Category: English

Objectives
-Apply appropriate literary criticism (perspectives) for effective literary analysis
-Use evidence from literary texts and secondary texts to compose original and insightful literary analysis
-Pose questions and analyze themes that reflect the human condition,
such as economic, —ethical, historical, personal, political, and/or
social issues discovered in literature
-Analyze how literature reflects human values and thus has relevance to today’s world
Length/Format
2.0 pages
Typed, double spaced
12 pt. font
MLA style heading/title
In-text citations as needed (reference only the text, no outside sources needed)
Prompt
Trace the use of the “buried life” motif through three
authors, including Eliot. Define the concept, and relate it to that
distinction between the social and psychological selves. Is there any
change in the portrayal of the concept between the Victorian and Modern
eras?
Please remember to include specific textual reference.

Poem Analysis: Choose one poem that captures the focus you presented in the profile section of the essay. You may not analyze the poem we are discussing in class; please review the Poet Profile: List of Poets. Then, in this three to four page section, use specifics from the poem to illustrate the observations you made about the poet in your thesis. For example, use lines from the poem and close reading to show your readers how a particular philosophy influenced the poet. You may include references to other poems too, if you wish, but your discussion should focus as much as possible on the single poem you chose. The most effective essays will be focused and well-organized with sufficient textual evidence, analysis, and close reading to support the thesis.
Ultimately, your thesis statement must reflect some aspect that you discovered from their biography which has influenced their poems. This should be illustrated in the poem you have selected, and you are making a claim based on your analysis of the poem. Consider the following questions:
How does the poem reflect an aspect about the poet’s life?
Was your poet part of a movement or historical event (such as the Civil Rights Movement, Transcedentalism, Social Media Age, etc.,) which might have influenced their work or help you understand the theme of your selected poem better? 
What does your selected poem illustrate about the poet’s biography?
What characteristics or poetic devices does your poet tend to use? What themes? What kind of interpretations can you make about the poet’s overall poems?
How does understanding the poet’s biography help you understand this poem better?
Paper Requirements
Your paper should be MLA formatted, including Times New Roman, 12-point font, 1-inch margins, double-spacing, and in-text citations.
Your paper must include an MLA Works Cited page.
Your paper should be 5-7 pages in length. 
You must submit a fully annotated copy of the poem you analyze in your essay along with your final draft.
You might find the following link useful in successfully submitting this task:
How do I upload a file as an assignment submission in Canvas?
NOTE: Essays that fail to include proper MLA citations may receive an automatic F (as will any that plagiarize outside sources). Be sure to use VeriCite, the plagiarism detection software included in Canvas, to assess your essay for potential plagiarism.
RUBRIC
Essay #3 Assignment: Poet Profile Rubric
Essay #3 Assignment: Poet Profile Rubric
The Essay is about Langston Hughes and his Poem “Let America Be America Again” and about the Harlem renassiance too. Focused mostly about the take that Langston Hughes took when it came to him discussing about the suffering and discrimmination that many of citizens had faced during the time period and setting when the poem had been made.
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIntroduction: Hook
Does the title/hook effectively grab the reader’s attention?
5 pts
This criterion is linked to a Learning OutcomeIntroduction: Background Info (Profile)
Does the introduction offer sufficient background information from credible sources about the poet’s influences: personal, historical, and literary?
25
pts
This criterion is linked to a Learning OutcomeIntroduction: Thesis
Does the introduction end with a clear thesis that makes a compelling argument about how the poet’s influences shape the choices made by the poet in his/her poetry?
20
pts
This criterion is linked to a Learning OutcomeBP: Topic Sentences
Does each body paragraph begin with a clear topic sentence that connects to the thesis?
10 pts
This criterion is linked to a Learning OutcomeBP: Use of Evidence
Does each body paragraph include specific textual evidence to support the claim?
20 pts
This criterion is linked to a Learning OutcomeBP: Analysis
Does each body paragraph use close reading to analyze the moods, patterns, and language of the text?
25 pts
This criterion is linked to a Learning OutcomeBP: Explanation
Does each body paragraph end with a careful, logical explanation of how the textual evidence supports the claim and overall thesis?
15 pts
This criterion is linked to a Learning OutcomePoetry Analysis: Demonstrates an Understanding of Close Reading through the use of the OED.
5 pts
This criterion is linked to a Learning OutcomePoetry Analysis: Contains a paraphrase/summary of the selected poem.
10 pts
This criterion is linked to a Learning OutcomeConclusion
Does the conclusion emphasize the essay’s main ideas and end with a compelling final thought?
10 pts
This criterion is linked to a Learning OutcomeRequirements: Cohesion between the Poet Profile and the Poetry Analysis
Is the essay well-organized and easy for the reader to follow? Did the writer use the suggested outline: poet profile, thesis statement, poem analysis?
10 pts
This criterion is linked to a Learning OutcomeRequirements: Annotated Poem
Does the student include a fully annotated copy of the poem being analyzed?
5 pts
This criterion is linked to a Learning OutcomeRequirements: Grammar
Is the essay written clearly with relatively few sentence-level errors?
20
pts
This criterion is linked to a Learning OutcomeRequirements: MLA
Does the essay use proper MLA format (worth 5 points), including proper in-text citations (worth 5 points) and a works cited page that includes the poem, literary criticism, biographical source, and any additional sources (worth 10 points)?
20
pts
Total Points: 200

WRITING PROMPT: Create the first
two double-spaced pages of the rough draft of your autobiographical memoir based on a personal experience that had a profound effect on your worldview or your behavior. The essay must contain dialogue and should point to a discernible moral or theme. Epiphanies are welcome.
Rough Draft Requirements:
MLA format
2 double-spaced pages
Dialogue & well-developed hook
https://www.theguardian.com/us-news/2018/nov/13/michelle-obama-wanted-everything-read-exclusive-extract-memoir-becoming#img-1

presentation five slides with short sentences and pictures about how to start a business spiking for 3min

Over
the course of this semester, we have read and written about linguistic
identity and languages. Create a powerpoint presentation with audio OF YOUR NARRATION (this menas with you speaking) that
describes the role language play in your life. You presentation needs
to have 8-16 slides (not including the introduction slide). Here is what
you should have in your presentation:
1.) An introduction slide with your name, the name of this class, and the title of your presentation
2.) Background information on your first language: What is is? How did you learn it? How do you still use this language?
3.) Your experiences with English: When did you start learning it? Why did you learn English? How did you learn it?
4.) Other languages you may know: What are they? Why and how did you learn them? 
4.) Your linguistic identity: How does your experience with these
languages affect your sense of personal identity and how you navigate
the world?
5.) What benefits do you think being bilingual/ multilingual offer you?
6.) What suggestions do you have for other students or teachers?
7.) What do you wish your teachers knew about your experience as a bilingual student at Cerritos College?
8.) What are you most proud of as a bilingual student?
Conclusion
Here are a few videos with tips for creating a PowerPoint
presentation with audio. I will also host a Zoom meeting to show you how
to use this if you have never done this before!

https://support.microsoft.com/en-us/office/add-and-record-audio-in-powerpoint-eeac1757-5f20-4379-95f2-0d0cd151d5b8
NO SOURCES!!!

Assignment Prompt: Research Outline Overview The research outline serves as a stepping-stone between the planning and drafting phases of writing. This assignment gives you a chance to frame your future project, and put Toumlin’s method of argument into action, without having to make every element of the essay concrete. The research outline allows you to more proactively plan for a strong and solid essay, but also gives you the flexibility to change any elements that might require revision, before they are fully formed. Expectations By providing a blueprint for your future essay, the research outline helps you to: Build an organizational strategy for your essay Reinforce connections between the central claim, reasons, warrants, counter argument, and evidence Determine what elements of the essay may require revision Make structural, content, and organizational changes, in a manageable format Requirements Length/Development: The outline must be written in complete sentences. *There is a 300 word-minimum requirement for this assignment. If the word-minimum is not met, your assignment may be returned with no grade and a resubmission will be required. Organization: The outline must include: a central claim, three reasons, warrants, and paired evidence. The outline should also include at least one counterargument and one rebuttal. Without all of these components included, your work may be returned with no grade and a resubmission will be required. *You can add more categories, as you need them (but never less). For example, you may have 4 reasons, warrants, and supportive data for your claim, rather than the minimum of 3. Component Content Conditions Intro Main Claim/Thesis Statement Top Tip: Use these three Strategies for Thesis Structure: Simple, Straightforward, and Strong. Body 1. Reason 1 1.1 Warrant 1 1.1.1 Evidence 1.1.2 Counterargument & Rebuttal (optional) Top Tip: Think about transitions and other stylistic elements, as you build each element. (Only one counterargument and rebuttal is needed. Writers may choose where to place this.) Body 2. Reason 2 2.1 Warrant 2 2.1.1. Evidence 2.1.2. Counterargument & Rebuttal (optional) Top Tip: Consider the order you will use for these reasons/warrants. Are you going to start with your strongest point (reason 1), or end with it (reason 3)? (Only one counterargument and rebuttal is needed. Writers may choose where to place this.) Body 3. Reason 3 3.1 Warrant 3 3.1.1. Evidence 3.1.2 Counterargument & Rebuttal (Required) Top Tip: Don’t forget to directly address the counterargument with a rebuttal. This is an essential element of argument writing. (Only one counterargument and rebuttal is needed. Writers may choose where to place this. Note: The last “body” paragraph is a suggestion.) Document Formatting: MLA formatting: Heading (name, assignment name, course name, date), original title, header (page numbers), line-spacing (single or double-spaced), 1”margins, and 12-point font size, Times New Roman or sans-serif font. Genre/Style: Formal, numbered outline written using academic language. All ideas should be shared in complete sentences. See organization and example. Sources: None formally needed for the purpose of documentation; however, you may want to note from “where” you found your evidence. See example.

you will develop and construct a causal argument focused on using logos. The is argument will put forward an idea on the provided topic and will back it up with clear points and evidence. 
Focus on this topic: The readings for Module 3 focus on different issues and problematic events in different businesses and industries. Saddiqui discussed what has led to the push for self-driving cars, but also the issues that come with this. Sachs and Breslow discussed issues in the NFL and they argued about how these issues started or what they cause. 
Following these examples, look at a problem that you see occurring in businesses, with companies, or with brands or products. This can be any issue that affects customers, producers, workers, or even an entire industry. Using this problem, you will argue what causes created this issue and then argue what effects do or can come from it. Be logical and use your sources and discussion to prove your points and avoid the Post Hoc and slippery slope fallacies.
You may use any of the companies you have written about in assignments for Module 3 (or earlier) or you can choose a new company. You may revisit, take from, or add to any of the assignments from Module 3 to build this essay.
Follow this format.
An introduction that introduces a reader to your topic and then gives some context for what the problem is. This will end with your thesis statement that will cover your main idea, the supporting points, and why this idea is important. Argue these ideas: WHAT are the causes of the problem/issue and HOW do the causes lead to the problem?; WHAT are the effects the problem/issue and HOW do the effects come from it?; WHY is this important or why should this problem be examined or known?
You will write at least 4 body paragraphs that will focus on causes that lead to the issue and effects that do or can come from the issue (you are free to add more paragraphs if needed). Each of these will use evidence and quotes from your sources to prove your ideas. 
Body paragraphs 1 and 2 will develop the causes that do or potentially lead to the issue. Each will develop a different cause and will use sources to support your argument. Be sure to not just say what leads to the issue, but why these causes lead to it. Argue for how one event leads to the issue at hand.
Body paragraphs 3 and 4 will develop the effects that will or may come from the issue. Each will develop a different effect and will use sources to support your argument. Be sure to not just say what comes from the issue, but why the effects follow it. Argue for how one event follows from the issue at hand.
You will end with a conclusion paragraph. This will start by restating your main idea and will then discuss an idea or action that the reader can take with them or perform after they have read the essay. What should be done with your idea or what can someone think about?

Personal Recount Writing In the city where I once lived, amidst a battle for survival in the heart of Kabul, deciding which side was righteous on the battlefield was a daily struggle. However, that friend did not exist in reality, as I could not talk to anybody else and could not find a way with my family or two other friends. Walking against the wind with the sand, getting in my shoes, and making the streets look like an ocean, the trip proved challenging somehow, but the end was sweet somehow. Gender stereotypes operate to make my life in Afghanistan harder and support the notion that men here should strive to accomplish their goals. In light of discrimination at schools and the lack of a decision-making process, I started thinking that it was an obstacle to personal development and, ultimately, to my objectives. I repeatedly pondered: Why do I desire such situations to recur, and why do I consistently find myself in them?
Consequently, I was vulnerable to fear because I had many doubts. It was the determination to take up the mantle of being the outsider, giving the thumbs up to their choices of the most efficient journeys if the world they wanted to see was on the other side of the planet, that was still brewing inside of them, even though their sadness masked it. Despite facing numerous challenges over these seven years, the human spirit persevered and remained unbreakable. Despite the pettiness of the action, I constantly felt the presence of inherent goodness in each of us in a way that we are all capable of.
It may seem to you that it was somehow intelligible in the past, but my life has changed quite a lot for the better since then. The walls of Kabul no longer mean anything to me because Australia is a place for people seeking a more fantastic future and hope. It was not easy throughout the trip, apart from a few positive outcomes. However, the fact that each figure embodies the human′s strong ability to press on came to my understanding. Apart from feeling safe in Australia, I have a purpose. Any improvement, no matter how small, will be just a reflection of my bold character and determination that I will not stop until I see the sun shining brighter again. I am thankful for this new country, and the opportunity prospects have given me. By comparison, my background now looks more palatable. Tenacity and decision have enabled me to find peace amidst war and storm, overcoming obstacles to forge a new path filled with success and hope.
Commentary
Regarding my narrative writing approach, I tried to investigate themes of place, identity, and belonging. I was able to immerse myself in the narrative and experience it from a broad viewpoint by telling it from my point of view as a refugee in the first person. My intended audience was those who could identify with the migrant experience because it is a subject many people can connect to, especially those who have comparably immigrated to Australia. So, recounting my experience involved much more than just telling my tale. It was an opportunity for me to illustrate my struggles and experiences. In the city where I once lived, amidst a battle for survival in the heart of Kabul, deciding which side was righteous on the battlefield was a daily struggle.″
The quote I′ve chosen shows how I used the first-person voice in my story. Starting with ″In the city where I once lived″ helps readers feel connected to my experiences. Using ″I″ emphasizes that this is my own perspective, allowing me to share the emotional challenges of living in a conflicted place like Kabul.
I made a great effort to conjure solid feelings and vivid images using the language I used to describe the incident. The use of emotive language allows the reader to fully immerse themselves in the intensity of my experiences, while desсrіptive imagery vividly illustrates the narrative′s goals and problems. However, the vivid and meaningful rhetorical questions and analogies drew the reader in to explore the ideas of tenacity and optimism.
The story used a combination of formal prose and colloquial language to convey the ambiguity of my experience. I used many colloquial terms to reflect and capture the spirit of my Australian lifestyle. However, I regularly employed formal language to highlight the gravity of these issues and the relevance of the remedies discovered in this nation. Through the harmony of these language components, the story attempts to connect with various individuals and the ideas of tenacity and change in general.
I want you to make my commentary in this level on this skill . In formal language or English.
And first paragraph you have to talk about Form , Audience , Purpose
Second paragraph on third part of you have to talk about language technique you have to focus on all paragraph how what you write why you write how you write this is the main focus you on it. Key skills
Reflect on and share the
implications of authorial choices made in their own writing and in the writings of others : Explains the value of writing processes through the experience of creating a text and considers other writing processes.
Explain and comment on the vocabulary, text structures and language features,
conventions and ideas used in their own writing: Discusses how structures, language features, vocabulary and conventions were purposefully employed to convey ideas.
Experiment with and extend vocabulary for effective and cohesive writing: Connects precise language, register, structure and ideas to reflect on the writing processes.

What is it? As you all know, this course is largely centered around case studies. 
For the final project I would like you to do a “presentation” or paper (but I prefer a presentation) on a case study of your choosing. 
2. Tell us more about the presentation/paper? As I have mentioned I prefer a presentation to a final paper, but the option is yours. If you choose to do a presentation, you have a few options: You can record a voice over a Prezi and/or Google Slides. Or your you can film yourself giving the presentation, or make a youtube video – it’s entirely up to you. If you choose to do a paper, please treat it the same way as any research paper. 
3. How long should it be? 10-15 minutes if it’s a presentation. 10-14 pages if it’s a paper 
4. What are examples of acceptable case studies? As mentioned before, there are a number of case studies we have read about and gone over this semester: FTX, Citicorp, Challenger, Ford Pinto Scandal, Beech Nut, Deepwater Horizon/BP Oil Spill (to name a few)…Every week there are new examples of case studies from which you can choose. Please do NOT choose a case study we have already covered. 
5. What should the presentation cover? The basics – in a 10-15 minute presentation, there is only so much ground to cover, but you should be able to cover at least the basics and the ethical implications of a case study. What happened, how did it happen, who was involved, etc. In past semesters students have used potter boxes as well as a way to cover the ethical dilemma, but that is not necessary. Again, think of the information that needs to be relayed in order to be able for an audience to understand and to have a discussion about the case study of your choosing.
Examples are uploaded and attached.

Create formal and informal texts for different purpose and audiences (2)
Work productively through different stages of the writing process (5)
Engage in active metacognition that requires students to identify their own strengths and next steps in all areas of the curriculum (8)
Communicate ideas effectively with an understanding of language conventions (9)
Use PEA structure to express and support opinions and ideas with sound arguments and evidence (10)