article summary

/in /by

Work at the 4000 level should demonstrate that you have invested some time with the reading, drawn out some of the core information, and contemplated the relevance and importance of the reading within our context (Examples might include: How has it changed, altered, or challenged your knowledge of the topic so far? Your understanding about our industry? In what way does this reading intersect, conform, or challenge some of the materials we are learning in this course?)

There is no single right way to approach your summary and the process of working through new information can be messy. However, as upper year students, you should be striving to summarize and analysis information both for your own benefit and to have the ability to share it with others in a meaningful way. As such, your summaries should communicate value to another reader beyond a simple reproduction of items within the assigned piece. You might consider identifying the style / type of reading, the key focus of the piece, some of the core learning(s) that you took out of the material, and how you have processed it within the context of our course.

Dylan Thomas Do Not Go Gentle Into That Good Night (p. 659).

/in /by

I want to hear your thoughts on and interpretations of the texts, not SparkNotes, not Shmoops. Therefore, if I find plagiarized, paraphrased or summarized material from a study aid site or another resource of that nature, I will write you up for academic dishonesty, EVEN IF YOU CITED THE MATERIAL. This course is not about your ability to copy and paste another persons interpretation of a text but your ability to interpret and analyze a text. Peer-reviewed secondary sources (articles in refereed journals, available through the library databases), ARE allowed in your papers, but they must be incorporated and cited properly, whether paraphrased, summarized, or directly quoted, both in-text and on a Works Cited page.

Prompt 1: Tone:

This poems speaker is a grown child speaking to his/her father on his deathbed. Is the tone consistent throughout, or does it change as the stanzas unfold? Describe that tone and how it is kept/changed. How does that tone create emotional connections to you as the reader? How does your emotional response further the purpose of the poem?

Elizabeth Barrett Brownings How Do I Love Thee? (p. 672).

/in /by

I want to hear your thoughts on and interpretations of the texts, not SparkNotes, not Shmoops. Therefore, if I find plagiarized, paraphrased or summarized material from a study aid site or another resource of that nature, I will write you up for academic dishonesty, EVEN IF YOU CITED THE MATERIAL. This course is not about your ability to copy and paste another persons interpretation of a text but your ability to interpret and analyze a text. Peer-reviewed secondary sources (articles in refereed journals, available through the library databases), ARE allowed in your papers, but they must be incorporated and cited properly, whether paraphrased, summarized, or directly quoted, both in-text and on a Works Cited page.

Respond to prompt 1 OR 2

Prompt 1: Abstract vs. Concrete:

The speaker uses abstract concepts to describe an abstract concept (love). Choose two of the abstract concepts mentioned in this poem (the capitalized nouns) and discuss how the speaker connects each abstract concept to the concept of Love (ie, how is ideal Grace reflective of the speakers love to the receiver?).

Prompt 2: Form and meaning:

Is this sonnet Italian or English in construction (or a mixture of both)? Where would you place the poems turn or shift? Why? How does that turn or shift make the meaning of the poem?

article summary

/in /by

Work at the 4000 level should demonstrate that you have invested some time with the reading, drawn out some of the core information, and contemplated the relevance and importance of the reading within our context (Examples might include: How has it changed, altered, or challenged your knowledge of the topic so far? Your understanding about our industry? In what way does this reading intersect, conform, or challenge some of the materials we are learning in this course?)

There is no single right way to approach your summary and the process of working through new information can be messy. However, as upper year students, you should be striving to summarize and analysis information both for your own benefit and to have the ability to share it with others in a meaningful way. As such, your summaries should communicate value to another reader beyond a simple reproduction of items within the assigned piece. You might consider identifying the style / type of reading, the key focus of the piece, some of the core learning(s) that you took out of the material, and how you have processed it within the context of our course.