Speech 1311 #2 – Informative Speech Country Choice And 3 Research Sources

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NOTE: These are the instructions for the entire speech. For this week, you are ONLY claiming the country you wish to present on and locating three research sources, not delivering the speech.

In 5-6 minutes, you should INFORM the audience about the culture of a country, other than the USA. You must do RESEARCH for this speech, utilizing the library’s website provided below and known as the “LibGuide.” Find at least three academic sources (you may have more than 3) using the libguide provided here.

NOTE: The primary function of this speech is to explore what it would be like to be immersed in another culture, or what you might need to know to live there. Please do not confuse this speech with a book report, highlighting mainly historical information or lists of demographic facts. The majority of your research should focus on the ways of thinking, being, and life in this culture.

REMEMBER: A good informative speech creates information hunger (makes you want to know more!) Don’t create a list of facts. Engage your audience with interesting information!

In your speech, you will cover these areas for the three main points of your speech

Point 1

About this Country Examples of information that would go in this point–Geographic location and capital city, Country’s economic status (major world power, developed country or developing country), Population demographics (including major ethnic and racial groups), Political structure (including name of president or leader), Major languages spoken, Transportation systems (how do most people travel?), Entry requirements (Visa or vaccinations required), Currency used and exchange rate for the US, etc. CURRENT EVENTS would be a great feature for this main body point as well.

Point 2

Cultural Aspects Examples–What is the country famous for in terms of art, architecture, dances, etc. What are the most popular places to visit and why? Culinary traditions (any famous dishes or dining habits to note) or major religions, or RECENT CULTURAL EVENTS would be great additions to this main body point.

Point 3

Unique Communication Behaviors Examples: Nonverbal communication (gestures, body language, eye contact patterns, use of space), Family structure (extended families living under one roof, polygyny, etc.), Is this country monochronistic or polychronistic? Individualistic or collectivistic? Have high or low power distance? What are their communication preferences: direct or indirect? (Hint: Review Chapter 3 for this main body point!)

You may leave some of these items out or add in other interesting information that you find. Your speech should have an introduction, be ordered logically and include transitions between main points, utilize diverse and interesting supporting material (see p. 366 of your text), have two verbal citations, a conclusion, a formal outline with two internal references and MLA formatted works cited entries. Your research sources must come from the libguide provided here. You should deliver the speech extemporaneously using only speaking notes. You should not read your speech from your outline to your audience. See page 355 of your text for advice on creating speaking notes.

NOTE:  When recording, make sure you are in a quiet location with good lighting. You should test your equipment and arrange your speech space so that your entire body is in the camera’s view (head to toe) and that your facial expressions can be seen clearly and your voice heard clearly on the recording. You must show your audience at the beginning and end of the speech, without turning off your recording device. Please dress for a formal, college presentation. If your recording does not meet expectations, you may lose points or be asked to do it again, possibly for a late grade. See the video on Recording your Speech and Audience for more help.

 

Read/Review

Chapter 3, 11-13

 

 

Speech #2 – Informative Speech Country Choice and 3 Research Sources

Click the video image below to watch a short video on why we need to learn about other cultures (opens in a pop-up window and requires Flash). Then click the link above to find detailed instructions. You are to select a country, post your country choice, and three research sources for approval, as well as the outline template with which to write your outline after your country choice is approved by Dr. Dean.

Watch VideoCultural difference in business | Valerie Hoeks | TEDxHaarlemDuration: 12:18
User: n/a – Added: 7/22/14

https://www.youtube.com/watch?v=VMwjscSCcf0&feature=emb_title

 

Resources & Technology

Use http://libguides.richlandcollege.edu/culture to find your three research sources for this speech.

Step 1

 

List of Countries

Choose from the attached LIST. You must use this list. If the country is not on this list, it means you cannot do it. Once a country from this list is chosen and posted by someone else, you CANNOT do it too. Make sure you check what is already posted and do not choose the same country as someone before you.

After you choose a country, but before you post it, go to the LibGuide (see link above) and find three research sources you will use. One mistake students often make is choosing a topic for a speech without having done preliminary research first. Post three research sources with your country choice to demonstrate that you have already done some preliminary research on this country.

NOTE: You MUST choose from the list of countries below   Please do not choose countries apart from this list.

List of Countries:

The Americas:  Canada, Mexico, Costa Rica, Belize, Guatemala, Brazil, Argentina, Chile

Europe:  Ireland, France, Germany, Spain, Italy, Luxembourg, Portugal, Austria, England, Russia

Asia:  Japan, China, South Korea, India, Mongolia, Iran

Middle East:  Saudi Arabia, Qatar, Turkey, Jordan, Iran, Israel,

Africa:  Senegal, Egypt, Morocco

Australia and New Zealand

Step 2

 

Before writing your speech, you must receive approval for your choice of country. When choosing a country, make sure you do not choose something that is not already on the list or that has already been chosen. Preferably, choose a country in which you did not live for more than 5 years, though you can choose one you’ve visited or lived in temporarily. ADDITIONALLY, you must search for your sources in the Libguide. You will post the APA formatted works cited entries for EACH of the three research sources you will use (you may use more and you may post more than 3). Use the tutorial for navigating the libguide if you need help.

For full credit (25 pts), follow this format: You should have a “KEY WORD” in the subject line that very simply states your topic. For example: “France” or “Chile”

You should write a FULL SENTENCE in the body of the post that finishes this sentence: “In my speech, I will explain/tell…

THEN, you should follow that with your two (minimum) research sources from the libguide.

For example:

Subject: FranceBody

In my speech, I will discuss the culture in France.

Chaney, Lillian H., Jeanette S. Martin. “TRAVEL CUSTOMS AND TIPS.” Global Business Etiquette: A Guide to International Communication and Customs. Santa Barbara, CA: Praeger, 2006. ABC-CLIO eBook Collection. Web. 2 Dec 2014.

Rholetter, Wylene. “France.” Encyclopedia of Global Warming and Climate Change. Ed. S. George Philander. Vol. 2. Thousand Oaks, CA: SAGE Publications, 2008. 432-433. Gale Virtual Reference Library. Web. 2 Dec. 2014.

To post your topic, click on the title above to go directly to the forum. Click “Create Thread” to enter your key word in the subject line and complete sentence in the body. Click “submit.”

Step 3

Verbal Citations and Internal References

Citing your sources out loud in the body of the speech, as well as writing your sources correctly in the body of your outline will be very important for this speech. Please make sure you cite your sources in both ways, in addition to your “Works Cited” (otherwise known as “Bibliography” or “References.”) Some people think all they need to do is have a Works Cited entry at the end of the speech, but that’s not all.

You must say your sources out loud in the body of your verbally delivered speech, and you must write them as you plan to say them out loud in your outline. You won’t be saying them/writing them like they are written as works cited entries. For help on how to write them, watch the tutorial on citing your sources, look at the example outlines, and click on the attached link:  https://rdc.libguides.com/apa

If you have any questions whatsoever about how to cite out loud, on your outline, and completing the works cited entries, please email your instructor after reading this document/viewing the mentioned videos.

Step 4

 

Writing an Outline

For help with understanding the differences between an essay and an outline, and what’s expected of you for your upcoming speech, watch this tutorial after your topic is approved. Then read the instructions below to download and use the outline template. You will need to watch the other tutorials in “Speech Tutorials” for help with writing the Introduction, Transitions, and Conclusion. To make the video larger, click the [] full screen button at the bottom of the video.

https://www.youtube.com/watch?v=ezHU230Zbbg&feature=emb_logo

Step 5

 

Informative Speech Outline Template

After your topic is approved, begin writing your outline using the Informative Speech Outline Template attached here. Review the information in “Speech Tutorials” for assistance with the Introduction, Transitions, Body Point formatting, and Conclusion. Particularly pay attention to the tutorial about researching your speech and citing your sources! This is a formal outline, so you should have complete sentences throughout the outline.

IMPORTANT: You must highlight/underline/bold your written internal citations in your outline.

Download the linked template document and fill out the spaces for your outline. You do not have to stick exactly to the numbers and letters provided. It’s just set up so that you don’t have to start an outline from scratch. You are required to use this and will submit it with your speech! If you are delivering on campus, you must give your outline to the instructor before beginning your speech.

Note:  You may use note cards or a key word outline, but you cannot use your formal outline to read from during your speech. And, remember that you cannot read your speech outline from your cellphone.  No exceptions.

Step 6

Country Informative Culture Speech Rough Draft

 

To facilitate your success in this research-based presentation, you will submit a rough draft of your outline for review by Dr. Dean.

A word of caution:  you should carefully review the assignment instruction assignments, and work through the support materials BEFORE you begin writing your outline.  Remember that your outline should include at least three Internal Text Citations.  You will write your citations EXACTLY AS YOU WILL SAY THEM IN YOUR PRESENTATION.  This process is called “Giving Credit to Your Research Sources.”

Let’s review the reasons  why you must acknowledge, both verbally AND in writing, your research sources.  First, if you do not, then you are engaging in academic cheating, also known as plagiarism.  This will cause you to lose up to 60 points in your presentation and most likely fail the assignment.   Academic cheating is a HUGE mistake that many freshman-level students make.   I don’t want that to happen to you!

Second, when you give credit to your sources, you increase your speaker credibility.  When you give a formal presentation, you want to assure your audience that you have found the most accurate, reliable and up-to-date information on the country you are presenting.     That means that in addition to your outline Internal Text Citations,  you will ALSO give credit to your sources DURING YOUR SPEECH.   Follow the El Salvador Country Speech model video and outline found in the assignment instructions.

 

Critical Information for Recording Your Speeches

How many speeches will we have in this course? How many points are they worth?

During this course you will complete THREE speeches with formal outlines:

–A Personal Experience speech worth 100 points and an outline worth 10 points

–A Country Informative speech worth 100 points and an outline worth 25 points

–An Award Speech worth 100 points and an outline with award certificate worth 25 points

More information about each speech can be found in the menu link Speeches. This menu link will NOT be available until the course starts. Help with writing your speeches and understanding delivery expectations can be found in the Speech Tutorials/Help menu link which is available to you now.

 

What Equipment do I need to record my speech?

You can use your phone, a digital camcorder, or your webcam.  You do need to TEST your equipment for visibility, volume, and overall quality long before the speeches are due. If I am unable to see your facial expressions, eye contact, or WHOLE body, you may lose points or be asked to re-record completely . If I am unable to hear you, you may lose points or be asked to re-record completely.

A video uploading website account, such as YouTube or Photobucket (or anything of your choosing). If you use Gmail or have any Google Account, then you already have access to YouTube. If not, click here: http://www.youtube.com/?hl=en&tab=w1 and select “Create an Account.” Click the “Upload” button and locate your video file, much like you would do if you were attaching a document to an email or uploading a document for an assignment. Youtube does the rest.

You must check to make sure the setting is set to “Public” or “Unlisted” and from there, Youtube will give you a unique URL that you can copy and paste into the appropriate discussion board forum to submit.

You should also TEST uploading a video. It takes longer than you think.

 

How to Record Your Audience and Speech

Please have at least one other person record your presentation. Note: If you do not have another person in your home, rather than risk putting anyone in danger, simply email me for an alternate solution.

Have this person either wave their hand in front of the camera or show themselves and possible other audience members prior to your speech.

I need the camera on you the entire duration of your speech though, because I am grading eye contact and facial expressions. Have whoever is filming hold the camera still. No zooming in and out of visual aids is necessary. I need to see YOU the entire time you are speaking.

Avoid videoing from the side of the room. I only need to see the audience once at the beginning and once at the end. I need to be able to see your facial expressions and eye contact from the viewpoint of the audience the entire time so I can give you the appropriate grade.

Keep the camera rolling from the time you show the audience at the beginning to showing them again at the end. If the video is cut and pasted together, you may be asked to re-record for a late speech grade. There is no point deduction for editing–you will have to do the speech over again and it will be for a late grade.

Please stand up. Do not sit in a chair and hover over your web cam. It’ s more representative of public speaking anyway. If you are sitting down, you may lose points or you may be asked to re-record for a late speech grade.

Speak to your audience. You may use notes, but they should not contain full sentences that you are reading. Do not read your speech from your outline, notes, computer screen or any other device. Reading out loud in front of a camera is not public speaking.

Smile and relax-these are friends and family, not a panel of judges. Just talk to them!

Record early. Sometimes uploading to Youtube takes longer than you think.

Uploading to YouTube

After you have digitally recorded your speech, use YouTube (or a similar website is fine) to upload the speech. These sites are usually very easy to navigate, but the upload time will vary depending on your internet speed. Upload your speech with plenty of time to account for problems.

After the upload is complete (make sure it is “public” or “unlisted” so your instructor can view it), watch your own speech. Watching your own speech will ensure that your link is working and easy to hear/see.

Then copy the link and go to the Assignment Instructions to submit. Copy and paste in the link to the video and attach your outline.

After you click submit, you should be able to see if all of your materials attached/were pasted properly. If you see any kind of error (the link didn’t fully paste or an attachment is missing), feel free to email me those materials as a back up. Please explain in the email/repost what the problem was.

In 4-7 days after the due date, check your “My Grades” for feedback.

 

Is there anything else I need to know when recording my speech?

When recording your speeches, you should try to mimic the classroom experience as much as possible. If we were meeting in a classroom, you would dress appropriately, stand up facing everyone, speak loudly enough for those in the back to hear you, and so on. Just because you may be recording at home doesn’t mean you can sit on the couch in your pyjamas.

Your attire should be business casual and you should look professional from head to toe. If you have questions about appropriate attire, please ask me before your record your speech. You should absolutely wear shoes. Under NO circumstances should you be barefoot. If you are in your home and your family asks you to not wear shoes in the home, bring a towel, walk barefoot holding your shoes over to the area in which you will stand, put the towel down, stand on the towel, put shoes on.

Informative Outline Template

Name:_________________________________

Instructions: Fill in the blanks with your information and sentences You should delete anything in parentheses in the text of the speech because those are just directions to you and REMOVE the parentheses. Those are just there so that you know what to write in place of them. Replace them with your words, in complete sentences. The only thing that should remain is the format: I. A., B., C., 1., 2., etc. and the indentations. Fill in the line for the Transition statement. It does not need to have a letter or number in front of it. You can have more main points than shown here, you can also have more or less supporting details or sub-supporting details than shown here. Remember to HIGHLIGHT or BOLD your internal references/verbal citations in the body.

Fill in this Information for the instructor:

*Topic:

*General Purpose: To

*Specific Purpose: By the end of my speech, my audience will….

*Do NOT say this information ^ out loud. Start your speech at your Attention getter.

(Type the Title of Your Speech Here)

Introduction

I. (Attention Getter: opening line of your entire presentation)

II. (Thesis Statement: What your speech will be about – can be “II.” or “III.” in outline/speech)

III. (Credibility and Audience Motivation: How you are knowledgeable about this topic and why the audience should care to listen)

IV. (Preview your main points: First, I’ll tell you about, Second, I’ll tell you about, and Last, I’ll tell you about…)

 

Transition statement:

Body

I. (Write your first main point here)

A. (Write your first Supporting Detail to first main point here)

1. (Write any Sub-supporting detail here, you fill in or eliminate as you need)

2. (Write any Sub-supporting detail here, you fill in or eliminate as you need)

B. (Write your second Supporting Detail to first main point here)

1. (Write any Sub-supporting detail here, you fill in or eliminate as you need)

2. (Write any Sub-supporting detail here, you fill in or eliminate as you need)

 

Transition statement:

 

II. (Write your second main point here)

A. (Write your first Supporting Detail to second main point here—continue the format as shown above)

1.

2.

B.

1.

2.

 

Transition statement:

 

III. (Write your third main point here)

A. (Write your first Supporting Detail to third main point here—continue the format as shown above)

1.

2.

B.

1.

2.

Transition statement:

Conclusion

I. (Summary of main points – First I told you, second I told you, finally I told you…)

II. (Memorable closing remark)

 

 

Works Cited

 

 

Use the CiteNow! Citation, or other Citation generator (see #6 Cite Your Sources in the Libguide) for correct formatting of your works cited entries. Minimum 2 sources, can use more.

The Guardians By Ana Castillo Essay (Editing Or Rewriting)

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Running head: THE GUARDIANS BY ANA CASTILLO 1

PAGE

3

THE GUARDIANS BY ANA CASTILLO

The Guardians By Ana Castillo YourFirstName YourLastName University title

The Guardians is a novel that provides contrasting images even within the family. Gabo and Regina are representatives of different generations and have diverse life experiences. The fact is that life in a border city forces both characters to assimilate. Nevertheless, the boy was severely injured due to the loss of his father and has signs of psychological trauma, while the woman uses her life experience and a persistent character to survive. All this points to opposing images that should optimize efforts to search for Rafa. Castillo uses religious, social, and political themes to describe their personalities. Gabo considers religion as the primary purpose in life and a way to escape from reality, which provides a constant threat. Besides, the author used the image of Jesse as a comparison of Gabo’s values ​​and views, although a more detailed analysis of the characters shows their similarity. Thus, the contrasting images of Gabo and Regina prove the difficulty of living in the border territory, and the constant presence of danger and crime hide the exact similarity of the characters.

 

Rafa is a teenager who is going through a challenging period of development. The boy’s childhood passed on the US-Mexican border, and, as a result, many life processes were associated with a neighboring country. The horrific event happened shortly before the period described in the book: Gabo’s mother was killed while trying to cross the border illegally, and criminals cut the woman’s organs for sale. Although it was not indicated in the short story, Gabo had a hard time surviving this event, which negatively affected the boy’s psychological health. It is essential to mention that a teenager goes through stages of mental and physical development, which are extremely unstable and sensitive to unexpected events. In other words, the death of the mother and the sudden disappearance of the father violated the moral well-being of Gabo, who was forced to seek support in the environment. The insufficient level of closeness with an aunt and difficulties in adaptation in American society makes Gabo seek help in stabilizing the moral state of religion and, paradoxically, crime. Since the border area is notorious because of the high crime rate, it dramatically affects the well-being and pace of life of residents. Thus, the Gabo’s three main objects of interaction can be distinguished: Regina as a family member and a temporary guardian, religion as a support tool, and a criminal gang as a possible assistant in finding a father. Regina is the exact opposite of Gabo. The 50-year-old virgin widow has experience in family life and takes care of Gabo while Rafa infrequently arrives at work. The most powerful element in influencing a woman’s personality was youth, in which Regina worked hard and tried her best to improve individual life by moving to the USA. Castillo indicated that Rafa and Regina worked together in the fields and tried to make ends meet until the woman married the American military. It is worth noting that a legal marriage determined the whole future fate of Regina, as the woman got the opportunity to legally live in the country, get a job, and access to improved living conditions. Nevertheless, the husband’s death and difficulties in assimilation worsened the woman’s quality of life, but at the same time, tempered her nature. The character image in the book is described as independent, self-sufficient, and secure. On the other hand, the woman has constant problems with Gabo, as the boy is troublesome at the death of the mother and the loss of the father. The problem is that the aunt has a problematic role as a guardian, not giving enough attention to her nephew and feeling helpless. On the one hand, the combination of independence and helplessness makes Regina have difficulty expressing love to her nephew, who needs it most at the moment. Gabo, on the other hand, finds support in the religion and criminal gang that benefits from such an attitude of people. One can conclude that Regina is the opposite person in comparison with Gabo since a woman does not need external support and can assess her position in society without the influence of secondary factors. The triangle between Gabo, Regina, and the church is full of emotions and anxiety. Castillo repeatedly mentions that the aunt is extremely negative about the church, as it violates the critical thinking of the nephew. In a sense, Regina’s primary goal as a guardian is to protect Gabo from the negative influence of pastors and the deity as a whole. In turn, the boy’s connection with the criminal gang to search for Rafa is stigmatized in society. The undeveloped psychological system of Gabo becomes a problem in this case since the character feels pressure and guilt. The church has become a support tool for the boy, and Gabo is increasingly integrating the deity into his healthy life. Regina watches it as an extremely harmful process and accuses Father Juan Bosco of Gabo having become more and more pious and not paying attention to the outside world. The problem is that Gabo falls into a vicious circle because the lie of the church makes the boy make contact with crime. At the same time, constant acts of violence in the borderland force Gabo to seek support in the deity and the church as a whole. Regina notices this fact and makes efforts to protect Gabo from the influence of both. Thus, the significant difference between Gabo and Regina is critical and sober thinking about the Catholic Church and the local criminal gang. The proximity of crime affects residents of the border city. The fact is that the traffic of weapons, human organs, and illegal migrants across the border is an obstacle to the normal rhythm of life of residents. In a sense, crime sets the tone for social life, firmly rooted in people’s habits, values, and worldview. The disappearance of Rafa showed that local gangs not only affect the financial and political situation of the city but can also disrupt the normal rhythm of a person’s individual life. In other words, criminals control the private space of city dwellers by integrating illegal actions into their daily routine. Since the border city provides residents with a harmful environment in which having a full-fledged family is a difficult task, people are forced to look for sources of love in their external environment. Castillo showed this fact as one of the defining in Gabo’s search for support. The boy, despite a commitment to religion and moral conduct, turned to a local gang for help for several reasons. First, Jesse, a gang member, promised to explain Rafa’s current location in exchange for a pair of new sneakers. Secondly, the gang provides a formal sense of family, as its members support each other and create a closed society. Since residents of the border city suffer from the difficulty of building family relationships, the choice of many of them is to become part of the criminal world, which provides a specific sense of family. Consequently, Gabo began to be friends with Jesse, who turned out to be the boy’s most challenging life puzzle. Jesse is the opposite of Gabo at first glance. The boy was a symbol of crime, greed, and composure, which look contrasted against the background of Gabo. The exchange of vital information about the whereabouts of Rafa for a pair of sneakers is a symbol of the actual values ​​of not only Jesse but also the border territory as a whole. The problem is that universal values ​​fade against the backdrop of total crime. Thus, what is valuable to an ordinary person may not matter in the location of The Guardians. Jesse, at first glance, does not look like Gabo, but it is deceptive. As mentioned earlier, the principal value of city residents is a strong interpersonal relationship and sincere family love. Castillo does not discuss Jesse’s past, but the boy’s behavior shows a lack of these aspects of life. The gang gave this character a sense of family warmth, care, and love, although this was all a cover for action in favor of crime. In other words, the leaders of the gang gave the members a sense of unity so that they would do the work to enrich them and develop illegal traffic across the border. In this context, Jesse and Gabo are identical characters in terms of experience. Gabo began to devote more time to religion, prayer, and the search for the meaning of life, while Jesse initiated radically different actions. It can be argued that Gabo evaluated Jesse as a sinner who has strayed from the righteous path and that this character is his main task in life. In fact, Gabo dreamed of changing Jesse and instilling an angelic spirit in a friend.

 

The Guardians is a novel that intertwines opposing images that are revealed only when interacting with each other. Gabo is a devout and weak-minded teenager with an exceptional mental organization. The death of the mother and the sudden disappearance of the father negatively affect the psychological well-being of the boy, which forces Gabo to contact the criminal gang and then devote most of the time to the church. In turn, Regina is the guardian of the teenager and in every possible way, protects Gabo from both spheres of influence. The woman is an independent and self-sufficient resident of the border city and has learned to cope with the constant pressure and danger of this territory. Despite the status of an aunt and nephew, these characters are opposites both in the system of values ​​and in personal characteristics. Jesse is a member of a criminal group and, at first glance, is fundamentally different from Gabo. The cruelty and composure of Jesse were inspired by the desire to receive family support and love, which was the rule in the gang. It is this fact that makes it clear that Jesse and Gabo are actually similar in values, but each achieves goals differently. One can conclude that the exact characteristics of the characters are deceptive at first glance, and the author lays a deeper meaning in the description of each of them.

 

 

References

Castillo, A. (2007). The Guardians. New York: Random House.

The Glass Castle Socratic Seminar

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The Glass Castle Socratic Seminar

Directions and Explanation

This Socratic seminar will be used your final evaluation on The Glass Castle.

You will earn assessment grades on your notecards, and an evaluation grade for your participation in the seminar based on the attached rubrics. During the seminar, you will be expected to answer a randomly selected base question and organize, articulate, and support your response.

You will also be graded on adding on new and insightful information to your peers’ base question at least three times.

The class will be split into four groups (group A, group B, group C, and group D). Based on your group, you will be given a set of base questions.  You will create one notecard for each assigned base question.

How to setup your notecards to answer base questions

  • QUESTION at the top of the notecard
  • ANSWER the question with details from the text
  • CITE at least one quote to backup your response and explain it
  • CONNECTIONS Make text-to-text, text-to-self, or text-to-world connections
  • CLOSUREThe Glass Castle Socratic Seminar

    Directions and Explanation

     

    This Socratic seminar will be used your final evaluation on The Glass Castle.

     

    You will earn assessment grades on your notecards, and an evaluation grade for your participation in the seminar based on the attached rubrics. During the seminar, you will be expected to answer a randomly selected base question and organize, articulate, and support your response.

     

    You will also be graded on adding on new and insightful information to your peers’ base question at least three times.

     

    The class will be split into four groups (group A, group B, group C, and group D). Based on your group, you will be given a set of base questions.  You will create one notecard for each assigned base question.

     

    How to setup your notecards to answer base questions

     

    · QUESTION at the top of the notecard

    · ANSWER the question with details from the text

    · CITE at least one quote to backup your response and explain it

    · CONNECTIONS Make text-to-text, text-to-self, or text-to-world connections

    · CLOSURE

Literary Analysis On “The Story Of An Hour” By Kate Chopin

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https://archive.vcu.edu/english/engweb/webtexts/hour/

 

Your goal here is to use the thesis model you were given to analyze a piece of literature (any poem, short story, or our novel) for a commentary on society. You will prove in your essay that the text is communicating that commentary through literary terms that you found. Your paragraphs should use the CDW model that you were given with examples of literary terms from the text that you found as the core or “data” from the paragraphs. Your thesis statement could be outlined as follows:

I argue that ______name of

E2 Literary Analysis Assignment

Write a 3-5 page formalist analysis of a text

(you may use another theoretical approach such as Feminism or Marxism)

Note: a formalist analysis focuses on the text itself

—specifically the text’s elements, structure, and genre

You can choose a text (poem, short story, or our novel) that is listed on the syllabus or you can

have Professor G approve an outside text.

 

Steps:

1. Choose a text

2. If you choose to Research that text and include your findings in the essay, you will

receive up to 10 points extra credit; to do that, you’ll need to find at least 2 sources of

literary criticism that make claims about the text you’ve chosen.

3. Find the text’s overarching meaning, theme, or commentary.

4. Use literary elements seen in the text as evidence to back up your claims about the

text’s overarching meaning or commentary

5. Come to some greater conclusion involving the text’s overarching meaning or

commentary. SO WHAT?

 

More details on research:

-You will find 2 scholarly articles or books that discuss your text. This type of research is

usually referred to as scholarly interpretations of your text. These sources should not be

“book reports” over the text or news articles about the text.

-This research will allow you to locate your specific reading within the critical conversation

that is already occurring in academia. This may also allow you to specify or refine your

specific reading of a text if you are unsure of your interpretation.

-You will use the library’s online databases OR a hardcopy book from the library to do

your research. No internet sources will be allowed as research.

 

Note: You do need a Works Cited whether you decide to take on the research portion of

this essay or not.

literary element____________.

So, what you’re doing is, essentially, proving your specific interpretation of the text through the literary elements you found. As an example, imagine me asking you, “how did the symbols you saw in the text lead you to believe that the text was making a commentary on the poor treatment of the mentally ill in society?”