhetorical mode:**

    1. Start with a topic sentence introducing the third rhetorical mode from thesis statement.

    2. Provide evidence from the essa(y) that illustrates the rhetorical mode being used (use a signal phrase and an APA in-text citation).

    3. Explain how/why the essa(y) evidence illustrates the first rhetorical mode.

    **Concluding paragraph:**

    1. Restate your thesis using different wording.

    2. Write 3-4 sentences that summarize your interpretation.

    3. Share your final thoughts about your analysis of the essa(y).

    **REQUIREMENTS**

    ·
    **1000 words (minimum)**

    ·
    **Your primary source (selected essa(y)) with in-text citations**

    ·
    **No outside research should be cited or included in your essa(y)**

    ·
    **Attach a Microsoft Word document formatted to APA standards, including title page and a reference page.**

    ·
    **Submission to OWL is recommended. Use of Tutor.com is recommended.**

    **Please note the following:**

    ·
    **All papers must be Microsoft Word documents.**

    ·
    **The paper is double-spaced in Times New Roman, size 12, and has no extra line space between the paragraphs.**

    ·
    **The paper uses one-inch margins and half-inch indentions for the beginning of paragraphs. You can set this up in Microsoft Word to automatically default to these settings for your paper.**

    ·
    **Your paper should include a title page, body text, and a references page.**

    **HOW TO SUBMIT THIS ASSIGNMENT**

    · Title the Word document JonesA_ Evaluative Essa(y) (change JonesA to your last name and first initial). If you have a title for the essay, center it as a double-spaced half-line just above the text.

    · To submit your paper, click on the paperclip icon below and upload your paper from your computer. Be sure that you see your paper once it is uploaded. Do NOT copy and paste your writing. Assignments submitted incorrectly will be returned ungraded. Please make sure  you upload your paper.

    – 1
    – 2

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