Part 1: Chapter by Chapter Engagement. For each chapter of the text, students will maintain comprehensive, written dossiers separated into three components as follows.
Component 1: Annotated Reflections. (1.5-2 pages) Students will compose written reflections on the material covered, using annotation as a strategy to highlight their perspective and response to the readings. Keeping the principles outlined in Adler’s “How to Mark a Book” in mind while reading, students should seek to identify moments/passages in the text that were illuminating, confusing, instructive, dubious, biased, fascinating, problematic, and so forth.
The written reflection itself should be both specific and representative of the whole range of the required reading, and not simply be from the first few pages of the reading. This piece is a reflection of how the reader interacts with the text; there is no right or wrong, only different levels of academic curiosity and critical thought.
The reflection should include a series of insightful, well-developed entries of select annotations the student has made. Each entry should begin by citing the first few words of the relevant phrase or passage, followed by the page number. The remainder of the entry should examine the significance of the passage. Entries can clarify a reference and explain its significance, explore something that is unclear, or explain why something resonates with the reader, etc. (There is a reason that you made the annotation, and each individual will annotate something different.).
Component 2: Summary. (1 page) Students will compose a summary of the chapter, highlighting the key elements of Poole’s text. These summaries should not exceed one page in length.
Component 3: Vocabulary. Students will maintain a list of unfamiliar words they come across in the chapter. The list should also include the page on which the word was found. Once completing the chapter, students will define these words using a college dictionary and observing the definition appropriate for the word’s usage in context.
Part 2: Comprehensive Reflection. The comprehensive reflection will be a culminating work composed at the end of the semester. Prior to the class, students will have their chapter reflections returned to them for review. The comprehensive reflection will call upon students, using their chapter reflections as their only reference, to treatMonsters in America in its entirety, focusing on their overall impressions of the work as well as anything learned from the text with long ranging applicability beyond the context of the course.
The comprehensive reflection will be graded in conjunction with the previously submitted chapter reflections to determine the final grade for the project.
When you finish this one cloud please do other work which is part 3 of writing a paper you did for me last time 1, and 2 this time I need part 3 please.
art 3: Application. (3 pages)The final portion of this assignment will require students to analyze Robert Louis Stevenson’s short story, “Olalla” as a product of the societal climate influenced by Darwin’s theories. Consider the following:
- How do the behaviors, attitudes, and actions of Stevenson’s characters reflect the social environment contemporary to his work?
- How is the cultural moment evident in the events of the plot?
- Are there any common themes, motifs, or words repeated and emphasized in Stevenson’s work?
- Why does Stevenson resolve the story the way that he does?
This analysis will require students to develop a critical perspective communicated via thesis and supported by the research they have uncovered in Part 2 of the assignment. Proper MLA documentation and a Works Cited page should be included.
Failure to submit Part 1 or Part 2 of this assignment will result in a 10 point deduction from the final grade for the assignment.