English

Answer the following question from  “A Doll’s House” 3. In what ways does Nora misjudge the males in her life?  What does Nora think Helmer will do when he learns the truth? How does her expectation make the reality even worse. In what ways do the men in the play misjudge Nora? Explain.

1) Discover quality sources             2) Engage with sources             3) Articulate your own thoughts about Coates’ ideas Part 1: Researching Quality Information about Coates’ Essay This stage of the research project requires you to find quality sources and evaluate their quality. This assignment has a few steps. They are: 1) Summarizing Sources and 2) Evaluating Sources. This section should be at least 750 words. Step 1: Summarizing Sources For both of your 2 sources you will write a short, one-paragraph summary that explains the main idea and one detail of the author. Remember, these are what somebody else thinks or says about Coates’ essay. Step 2: Evaluating Sources In one paragraph, explain what you learned from researching about Coates’ piece. What are the key things that you now understand after completing your research? Part 2: Evidence Clusters from “The Case for Reparations” Once you have found all your sources, it’s time to think about how they relate to Coates’ essay “The Case for Reparations.” In this section, you will master the skill of breaking down evidence and relating to a central text. We will do this in paragraphs using an evidence cluster. First, choose 2 pieces of evidence from Coates’ essay. Second, write one paragraph for each piece of evidence that clearly introduces, quotes, and analyzes the evidence. For each of your clusters, you will follow our quotation sandwich style for using evidence. This section should be at least 500 words. Part 3: Do You Believe Coates? The last part of your research project will be a written essay in which you answer the question: Do you believe in Coates’ essay? This will be a short paper in which you will draw on all your research and reading to explain what you believe about Coates’ assertion that the USA needs to make reparations. What do you Believe Mini-Essay?             You will compose a 1-page (275 word) response that explains what you believe about Coates’ idea and the research you have read. No matter if you believe Coates’ ideas or not, you will justify your thoughts be reference all the work you have done in the project. You should explain how your research helped you understand Coates’ ideas. This should be at least 275 words. Writing Task Complete a research-focused project on Coates’s “The Case for Reparations.” Format A 1500-1700 word MLA paper with proper format, font, and spacing. All sections will be typed and must be uploaded to Blackboard. Deliverables Have TWO outside sources that help you analyze Coates’ “The Case for Reparations.” Two pieces of evidence from the material on Blackboard. Summarize two outside sources. Use proper Summary Language for evidence that DOES NOT require direct quotes. Analyze two key pieces of evidence from Coates’ essay. Use the Quotation Sandwich for interpreting evidence that requires direct quotes. Create a thesis statement in section three that articulates if you believe Coates’ main idea about reparations. Use your research to defend your opinion in section three. Write a grammatically clean copy, with no errors. Create an MLA Works Cited Page. Use proper MLA in-text citation to avoid confusion or plagiarism.

Each essay should be one full paragraph (5-10 sentences). Essays should be numbered (according to which question they are answering) and should be submitted all together as one document. 1. Explain why hard determinists cannot see people as responsible for their actions.  4.Come up with an example of your own to help explain how you use Mill’s Greatest Happiness Principle to determine which of two actions is ethically better. 3. What is the difference between acting out of duty and acting in accordance with duty? Why is it only the first of these actions that has moral worth for Kant? Students automatically get one point for following the directions on the exam [i.e., numbering the three essays according to the question they are answering and making sure each of their three essays is one full paragraph (5-10 sentences) in length]. Beyond this, students can earn up to 8 points for each essay. These 8 points will be assessed according to the following criteria: Understanding of Key Concepts and Arguments: Does the essay demonstrate a good understanding of the relevant philosophical concepts and argument(s)? Does it demonstrate an understanding of the key points and some relevant details? (3.5 points) Ability to Identify the Most Relevant Philosophers, Arguments, and Concepts: Does the students successfully identify the philosophers, concepts, and arguments presented in the reading assigned that are most relevant to the question? (2 points) Clarity of the Essay: Is the essay as a whole clear, focused, and well-organized? Are the sentences within the essay grammatical and clear? (2.5 points) Don’t outsource your own judgment (and don’t plagiarize): Don’t rely on internet summaries of these concepts and theories. This is a common “rookie mistake” in philosophy classes

In your ePortfolio introduction, you make a case for all of the skills you’ve gained in 39A outlined in the syllabus. This is different than the other writing assignments you’ve done this quarter because it’s an argumentative essay. If you follow the claim-evidence-warrant paragraph structure, you’ll be on good track for your intro essay. Complete the outline below (clearly labeled, please!) to get a sense of what your intro essay will look like. You must upload the assignment as a Word doc or PDF — absolutely no Google docs or Pages files, please.   1. Rhetorical situation knowledge:   Claim: This quarter, you’ve learned to read and write in several genres. What are they? How did your knowledge of these genres grow in 39A? Were you at all familiar with them at the beginning of the quarter? Have you learned to use awareness of your rhetorical situation to account for purpose and audience? Evidence:  What kind of purpose and audience are you writing for in each major assignment? What choices have you made to let your reader know? How would you describe the intended audience of your sample (style model) texts? What conventions (shared qualities) did you notice among your sample texts? How did you adopt them to your own work? Did any of our in-class activities on context help you better understand rhetorical situation? Warrant: Why does your evidence prove your claim?   2. Ownership and style Claim: How do you feel stronger/more confident in your writing, as compared to the beginning of the quarter? Have you learned to establish your ethos as a rhetor, through the use of different style decisions? Evidence: What model texts did you use? Why are they best for your rhetorical situation? How do you establish your ethos in each major assignment?  What kind of style decisions did you make? How did they help you establish/maintain credibility as a rhetor? What pieces of writing did you most enjoy reading this quarter? Why? How would you describe its style? Did any of our in-class or homework exercises on style help you better understand style? Warrant: Why does your evidence prove your claim?   3. Critical thinking Claim:  Have you learned to analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts? Evidence: How did our in-class discussions help you sort through ideas? What kind of research did you do? Think about the texts you read as style models: Which did you like? Why? Did you use similar techniques? What did you need to research or learn about in order to understand the assigned texts in class? What claims or generalizations did you make in your personal essay and interview? Warrant: Why does your evidence prove your claim?   4. Processes Claim: You’ve learned strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing this quarter. What are they? Evidence: You’ve done three drafts of each major assignment, plus peer review, 1:1 conferences, and in-class revision exercises. Which of these were helpful? Pick an area or two of specific progress that you’d like to focus on. What contexts/occasions have you written for? (See #1). What revisions did you make to better account for these contexts? Were in-class exercises on context (interviewing different kinds of people, pitching UCI to a friend versus newspaper) helpful? How did you apply them to your revisions? Warrant: Why does your evidence prove your claim?   5. Knowledge of conventions Claim: How have you learned to use conventions to navigate for purpose, audience, and genre? Evidence:  What genre conventions have you become aware of for personal essays and interviews? How did you utilize these conventions in your work? Do you understand why genre conventions vary for structure, paragraphing, tone, and mechanics? Where did you make specific choices in these areas in your work? Warrant: Why does your evidence prove your claim?

Short paragraph : About Roger Brown. Why “Roger Brown” is my favorite artist- be specific about his building with silhouette figure art. What inspiration can we take for his attached work? (See attached) Here’s a link about him- https://www.saic.edu/academics/libraries-special-collections/roger-brown/roger-brown-his-life-and-art

The Cover Letter presents a formal argument about your growth as a writer in WRIT 110 and the evolution of your draft process. It is not an informal document or reflective journal. It is a polished commentary on your own work. Thus, the Cover Letter should include a clear thesis about your growth as a writer, how your writing process has evolved, and why you deserve a good grade.  Remember: All successful cover letters make an argument—that you’re the best candidate for a job, that you have a unique skill set, that you’ll make a great member of a team, etc. Limit yourself to 2-3 full pages (single-spaced) in business letter format. The Cover Letter serves three very substantial purposes: It allows you to present your writing process. In the letter, you examine and comment on your writing process. In a very specific way, you reflect on the issues you have confronted as a writer. This may include issues such as the nature of drafting, making global revisions, creating an argument, developing a thesis, making sentence-level revisions, etc. This is a very specific examination of your own thinking, writing, and revising. Look to your peer review notes on your drafts—What did you do? What did you struggle with? And how have you progressed as a writer? What kind of process did you implement in creating your polished papers over the last fifteen weeks? How has your writing process changed? What do you still need to do to make your process more effective? It allows you to rhetorically preface your own work. This is the first document that I read in your portfolio. Use the cover letter to showcase your progress. Illustrate what you’ve learned about your own writing process, about how you use rhetoric and language as you write, and about reading critically. Examine your own evolution as a thinker—using your own work as evidence. If you suggest, for example, that you’ve come to make a distinction between revision and editing, you must explain what that distinction is and how, specifically, it is obvious in your work. You must support your claims about your process with evidence from your own portfolio (quotes from your essays, comments from peer review, notes from draft responses, conversations during conferences, etc.). Additionally, plan to incorporate at least 2 outside sources from earlier in the semester related to the creative process and the writing process.  Arguments referring to specific documents, decisions, and evidence are persuasive. General statements have no persuasive power. Keep in mind, your goal is to convince me you have achieved the Course Objectives stated in the syllabus. It allows you to identify problems in drafts and discuss changes you would have liked to make if you had the time. This shows me you are aware of any weaknesses of a draft. Consider adding a paragraph that includes detailed changes you would have made to each draft if you had more time. Preparing for the Cover Letter Here are some reflection questions to help you begin drafting your letter: What is the most difficult part of writing many drafts? How did the difficulty change? What kind of solutions did I develop to combat this difficulty? What worked? What failed? What makes a draft “successful” or “unsuccessful”? What is it like to read a “successful” draft? How does that reading experience influence my life as a writer? Do I examine my drafts or rely on my feelings following the completion of a draft? Do I return to the draft, re-read, and then draft a note? Has that author’s note process changed? What am I most concerned about when revising? Global revision? If so—which issues seem central and reoccurring in the revision process? What am I most concerned about when editing? Sentence-level revision? If so—which issues seem central and reoccurring in the revision process?   How do I receive and sort through the reactions of my workshop group? How do I make revision decisions given several different pieces of advice? Specifically, how did my polished papers move from the first 3-page draft to the draft it is now? What issues did I readdress? How would I categorize that experience? What did I “learn” from that process? Format An example of how to format your cover letter is attached. When you download the example, make sure to view the comments to see extra notes regarding formatting advice. Assignment Guidelines 12 pt. TNR or Calibri font, 1-inch margins, single-spaced, business cover letter formatting according to the example linked above. Develop your draft in a single Google doc. Include at least 2 outside sources from earlier in the semester related to the creative process and the writing process.  Utilize past drafts and assignments as examples of your growth/evolution as a writer. The due dates for your cover letter are as follows: 12/3 – Rough Draft (at least 1.5+ full pages, single-spaced) Finals Week – Final Draft (at least 2+ full pages, single-spaced) in your final portfolio

Provide an analysis of the symbolism in Sandro Botticelli’s “The Birth of Venus.”

Choose ONE of the following topics: Philosophy in Books and Film Select a philosophical theory or movement that we have covered in class. Relate it to a book, short story, film, play, or other media. Show how key concepts from the theory are illustrated in your chosen medium. Be sure to really incorporate the theory into your work (this is not simply a book report or movie review; your focus must be on the philosophical theory). ? Examples: Read Viktor Frankl’s Man’s Search for Meaning and pull out existential themes. Descartes’ doubt experiment and Shutter Island. ? Remember, you must include direct quotes from our textbook and cite from our textbook ? Remember the 60/40 rule. At least 60% of your paper should focus on philosophy with no more than 40% discussing the story. Evolutionary Robotics Read John Searle’s “Is the Brain’s Mind a Computer Program?” (available on Moodle). Then check out Josh Bongard’s “Star Robot.” After summarizing (without injecting your opinion) both works’ opposing points, finish by explain who you think is right and why. Suggested Outline: • Explain Searle’s arguments why computers can not become self-aware and conscious • Explain Bongard’s arguments why computers can become self-aware and conscious • Finally, what do you think and why? • Remember, you must cite from Searle’s article Star Robot article: Interview with Bongard about Evolutionary Robotics: Cartoons and Choice Watch the RSA Animate-Choice clip found on Moodle. Compare (show similarities) between key terms in the video and Sartre’s essay “Existentialism.” Terms in the video to pay attention to: feeling “overwhelmed and horrified” by choices, anxiety and guilt, frozen in indecisiveness, and choice involves loss. Don’t forget to relate these terms to Sartre’s essay and his own definitions of anguish, forlornness, and despair. The You Tube address: ? Remember, do NOT get caught up in her discussion of politics and economy. Your focus should be on how these concepts support Sartre’s points in his essay “Existentialism.” ? Remember, you must cite from Sartre’s “Existentialism” essay Biographies of the Free and Determined For this topic, find an example of a person making a critical decision. This must be a real person and the event/decision must be documented (because you will need to cite this information). You will need to do some biographical research on this person and the event. Make a strong case that when making this decision or act, this person’s decision was necessarily caused. Then make a strong case that when making this decision or act, this person’s decision was NOT necessarily caused (remember the strict philosophical definition of necessary—“could not be otherwise”). Finally, decide which side makes a better argument and why. **I highly recommend you clearing the person and incident with me before starting this paper. I will be evaluating your information critically. ? Remember, you must cite from our textbook Essay Format: • Minimum of 3 full pages (about 1000 words). You may always write more, but not less. Papers that do not meet minimum page requirements will suffer point deductions. • Your work must be double spaced. • You must draw information from the textbook or designated articles and it must be cited in your work. If you do not include meaningful quotes from the text, you cannot receive a passing grade. Aim for about 2 quotes per paragraph, excluding the final paragraph. • Please use MLA citation (there are very helpful MLA links on the BC Library webpage and Canvas) • If any of these requirements are unmet, you will be deducted points. Key Elements to Remember: • Organization, spelling, and grammar are essential; no matter how great your argument is, it is not worth much if no one can follow it (hint: use transitions for organization and read your paper aloud to yourself to check for grammar and spelling errors) • Specific examples always make for a more convincing argument; take time to think of some and incorporate them • Tie up loose ends; don’t leave anything up to your reader to assume or force your reader to make any leaps in your logic. Show how you conclusions should naturally follow from your premises. A note on grading: You will be graded on your argument, organization, and critical thinking. In other words, you must demonstrate that you know and understand this problem, what other people (namely other philosophers) have said about this problem, as well as clearly expressed what you have to say about this problem. A: excellent discussion of terms, several specific examples demonstrate understanding and applicability, original and creative thought B: adequate discussion of terms, many specific examples demonstrate understanding, shows some original thought C: basic discussion of terms, some examples to demonstrate knowledge, little or no original thought D: lacking a basic discussion of terms F: missed the target, does not meet the assignments requirements **A NOTE ON PLAGIARISM** “Plagiarism: a piece of writing that has been copied from someone else and is presented as being your own work; the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one’s own original work” (from Dictionary.com) Plagiarism is cheating and a serious academic offense. Please don’t do it. Again, the best way for me to know you know and understand this material is if you put it IN YOUR OWN WORDS! Also, the best examples are the ones relevant to you, so make up your own examples to illustrate the material. If you are ever unsure how to quote, cite, or reference outside material, please ask me. Furthermore, cheating is a very serious offense and will not be tolerated. Students who cheat will be penalized accordingly and may be subject to disciplinary action from the Dean of Students. If you plagiarize this assignment, you will receive a zero and will not be allowed to redo it. Again, if you are unsure, check with me first.

Topic Proposal Dr. Shen Nov 11, 2020 Topic #2 a. I chose this topic because since its 2020 and we have elected a new president I want to talk about ICE and why it should be abolished. b. I believe that ICE should be abolished because President-elected Joe Biden said that he will not be separating families and putting kids into cages, most of us know that ICE means deportations and deportation means family separations. So, what is the point of having ICE if we have a new president and new ideas? c. I feel that I will be very connected to this topic since I’m Hispanic and my community has been highly impacted by ICE. d. Please Include this source: Why should ICE be abolished? https://www.nytimes.com/2018/07/03/us/politics/fact-check-ice-immigration-abolish.html

In 250-500 respond to the film, Viktor and I. Address the major themes or points that stood out for you. What did you like, find surprising, or question? Were there any quotes that struck you? How did the film inform your own thinking?