help with 2 essys due in 4 days
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files (8)Compare-and-Contrast-Essay-Outline-Template.doc
finaldefsample.docx
CompareContrastPresentationRevised-1.pptx
FredRogers-TestimonytoCongressonPBSFunding-2.pdf
Week3DefessayWeek4CC.docx
- Transitions1.pdf
- Whatiftheyburyme......-2.pdf
- Letter_Birmingham_Jail.pdf
Compare-and-Contrast-Essay-Outline-Template.doc
Compare and Contrast Outline
A. Introduction
a. Thesis statement
B. Body Paragraphs
a. Body paragraph #1—First aspect that’s similar or different
i. Subject #1
1. Detail #1
2. Detail #2
ii. Subject #2
1. Detail #1
2. Detail #2
b. Body paragraph #2—Second aspect that’s similar or different
i. Subject #1
1. Detail #1
2. Detail #2
ii. Subject #2
1. Detail #1
2. Detail #2
c. Body paragraph #3—Third aspect that’s similar or different
i. Subject #1
1. Detail #1
2. Detail #2
ii. Subject #2
1. Detail #1
2. Detail #2
C. Conclusion
a. Summary of main points—Restate thesis while synthesizing information from body paragraphs
finaldefsample.docx
2
Sample student
Instructor Jones
English 101-107
3 March 2022
The Fairytale Woman
Fairytales are often used as a template for how a woman’s life should be. The struggle, the saving prince, and finally the happy ending. Anne Sexton offers a different view on the same old story. She gives us a glimpse of the sadder parts of a fairytale, the side so many often try to ignore. Sexton paints a vivid picture of the woman who chooses not to conform to the standards of society, a woman who is not afraid of what the world may think of her, a woman who is complex and unhappy in her daily life. Fairytale symbolism is used to define the three complex roles a woman plays in society the outsider, the housewife, and the adulteress.
The witch is used as a symbol for the woman who does not fit perfectly into the role that society put her in, so she becomes the outsider. Anne Sexton says, “I [go] out, a possessed witch, haunting the black air, braver at night” (Sexton 462). She uses the witch to show how the publics sees certain women. A woman of the time is supposed to follow a specific role and when she does not the world viewed her as an outsider. Often it times it is the woman who does not want to be a wife and mother. The witch in the fairytale is the character who does not follow the norms and because of that she is pushed out. She is made to think that she is evil and so she becomes what the world makes of her. The woman may not be a bad person but because she does not follow the rules set out for her, by the world that is trying to control her, she becomes the outcast, the witch.
The second role that is described this that of the kindhearted caretaker and she is used to describe the role of the housewife. Sexton says I “[fix] the suppers for the worms and the elves” (Sexton 463). This character is always someone who comes into a situation to help and care for those in need. She cleans, cooks, and cares for all the creatures of the forest just as the housewife does for her husband and children. The women during this time are to be the maid, the teacher, the nurse, the friend, and the love that her husband and children need and to never be a nuisance. They are to never show any unhappiness or weakness in their role or to speak out about the negative behaviors of her husband. The kindhearted fairytale character and the housewife are expected to do it all while singing and smiling no matter what their true feeling are.
The final fairytale character is the princess, and she is used to describe the adulteress. Sexton says, “I [ride] in your cart, driver, [wave] my nude arms at villages going by, learning the last bright routes” (Sexton 463). Sexton’s use of the princess to describe the adulteress is a bit of a conundrum. The princess is the beautiful character who deserves a happy ending with her prince. The adulteress on the other hand is not someone who society views as deserving of a happy life. By comparing the two characters Sexton shows how these two are controlled by the men who come to save them. They do not get to decide their own destiny they must sit happily in the wagon as it rides off into the sunset. If they are ever unhappy in their positions, then they must sit and deal with it because talking about it is not something good women do. While they may be opposites the princess and the adulteress are always saved by the next relationship.
Sexton’s use of fairytale characters shows just how complex the life of a woman can be and how easy it is to put blinders on and make a woman fit into any category that society chooses. She also shows how easy it is to upset the hierarchy by not playing by the rules of the game. Women are not allowed to be more than what men think of them, so Sexton uses a fairytale to show how complex the nature of women can be. The use of fairytales brings together the complex roles of a women in society by using a witch to describe an outsider, the kindhearted caretaker as the housewife, and the princess as the adulteress.
Works Cited
Sexton, Anne. “Her Kind.” Back to the Lake: A reader and Guide, edited by Thomas Cooley, 4th ed., W.W. Norton, 2020, pp. 462-463.
CompareContrastPresentationRevised-1.pptx
Compare Contrast
Free write: Choose a topic. Write about the similarities and/or differences
Your life before BPCC. Your life now.
Your old neighborhood vs. where you live now.
Face-to-Face classes vs. Online classes
Two members of your family
Two specific places
Compare and Contrast
contrast: the process of pointing out differences between things.
compare: the process of pointing out similarities between things
Why are comparisons useful?
Making decisions
Persuading others to experience (or purchase) something
Determine which of two items is “better”
To illuminate nuances
To foster understanding
To point out surprising similarities or differences
Used in daily life to evaluate
Jonathan Brown (JB) -
How do you choose a Subject?
“Make sure that you choose subjects that have obvious similarities and differences”(250).
If you choose to compare people or places, make sure it is on a specific subject, for example, two different types of offices.
Criteria for developing a good comparison:
a good reason for comparing the two
two things you are interested in
choose two things you know about, or choose two things you can learn more about.
Compare/Contrast Cont.
Make sure you have a reason for making a comparison or contrast. You want to reveal something interesting, not state the obvious.
Do not try and cover everything. Limit your essay to important points. Then start a list to come up with ideas.
Compare/Contrast
Your essay does not have to be BOTH a comparison and contrast. You can choose to emphasize the similarities. Or you can focus on the differences. It is up to you.
Two ways to structure your essay
Subject-by-subject
Point-by-Point
*Mixed Sequence (Includes both subject-by-subject and point-by-point)
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FredRogers-TestimonytoCongressonPBSFunding-2.pdf
AAmmeerriiccaannRRhheettoorriicc..ccoomm
Property of AmericanRhetoric.com Page 1
Mr. Fred Rogers
Senate Statement on PBS Funding
delivered 1 May 1969
[AUTHENTICITY CERTIFIED: Text version below transcribed directly from audio]
Senator Pastore: Alright Rogers, you've got the floor.
Mr. Rogers: Senator Pastore, this is a philosophical statement and would take about ten
minutes to read, so I'll not do that. One of the first things that a child learns in a healthy
family is trust, and I trust what you have said that you will read this. It's very important to
me. I care deeply about children.
Senator Pastore: Will it make you happy if you read it?
Mr. Rogers: I'd just like to talk about it, if it's alright. My first children's program was on
WQED fifteen years ago, and its budget was $30. Now, with the help of the Sears-Roebuck
Foundation and National Educational Television, as well as all of the affiliated stations -- each
station pays to show our program. It's a unique kind of funding in educational television. With
this help, now our program has a budget of $6000. It may sound like quite a difference, but
$6000 pays for less than two minutes of cartoons.
AAmmeerriiccaannRRhheettoorriicc..ccoomm
Property of AmericanRhetoric.com Page 2
Two minutes of animated, what I sometimes say, bombardment. I'm very much concerned, as
I know you are, about what's being delivered to our children in this country. And I've worked
in the field of child development for six years now, trying to understand the inner needs of
children. We deal with such things as -- as the inner drama of childhood. We don't have to
bop somebody over the head to...make drama on the screen. We deal with such things as
getting a haircut, or the feelings about brothers and sisters, and the kind of anger that arises
in simple family situations. And we speak to it constructively.
Senator Pastore: How long of a program is it?
Mr. Rogers: It's a half hour every day. Most channels schedule it in the noontime as well as
in the evening. WETA here has scheduled it in the late afternoon.
Senator Pastore: Could we get a copy of this so that we can see it? Maybe not today, but I'd
like to see the program.
Mr. Rogers: I'd like very much for you to see it.
Senator Pastore: I'd like to see the program itself, or any one of them.
Mr. Rogers: We made a hundred programs for EEN, the Eastern Educational Network, and
then when the money ran out, people in Boston and Pittsburgh and Chicago all came to the
fore and said we've got to have more of this neighborhood expression of care. And this is what
-- This is what I give. I give an expression of care every day to each child, to help him realize
that he is unique. I end the program by saying, "You've made this day a special day, by just
your being you. There's no person in the whole world like you, and I like you, just the way
you are." And I feel that if we in public television can only make it clear that feelings are
mentionable and manageable, we will have done a great service for mental health. I think that
it's much more dramatic that two men could be working out their feelings of anger -- much
more dramatic than showing something of gunfire. I'm constantly concerned about what our
children are seeing, and for 15 years I have tried in this country and Canada, to present what
I feel is a meaningful expression of care.
Senator Pastore: Do you narrate it?
AAmmeerriiccaannRRhheettoorriicc..ccoomm
Property of AmericanRhetoric.com Page 3
Mr. Rogers: I'm the host, yes. And I do all the puppets and I write all the music, and I write
all the scripts --
Senator Pastore: Well, I'm supposed to be a pretty tough guy, and this is the first time I've
had goose bumps for the last two days.
Mr. Rogers: Well, I'm grateful, not only for your goose bumps, but for your interest in -- in
our kind of communication. Could I tell you the words of one of the songs, which I feel is very
important?
Senator Pastore: Yes.
Mr. Rogers: This has to do with that good feeling of control which I feel that children need to
know is there. And it starts out, "What do you do with the mad that you feel?" And that first
line came straight from a child. I work with children doing puppets in -- in very personal
communication with small groups:
What do you do with the mad that you feel? When you feel so mad you could bite.
When the whole wide world seems oh so wrong, and nothing you do seems very right.
What do you do? Do you punch a bag? Do you pound some clay or some dough? Do
you round up friends for a game of tag or see how fast you go? It's great to be able to
stop when you've planned a thing that's wrong. And be able to do something else
instead, and think this song --
'I can stop when I want to. Can stop when I wish. Can stop, stop, stop
anytime....And what a good feeling to feel like this! And know that the feeling is
really mine. Know that there's something deep inside that helps us become
what we can. For a girl can be someday a lady, and a boy can be someday a
man.'
Senator Pastore: I think it's wonderful. I think it's wonderful. Looks like you just earned the
20 million dollars.
Week3DefessayWeek4CC.docx
Week 3 Def essay
Details
The Short Story assignment is to do a critical analysis of one of the short stories in the Back to the Lake textbook as the source, which you will cite parenthetically in the body paragraphs, and with the "Works Cited" page as the last page, according to MLA. This shorter literary essay should be a minimum of 750 words If you do not make the length of this assignment, you will not pass. You will also not pass the assignment if you do not have the required number of quotes You must have at least one direct quote in every body paragraph
For the essay, your only direct quotes will be from the story itself .
Remember to only use third person, present tense verbs, and spell out all contractions
This assignment has two goals:
1.You will support your thesis with quotes (only from the story itself) to produce an essay that is a commentary of how the story represents something beyond "the events of the story".
2. Your essay will support and expand your thesis
Write an essay of 500 to 700 words defining “brain death” as a medical condition and ARGUING that patients who meet all the standard criteria for this condition should (or should not) be taken off life support.
T
1. You may use first/second person only in direct quotes .
2. . *Your assignment will not receive a passing grade, if you do not have quotes that are not introduced or cited.... and you will not pass the assignment if it does not meet the length requirement
3. You must spell out all contractions.
4. You may not introduce the quote using simply the author or character's name
750 words If you do not make the length of this assignment, you will not pass. You will also not pass the assignment if you do not have the required number of quotes You must have at least one direct quote in every body paragraph(however, adding additional quotes to a final draft is always encouraged).
Formatting :Font: Times New Roman 12 pt.
Margins and Spacing: 1" and double-spaced (no exceptions).
Page numbers in the header on the top right (at ½") as shown on this document. If they are not in the header, the formatting of the entire paper will be off.
Heading: Put your first and last name, class and section number, the date, and the assignment in the top left corner at the 1"margin. Put my name as "Instructor Jones ."
Required Reading
Add reading assignment and short narrative about this week's class.
What if they bury me......-2.pdf Download What if they bury me......-2.pdf
Week 4 compare contrast essay rd
Details
Instructions: You must submit your rough draft for the Compare-Contrast TEAL (It must be in outline form) outline on Canvas by the due date. Late submissions will not be accepted. Your comparison or contrast essay must be at least 500 words long, typed, double-spaced, 12-point font, Times New Roman font, and in MLA format. Remember to submit your outline as a Word document or a Google doc. If you submit it a different format, I will not be able to grade your work and you will not receive credit for the assignment.
Citations should be the last name of the author followed by page number: (Jones 48). If no page number was included in the source, then just the last name is sufficient.
NOTE: You cannot use the author's name in the quote introduction if it is the only element to put in the citation
For example:
It is clear that he is a key part of the show:” I’m the host, yes. And I write all the music, and I write all the scripts”
(Rogers).
If you do have a page number, then you can use the author's name in the citation:
Mr. Rogers uses logos in a manner which justifies his request for better funding. Rogers presents one example of his predicament with reasonable tone: “It may sound like quite a difference, but $6,000 pays for less than two minutes of cartoons" (4).
If you do not make the length for these , you will not pass. You will also not pass the assignment if you do not have the required number of quotes. I will also grade for run-ons and fragments.
Here is the assignment for your next paper:
Your thesis must have 2 points only ( one comparing and one contrasting )
Even though this essay will not use a story from book you will have two sources to use. You are going to compare the speech from earlier in the semester from Mr. Rodgers to a letter written by Dr. King:
Fred Rogers - Testimony to Congress on PBS Funding-2.pdf Download Fred Rogers - Testimony to Congress on PBS Funding-2.pdf
Letter_Birmingham_Jail.pdf Download Letter_Birmingham_Jail.pdf
Both men used logos, ethos, and pathos to prove their points.
You will not use outside sources for this assignment.
Topic
Pick one from logos, ethos and pathos and explore one way they use it the same and one way they approach it differently.
notes:
Any work that does not meet the word count requirement is submitted late or is about a story or poem that was no assigned will receive a zero 500 words minimum
A paper that does not have the required number of no quotations/citations will receive a minimum grade of 70%(this is where I start grading).
A paper that has quotes that are not introduced, or uses 1ST or 2nd person , or have repeated past tense verbs minimum grade of 80% (this is where I start grading) General Guidelines: The papers should be typed in Times New Roman font.
Each intro and concluding paragraph should be at least five sentences. The body paragraphs should be at least six sentences in length.
Only use third person and make sure that all of your verbs are in present tense.
Each direct quote within your body paragraphs( there should be no quotes in your intro and concluding paragraphs) should be introduced. Two quotes per body paragraph Drafts (both rough and final draft)s that are submitted below the word count limit, containing no internal citations, or without direct quotes from ALL secondary sources will not receive a passing grade!!
Academic Integrity Policy: Any student who plagiarizes any part of his or her work will, at a minimum, automatically receive a 0 for the assignment. Students should be aware of the Student Academic Integrity policy described in the Student Handbook and that if the policy is violated, they will be subjected to disciplinary sanctions listed in the Handbook. Plagiarism includes "copying-and-pasting" un-cited excerpts and working collaboratively with other students. Students are expected to work independently, to generate and express their own ideas about the literature, and to cite those ideas that they have borrowed from others or are using as supportive evidence.
