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Week2ResponsePaper.docx
ENG102W2Mansfield-MissBrill.pdf
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Week2ResponsePaper.docx
Week 2 Response Paper
For this week's response paper, choose ONE of the prompts below:
1. Discuss the portrayal of women in one or more of the stories we’ve read so far. Are they flat or round characters? Static or dynamic? To what degree, in your opinion, are the main female characters depicted in stereotypical ways- and do you think the author was fully aware of any gender stereotypes in his or her depictions? Incorporate evidence from the text(s) in your response.
2. Imagine for a moment that someone was going to take all of the stories assigned in weeks 1 and 2 and destroy them forever: no one in future generations could read about these characters, and no one who had read these would ever again remember them. Somehow, though, you had an opportunity to save ONE of these texts from eradication. Which of these stories would you save for future generations, and why? Think specifically about character as you respond.
3. Do you think that this week’s characters are more to blame for the conflicts and adversities they face, or does the fault lie more greatly in the outside forces affecting them? Pick a side. To answer this question more specifically, imagine for a moment that each of this week’s protagonists were on trial; you can choose to either prosecute or defend each one of them. Which would you prosecute? Which would you defend? Explain.
4. Swap characters from any two of these week 1-2 stories into the other's story, in that character's place. How would either or both of these stories change as a result, and why?
Requirements:
MLA Style and Word Count
· Your analysis should contain at least ONE direct quote and ONE paraphrase from the text (with MLA in-text citations as necessary), and your paper should include an MLA-formatted Works Cited page. For more information about MLA style, view the MLA Formatting and Citations page.
· Remember to observe MLA formatting: double-space your paper, with headings and a centered title on page 1; use 12 Times New Roman font.
· Your finished response should be at least 800-1000 words .
Structure
· The introduction paragraph should include a clear thesis statement. It should also clearly identify the title of the literature you've chosen to write about, as well as the author's name.
· Each body paragraph should have a clear topic sentence that relates back to the thesis. The information in each paragraph should relate to the topic sentence.
· The conclusion paragraph should restate the thesis, summarize the main points of your argument, and offer some closing context or insight regarding your topic.
Mechanics, Grammar, and Punctuation
· All written assignments should be mechanically and grammatically correct, with proper punctuation.
· Use third-person person point-of-view in order to maintain objectivity. Other general writing tips are located in this week's "How to Write a Response Paper" resource.
Grading:
· All response papers in English 102 will be graded using the Response Paper Rubric that can be found in the Course Rubrics folder.
· 2. Response Paper Rubric
|
CATEGORY |
20 – Advanced Proficiency |
15 – Proficient |
10 – Approaching College Level |
|
Topic/ Thesis |
The writer provides a clear and thoughtful thesis that accurately responds to the paper instructions. |
The writer provides a clear thesis that accurately responds to one of the provided questions. |
The writer provides a thesis that is generally effective, but may lack depth. |
|
Comprehensibility |
All sentences are clear and understandable; the author employs vocabulary, grammar, and mechanics that are nearly error-free. |
Most sentences are clear and understandable; the author employs vocabulary, grammar and mechanics that demonstrate college-level understanding and execution of Standard English. |
Some sentences are not clear and understandable; the author sometimes employs vocabulary, grammar and mechanics that do not demonstrate college-level writing ability. |
|
Reasoning |
The essay features a logical progression of sophisticated and interesting ideas that support the focus of the paper. |
The essay features a logical progression of ideas that support the focus of the paper. |
The essay features applicable ideas, but these aren't always delivered in a logical order, or they don't necessarily support the focus of the paper. |
|
Details |
The author consistently and effectively uses specific details from the text. |
The author has used a sufficient number of specific, accurate details from the text. |
The author has not used enough specific details. Overall, details are limited in number and clarity. |
|
Sources |
Works cited page is correctly formatted. In-text citations are present and consistent throughout. All sources are credible and relevant. |
Works cited page and in-text citations are mostly formatted correctly. All sources are credible and relevant. |
Works cited page and in-text citations contain several formatting errors. All sources are credible and relevant. |
Class,
The Week 2 Response Paper specifies that “Your analysis should contain at least ONE direct quote and ONE paraphrase from the text (with MLA in-text citations as necessary),” and this is because it’s often a good idea to support your claims about an argument by paraphrasing, quoting, or summarizing something from your reading. These terms can be confusing, so I want to say a bit to help clear up the differences.
A summary is something we are occasionally asked to do to explain in general terms the overall message of a text. A summary does not require in-text citations because you're giving a generalized summary, not borrowing a specific idea or sentence.
A word-for-word quotation obviously requires quotation marks around it. That lets the reader know that you, the writer, are taking someone's information word-for-word. Then you write an MLA in-text citation after that, showing the reader where in the source they can find that quote. For example, if I quoted from page 12 of an article by Jon Smith, I'd write (Smith 12) at the end of the sentence.
A paraphrase is the re-wording of a specific phrase/sentence/idea from an author. That's what makes it different from a summary, which is more of a re-capping of the general ideas of an entire work. So, when I paraphrase, I put something that someone else said or wrote IN MY OWN WORDS. For example, If I'm paraphrasing the Gettysburg Address, I might say, "Back in 1776" (without the quotation marks) instead of "Four score and seven years ago." Simple enough. But here's the thing: I MUST still give Lincoln credit, because rewriting his ideas in my own words doesn't make the ideas mine. So, I must have an in-text citation after a paraphrase, just like I would for a direct quotation. For example: Back in 1776, America was founded, and it was supposed to be based on the idea that everyone is equal (Lincoln).
One final note: When you use a quote to support a claim, you’ll want to incorporate it with your own writing in a natural way. If you don’t, you can wind up with something known as a “dangling quote” (AKA floating, dropped, or hanging quote), which is the use of a direct quote in a piece of writing without an introduction or explanation. You can avoid this problem by using signal phrases like "According to the author," "The author believes," "The author disagrees," etc. For some helpful tips on writing signal phrases, check out “Introducing Sources” (click here) and “Signal and Lead-in Phrases” (click here).
ENG102W2Mansfield-MissBrill.pdf
1
“Miss Brill”
By: Katherine Mansfield
Although it was so brilliantly fine—the blue sky powdered with gold and great spots of light
like white wine splashed over the Jardins Publiques—Miss Brill was glad that she had decided on
her fur. The air was motionless, but when you opened your mouth there was just a faint chill, like
a chill from a glass of iced water before you sip, and now and again a leaf came drifting—from
nowhere, from the sky. Miss Brill put up her hand and touched her fur. Dear little thing! It was
nice to feel it again. She had taken it out of its box that afternoon, shaken out the moth-powder,
given it a good brush, and rubbed the life back into the dim little eyes. “What has been happening
to me?” said the sad little eyes. Oh, how sweet it was to see them snap at her again from the red
eiderdown!... But the nose, which was of some black composition, wasn’t at all firm. It must have
had a knock, somehow. Never mind—a little dab of black sealing-wax when the time came—when
it was absolutely necessary.... Little rogue! Yes, she really felt like that about it. Little rogue biting
its tail just by her left ear. She could have taken it off and laid it on her lap and stroked it. She felt
a tingling in her hands and arms, but that came from walking, she supposed. And when she
breathed, something light and sad—no, not sad, exactly—something gentle seemed to move in her
bosom.
There were a number of people out this afternoon, far more than last Sunday. And the band
sounded louder and gayer. That was because the Season had begun. For although the band played
all the year round on Sundays, out of season it was never the same. It was like some one playing
with only the family to listen; it didn’t care how it played if there weren’t any strangers present.
Wasn’t the conductor wearing a new coat, too? She was sure it was new. He scraped with his foot
and flapped his arms like a rooster about to crow, and the bandsmen sitting in the green rotunda
blew out their cheeks and glared at the music. Now there came a little “flutey” bit—very pretty!—
a little chain of bright drops. She was sure it would be repeated. It was; she lifted her head and
smiled.
Only two people shared her “special” seat: a fine old man in a velvet coat, his hands clasped
over a huge carved walking-stick, and a big old woman, sitting upright, with a roll of knitting on
her embroidered apron. They did not speak. This was disappointing, for Miss Brill always looked
forward to the conversation. She had become really quite expert, she thought, at listening as though
she didn’t listen, at sitting in other people’s lives just for a minute while they talked round her.
She glanced, sideways, at the old couple. Perhaps they would go soon. Last Sunday, too, hadn’t
been as interesting as usual. An Englishman and his wife, he wearing a dreadful Panama hat and
she button boots. And she’d gone on the whole time about how she ought to wear spectacles; she
knew she needed them; but that it was no good getting any; they’d be sure to break and they’d
never keep on. And he’d been so patient. He’d suggested everything—gold rims, the kind that
2
curved round your ears, little pads inside the bridge. No, nothing would please her. “They’ll always
be sliding down my nose!” Miss Brill had wanted to shake her.
The old people sat on the bench, still as statues. Never mind, there was always the crowd to
watch. To and fro, in front of the flower-beds and the band rotunda, the couples and groups
paraded, stopped to talk, to greet, to buy a handful of flowers from the old beggar who had his tray
fixed to the railings. Little children ran among them, swooping and laughing; little boys with big
white silk bows under their chins, little girls, little French dolls, dressed up in velvet and lace. And
sometimes a tiny staggerer came suddenly rocking into the open from under the trees, stopped,
stared, as suddenly sat down “flop,” until its small high-stepping mother, like a young hen, rushed
scolding to its rescue. Other people sat on the benches and green chairs, but they were nearly
always the same, Sunday after Sunday, and—Miss Brill had often noticed—there was something
funny about nearly all of them. They were odd, silent, nearly all old, and from the way they stared
they looked as though they’d just come from dark little rooms or even—even cupboards!
Behind the rotunda the slender trees with yellow leaves down drooping, and through them just
a line of sea, and beyond the blue sky with gold-veined clouds.
Tum-tum-tum tiddle-um! tiddle-um! tum tiddley-um tum ta! blew the band.
Two young girls in red came by and two young soldiers in blue met them, and they laughed and
paired and went off arm-in-arm. Two peasant women with funny straw hats passed, gravely,
leading beautiful smoke-coloured donkeys. A cold, pale nun hurried by. A beautiful woman came
along and dropped her bunch of violets, and a little boy ran after to hand them to her, and she took
them and threw them away as if they’d been poisoned. Dear me! Miss Brill didn’t know whether
to admire that or not! And now an ermine toque and a gentleman in grey met just in front of her.
He was tall, stiff, dignified, and she was wearing the ermine toque she’d bought when her hair was
yellow. Now everything, her hair, her face, even her eyes, was the same colour as the shabby
ermine, and her hand, in its cleaned glove, lifted to dab her lips, was a tiny yellowish paw. Oh, she
was so pleased to see him—delighted! She rather thought they were going to meet that afternoon.
She described where she’d been—everywhere, here, there, along by the sea. The day was so
charming—didn’t he agree? And wouldn’t he, perhaps?... But he shook his head, lighted a
cigarette, slowly breathed a great deep puff into her face, and even while she was still talking and
laughing, flicked the match away and walked on. The ermine toque was alone; she smiled more
brightly than ever. But even the band seemed to know what she was feeling and played more softly,
played tenderly, and the drum beat, “The Brute! The Brute!” over and over. What would she do?
What was going to happen now? But as Miss Brill wondered, the ermine toque turned, raised her
hand as though she’d seen some one else, much nicer, just over there, and pattered away. And the
band changed again and played more quickly, more gayly than ever, and the old couple on Miss
3
Brill’s seat got up and marched away, and such a funny old man with long whiskers hobbled along
in time to the music and was nearly knocked over by four girls walking abreast.
Oh, how fascinating it was! How she enjoyed it! How she loved sitting here, watching it all! It
was like a play. It was exactly like a play. Who could believe the sky at the back wasn’t painted?
But it wasn’t till a little brown dog trotted on solemn and then slowly trotted off, like a little
“theatre” dog, a little dog that had been drugged, that Miss Brill discovered what it was that made
it so exciting. They were all on the stage. They weren’t only the audience, not only looking on;
they were acting. Even she had a part and came every Sunday. No doubt somebody would have
noticed if she hadn’t been there; she was part of the performance after all. How strange she’d never
thought of it like that before! And yet it explained why she made such a point of starting from
home at just the same time each week—so as not to be late for the performance—and it also
explained why she had quite a queer, shy feeling at telling her English pupils how she spent her
Sunday afternoons. No wonder! Miss Brill nearly laughed out loud. She was on the stage. She
thought of the old invalid gentleman to whom she read the newspaper four afternoons a week while
he slept in the garden. She had got quite used to the frail head on the cotton pillow, the hollowed
eyes, the open mouth and the high pinched nose. If he’d been dead she mightn’t have noticed for
weeks; she wouldn’t have minded. But suddenly he knew he was having the paper read to him by
an actress! “An actress!” The old head lifted; two points of light quivered in the old eyes. “An
actress—are ye?” And Miss Brill smoothed the newspaper as though it were the manuscript of her
part and said gently; “Yes, I have been an actress for a long time.”
The band had been having a rest. Now they started again. And what they played was warm,
sunny, yet there was just a faint chill—a something, what was it?—not sadness—no, not sadness—
a something that made you want to sing. The tune lifted, lifted, the light shone; and it seemed to
Miss Brill that in another moment all of them, all the whole company, would begin singing. The
young ones, the laughing ones who were moving together, they would begin, and the men’s voices,
very resolute and brave, would join them. And then she too, she too, and the others on the
benches—they would come in with a kind of accompaniment—something low, that scarcely rose
or fell, something so beautiful—moving.... And Miss Brill’s eyes filled with tears and she looked
smiling at all the other members of the company. Yes, we understand, we understand, she
thought—though what they understood she didn’t know.
Just at that moment a boy and girl came and sat down where the old couple had been. They were
beautifully dressed; they were in love. The hero and heroine, of course, just arrived from his
father’s yacht. And still soundlessly singing, still with that trembling smile, Miss Brill prepared to
listen.
“No, not now,” said the girl. “Not here, I can’t.”
4
“But why? Because of that stupid old thing at the end there?” asked the boy. “Why does she
come here at all—who wants her? Why doesn’t she keep her silly old mug at home?”
“It’s her fu-fur which is so funny,” giggled the girl. “It’s exactly like a fried whiting.”
“Ah, be off with you!” said the boy in an angry whisper. Then: “Tell me, ma petite chère—”
“No, not here,” said the girl. “Not yet.”
On her way home she usually bought a slice of honey-cake at the baker’s. It was her Sunday
treat. Sometimes there was an almond in her slice, sometimes not. It made a great difference. If
there was an almond it was like carrying home a tiny present—a surprise—something that might
very well not have been there. She hurried on the almond Sundays and struck the match for the
kettle in quite a dashing way.
But to-day she passed the baker’s by, climbed the stairs, went into the little dark room—her
room like a cupboard—and sat down on the red eiderdown. She sat there for a long time. The box
that the fur came out of was on the bed. She unclasped the necklet quickly; quickly, without
looking, laid it inside. But when she put the lid on she thought she heard something crying.
Mansfield, Katherine. “Miss Brill.” The Garden Party and Other Stories, 1922. Project
Gutenberg, https://www.gutenberg.org/files/1429/1429-h/1429-h.htm#chap09.
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