Category: English

The essay needs to be 1000 words. The instructions are included in the pictures attached. The article that needs to be used is also attached. 

Case Study Project–First Draft
Overview
For this final project you will continue with the social issue that you selected (language and power; freedom and security; health and wealth) and you will write an essay where you discuss your perspective. You will use the ideas and information from the summary-response and the quote log to write your case study.
Grading
This assignment is worth 240 points (24%) of your final course grade.
Earning the maximum possible score on this assignment will require students to:
Step 1: complete all assigned components, use and cite five sources, and answer reflection questions (earning up to 100% of the possible points)
Please note that there is no “step 2” (revise and resubmit option) for this assignment. Completion of the “initial submission” using and citing five sources will earn you up to 100% of the possible points. The Case Study Project, Revised Draft is to be submitted and graded as a separate assignment.
To see required components and associated points in the assignment rubric, please view this assignment through the Assignments area of the classroom and scroll to the bottom.
Due Dates
The deadline for submission of this assignment is the end of Week 6 (Tuesday, 11:59 PM Eastern). The Case Study Project, Revised Draft is to be submitted and graded as a separate assignment.
Connection to other Course Assignments
The Case Study Project is the culminating assignment, where you will tie together all of the information and ideas from the course.
All of the reading, writing, thinking, and discussing that you have done over the past several weeks have led up to this assignment.
Step 1: Submission (earn up to 100% of the possible points for the assignment)
Your submission should include all of the following components:
Content
Describe a “real life” instance of your selected social issue in a professional or a personal setting.
Discuss your perspective on your selected social issue, including the reasons for your viewpoint.
Discuss how your core values inform or influence your perspective on your selected social issue.
Demonstrate that you are really thinking about your issue—don’t settle for easy answers, don’t pretend that conflicting evidence doesn’t exist, and don’t feel that you have to take an either-or position.
Discuss the complexities of your selected social issue. For example, do not just conclude that using academic language is always good, or that government surveillance is always bad, or that wealth automatically leads to health. Think about the intricacies of these issues and how they play out in everyday life.
Organization
Include an introductory paragraph, where you clearly outline a “real-life” instance of your social issue and you give a thesis statement that indicates your perspective (see Part 2: Writing Your Introduction for an example).
Include 3-5 body paragraphs where you include details, examples, and quotes from at least three of the course readings and two additional readings to help you develop and support your key points (see Part 3: Writing Your Body Paragraphs for an example).
Include one body paragraph where you discuss how your core values inform or influence your perspective on your selected social issue (see Part 3: Writing Your Body Paragraphs for an example).
End your essay with a concluding paragraph where you restate your thesis, summarize your key points, and leave the reader with the “so what?” ( see Part 4: Writing Your Conclusion for an example).
Language Choices
As a writer, you are free to decide how you use language, keeping the following in mind:
style: your language choices should result in a consistent writing style that is purposeful and aligned with your goals
readability: your language choices should ensure that your ideas are clear and easy to follow
When composing your paper, think about the conventions for academic writing, including:
punctuation: this includes things such as recommended use of commas, colons, and apostrophes.
word-level accuracy: this includes things such as capitalization, spelling, word-tense, and usage.
sentence-level accuracy: this includes things such as sentence boundaries, subject-verb agreement, and pronoun-antecedent agreement.
Take time to review your language choices after you’ve written your essay. Think about your goals for the style of this essay and your own writing habits (like using “text-speak,” omitting capitalization, or writing sentence fragments). Revise as necessary to accomplish your style and readability goals.
Reading your paper aloud is helpful technique when reviewing your language choices for style and readability.
Sources and Documentation
To earn the maximum possible points on this assignment, use and cite at least five sources:
Use and cite three of the assigned course readings on your selected issue (language and power; freedom and security; health and wealth). Sources from the assigned readings do not require a reference list for this assignment.
Use and cite two more sources (course readings or otherwise). Sources that are not from the assigned readings must be listed at the end of the paper on a reference page. List author, year of publication, title, and URL. Full APA format is not required for the reference page.
In-text citations for all sources should be in APA style.
These examples show options for citing a paraphrase:
This is a paraphrased sentence (Author, year).
Author (year) explains that ….
These examples show options for citing a quote:
A recent study showed that “this is the quoted passage” (Author, year, p./para. number).
Author (year) explains, “this is the quoted passage” (p./para. number).
Note that it is possible to earn a B (up to 85%) on this assignment by using only three sources from the course readings and no reference page. To earn an A (up to 100%) will require an additional two sources and reference page, if needed.
Format and Length
At the top of the page, include your name, the assignment name, and a title that reflects your specific essay focus. (See example below.)
Your paper should be typed, double-spaced and in 12-point font.
Your final product should be a minimum of six paragraphs (about 900-1100 words) in length. However, the quality of the content of this essay is most important. Be sure to fully answer the prompt.
Sample Header and Title for Assignment Submissions
Kim Lee (student’s name)
Case Study Project, first draft (assignment name)
Education Doesn’t Mean Empowerment (title)
Reflection Questions
The reflection questions are to be answered separately. (They are not part of the essay.) Post these in the “comments” box when submitting your assignment. You can number your answers or write the in paragraph form. Be sure to address all four questions.
Aside from simply meeting the requirements, what were your personal goals for this assignment?
When reviewing your language choices, what impact did the Grammar Lab content have on the choices you made with pronouns? Did you find any “Pronoun Problems” in your writing and how did you resolve them?
What parts of your work on this assignment are you most proud of?
What challenged you in this assignment and/or where do you need additional support from your instructor?
Sample Case Study Project
Be sure to review the Sample Case Study in the Week 6 learning resources before you begin. The student sample includes notes to help with connections to key aspects of the assignment.

I have no account and I am a competent writer. it’s my passion to do writing of high quality essays. I figured out a way to reach out to you, and thought of this way. If you don’t mind, we can work together in making this to happen. Thank you in advance

“If the arrangement of society is bad (as ours is), and a small number of people have power over the majority and oppress it, every victory over Nature will inevitably serve only to increase that power and that oppression.”
— Count Leo Tolstoy
Working in teams of two-to-four students, you will explore the impact of the following technological revolutions over the past two centuries, gathering evidence and constructing arguments to affirm or refute Tolstoy’s assertion that technological revolutions are inevitably used by the wealthy and powerful to enhance their leverage over the rest of society:
In this case I am doing Electrification, and I am refuting Tolstoy’s thesis. 
On June 25th, each student will submit a personal reflection in which they survey the specific arguments presented by Team X and Team Y followed by your personal assessment of Tolstoy’s claim that technological revolutions tend to increase and entrench social stratification. This paper should be 1000 to 1250 words in length and contain the following elements: 1) An introduction outlining how you thought about your assigned technology before starting SS 104, 2) A brief narrative of your work on the June 13th presentation, critiquing at least three print sources that you discovered in the stacks at Mugar (Boston Uni Libairy)  on this technology, and 3) a conclusion in which you explain your own position on Tolstoy’s thesis about technology. In this final section, you should discuss how your position on technological revolutions has been informed not only by your research, but also by your personal experience. All sources should be cited with Chicago Style footnotes and a complete bibliography. 

Write a 2-3 page (approximately 500-800 words) narrative essay about a single event using the techniques and elements of narrative writing that you have learned in this unit. In addition, you must answer the “Think About Your Writing” questions, described below, beneath your essay.
Step 1: Choose a Topic
Choose a topic that enables you to tell a short, interesting personal narrative essay. Your narrative can be funny, suspenseful, meaningful, or exciting, but it must focus on one event. 
EXAMPLE
If you decide to write about traveling to Washington DC, you should not write about the entire trip. Choose one event (e.g., an afternoon you spent visiting the National Portrait Gallery, or shopping in Georgetown, or taking a tour of the White House) and tell a detailed story that focuses on that single event.
The following are some ideas that can help you to select a topic for your story:
Firsts: Think of a “first” in your life and describe that moment in detail.
Proud moment: Choose a moment when you felt proud about an accomplishment.
Adversity: Describe a time when you had to think or act quickly to overcome a challenge.
Travel: Recall a memorable experience you had while visiting an interesting place.
Write a narrative essay that meets the following criteria: 
Presents a focused, meaningful narrative: The composition is consistently focused, and details are relevant and specific.
Tells the story using a logical, smooth sequence of events: The sequence of events and details is logical and easy to follow throughout the composition.
Develops a clear beginning, middle, and end: The composition has a clear and well-developed beginning, middle, and end. The opening paragraph(s) thoroughly introduce the setting, characters, and situation. The middle paragraphs thoroughly describe the progression of events. The closing paragraph(s) provide a thorough resolution to the narrative.
Uses narrative language and techniques competently: Uses narrative language and techniques (e.g., concrete and sensory details, figurative language, vivid description, dialogue, pacing, and plot development) effectively throughout the composition.
Demonstrates command of standard English grammar, punctuation, spelling, capitalization, and usage: There are few, if any, negligible errors in grammar, punctuation, spelling, capitalization, formatting, and usage.
Below your completed narrative, include answers to all of the following reflection questions: 
Which narrative techniques did you use to bring your narrative to life? (2-3 sentences) Sophia says: Did you use vivid description, sensory details, and/or dialogue to engage readers? Provide two examples from your essay in which you “show” readers rather than “tell” them. EXAMPLE: A sentence such as “I glanced at the clock, grabbed my briefcase, and sprinted for the elevator” uses more descriptive language than simply saying, “I was running late for the meeting.”
How did your purpose and audience shape the way in which you wrote your narrative? (3-4 sentences) Sophia says: Your hypothetical audience extends beyond the people who will evaluate your narrative. Which individuals or groups were you addressing when you wrote your narrative, and how did consideration of your audience and your purpose influence the way in which you wrote it?
Provide a concrete example from your narrative that shows how you have written specifically for this audience and purpose. (3-5 sentences) Sophia says: Consider including a quotation from your essay and explaining how it was written to appeal to your audience and to accomplish your purpose. Alternatively, you might describe a theme, tone, or narrative technique that you used and explain how it was intended to appeal to your audience and achieve your purpose.
Requirements
Your essay must be 2-3 pages (approximately 500-800 words), double-spaced, with one-inch margins.
Narrative essay guidelines must be followed or your submission will not be graded. 
Use a readable 12-point font.
Composition must be original and written for this assignment and all writing must be appropriate for an academic context.
Use of generative chatbot artificial intelligence tools (ChatGPT, Bing Chat, Bard) in place of original writing is strictly prohibited for this assignment. 
Plagiarism of any kind is strictly prohibited.
Submission must include your name, the name of the course, the date, and the title of your composition.
Submission must include both your narrative essay and your answers to the “Think About Your Writing” questions. 
Include all of the assignment components in a single .doc or .docx file.

Did the judicial system provide accountability for Charles’s actions in Accountable?
Write an organized, detailed seven-paragraph essay, with a clear thesis statement (your concrete answer to the question in the prompt), along with five body paragraphs that provide focused main points to support your thesis, and a conclusion that restates your thesis and summarizes your essay.
You must refer to Accountable as your main point of reference in this essay. That means that you are responding to Slater’s reporting about what happened specifically to Charles through the judicial system, specifically.  In your essay, you may consider questions such as, but not included to: What is accountability? What is punishment? What is justice? 
You MUST use outside sources in this essay as well. This is an argument essay — in which you are supporting your thesis. This is also a research essay — in that you will use four outside resources to support your argument. That means that you must use MLA format when you paraphrase and/or use direct quotes throughout the essay.
You must also include a Works Cited at the end of your essay, which includes Accountable as well as your four outside resources. Your outside resources may be any of the following:
Possible sources to consider… you can use any combination of four of these:
films/ documentaries
TED Talks
interviews with the author or related experts
government sources such as reports or laws
nongovernmental sources—called NGOs–for reports, research, blog posts
academic sources, such as essays, dissertation abstracts, journal articles
conference reports
newspaper and magazine articles
blog posts by experts in the related area(s) of your books, such as racism, social media and mental health, and so forth
people in your life you could interview 
your own personal experiences related to the topic 
GENERAL INFO:
NOTE: For each essay in this course, you must submit an opening “preamble” that is no longer than 6 sentences, in which you document that has the following information—without this preamble, your essay will not be graded–indicate (1) what tutoring you used, (2) which AI tools you used, and (3) offer a self-reflection and self-grade.
Tutoring: In 2-3 sentences, state: When and what tutoring did you use?
AI tools: In 2-3 sentences, state: Which AI tools did you use, if any (it is ok if you didn’t use any AI tools)? How did you use them, and how did they improve your work and process?
Self-reflection and grade: In 2-3 sentences, what do you think are the strengths and weaknesses of this written assignment and what grade would you give yourself?

Topic
This essay will explore how images can elicit a response from the viewer.  Choose to either research artworks that depict anger OR grief.  NOT BOTH.  Each body paragraph should then seek to connect the image to either sadness or ire in the viewer.  This paper requires research.  A painting of a bread line during WWII might be something that shows the sadness of innocents getting caught in conflict.  A news report talking about malnutrition in the hospitals at the time the painting was produced with a grieving mother talking about her own strength ebbing away from lack of food would be the kind of support that would be very convincing.  You might see obvious sorrow, but it’s important to research and connect it to support that will convince the reader.
You might consider organizing the paragraphs by Artist.  The early work of Picasso shows the grief of loss, later the grief of dissonance, and finally the grief of solitude  You might have multiple paintings from each part of his life or you might have a single image in each paragraph that you analyze in depth. 
Choose a subject that you can engage the discussion intelligently and creatively. Write about something you know at least the basics of and are interested in learning more about it by “reading” into it more critically.
Do not structure your essay by simply answering questions. Questions serve as guidelines to explore your topic in depth; they should not dictate the structure of your essay. Have a unifying and “closed” thesis, followed by solid topic sentences that cue your reader throughout the essay. Be sure to end your essay with a satisfying conclusion that leaves a lasting impressive on your reader. Avoid simply summarizing your main points.
♦Due Date: Essays are due at the end of the day
An outline is a great way to start.  Let me know if you need help after sketching out the paper.
♦Requirements:
Length: 3- 5 pages, double-spaced.
On your first page, have all the identifying information on the LEFT hand corner:
Your Name
ENGL103: Essay 1
Due Date
Have a creative and enticing title that reflects the content of your essay or the nature of your argument.
Format: Use regular fonts such as Times New Roman, 12-point, with one-inch margins on all sides.
A Works Cited page, done according to MLA style, is needed. The Works Cited page does not count towards the length requirement.
Engage at least three outside sources.  
Follow MLA style for all in-text and bibliographical citations. One letter grade will be taken off if the correct MLA style is not followed. When in doubt, check Purdue University’s Online Writing Lab (http://owl.english.purdue.edu/owl/resource/557/01/Links to an external site.) or SOL, pages 58-62.
♦Other Important Matters to Consider:
Avoid using second person pronoun, “you,” in formal essays.
This is an academic essay, so use vocabulary and a writing style appropriate for an intelligent reader. Employ action verbs, eliminate be-verbs, and avoid filler words such as, “What I am trying to say is that….”
This is not a very long essay, so do not use block quotes. As a general rule, if more than 20% of your essay is quotes or paraphrased ideas, you may have used too many quotes or others’ ideas, and have not presented enough of your own thoughts and analyses.
Cite your sources accurately and responsibility to avoid plagiarism. Attribute your sources properly.

Write a short essay (1000 words) that defends a thesis you developed through a close critical reading/analysis of one (or two) literary works listed in this week’s module and supported by at least two secondary sources. Do not confuse “critical analysis” with “plot summary”; the goal is to develop, sustain, and advance a thesis based on a critique of the primary text but supported in part by at least two secondary source.   A list of potential topics is below. 
Analyze key characters from one or more plays in this book. What motivates these characters? Point to specific moments in the play to make your case
Write an analysis essay in which you single out an element of one or more plays for examination- character, plot, setting, theme, dramatic irony, tone, language, symbolism, conventions, or any other element. Try to relate this element to the play as a whole. For example, “The Function of Teiresias in Oedipus the King,” “Imagery of Poison in Othello,” etc.
From a play you have enjoyed, choose a passage that strikes you as difficult, worth reading closely. Try to pick a passage not longer than about 20 lines. Explicate it- give it a close, sentence-by sentence reading- and explain how this small part of the play relates to the whole. For instance, any of the following passages might be considered memorable (and essential to their plays):
Othello’s soliloquy beginning “It is the cause, it is the cause, my soul” (Othello, 5.2.1-22)
Oedipus to Teiresias, speech beginning “Wealth, power, craft of statesmanship!” (Oedipus the King, 1.163-86)

Need complete originality, no plagiarism, https://www.huffpost.com/entry/the-wnba-has-always-been-tough-its-the-men-who-cant-stop-crying_n_666231e2e4b091105f3a1d98

OUTLINE
TEMPLATE
1.            
Thesis: – Veterans of war are more likely to succumb to
psychological and mental health issues that can lead to suicide.
2.            
Topic Sentence 1: –
Veterans, after the war, do not get
the proper help/treatment needed, and most suffer from PTSD and suicidal
thoughts.
Evidence: – “When
he came home, though, Henry was very different, and I’ll say this: the change
was no good…But he was quiet, so quiet, and never comfortable sitting still
anywhere but always up and moving around.”
Evidence: – “Once,
I was in the room watching TV with Henry and I heard his teeth click at
something. I looked over, and he’d bitten through his lip. Blood was going down
his chin.”
3.            
Topic Sentence 2: – PTSD symptoms are generally grouped into four
categories and those are intrusive memories, avoidance, negative changes in
thinking and mood, and changes in physical and emotional reactions
Evidence: – “There was still blood going down Henry’s chin, but he
didn’t notice it, and no one said anything even though every time he took a
bite of his bread his blood fell onto it until he was eating his own blood
mixed in with the food”.
Evidence: – “But
he was quiet, so quiet, and never comfortable sitting still anywhere but always
up and moving around”.
4.            
TS: – The veterans’
mental health instability after the war affected the families and people around
them.
Evidence: – The brother stated, “I had been feeling down in the dumps about Henry
around this time”.
Evidence: – “I
knew I was not just feeling it myself; I knew I was feeling what Henry was
going through at that moment”.
5.            
TS: – Many tragic events and scenes are present at
war, and having a professional will help you navigate through what is happening
in the mind and the real world.
Evidence: – “There were no Indian doctors on the reservation, and
my mom couldn’t come around to trusting the old man, Moses Pillager, because he
courted her long ago and was jealous of her husbands”.
Evidence: – “They don’t “fix them in those
places,” Mom said; “they just give them drugs.”
6.            
TS: – Suicide can be a result of war trauma and is
probably the only quick fix/ solution most veterans of war think of to do.
Evidence: – “Got
to cool me off!” He suddenly shouts. Then he runs over to the river and
jumps in”.
Evidence: – “He
looks as though he will take this wrong at first. His face twists, then clears,
and he jumps up on his feet”.
7.            
TS: – Families of war veterans should make it a
duty to get adequate care and resources that the veterans need.
Evidence: – Instead of being with Henry to
attend to him, “They
got to leaving him alone most of the time, and I didn’t blame them”.
Evidence: – “We wouldn’t get him there in the first place,”
I agreed, “so let’s just forget about it.”
Using this above outline template  from the book ” The Red convertible” , rewrite this Essay below, citing the reference below.
HENRY MENTAL HEALTH
& CONSEQUENCES
The red convertible shows the relationships,
the love and bond between siblings (Lyman and Henry), the struggle for daily
existence, the experience of overcoming pain, and the ability to cope with loss
that was affected by change. Henry
after the war was likely to succumb to psychological and mental health issues
which inevitably led him to suicide.
Henry
before attending the army was an outgoing vibrant person. He loved doing
various activities with his brother Lyman, but most importantly loved doing
cross-country road trips. During his trips with his brother Lyman, he was at
peace, comfortable and free-minded. The car he shared with his brother, the red
convertible, was special to him. Henry played a key role in helping his brother
purchase the car. The solidarity and adventurous attitude he had with his
brother was something he loved. Before he left for the military, he told his
brother Lyman to take care of the car. The car was so important to Henry that
even after he came back and saw the condition of the car, he immediately began
to fix its damage. Lyman said “Mine was cash, a big bankroll from Joliet’s
insurance. Henry had two checks- a week’s extra pay for being laid off, and his
regular check from Jewel Bearing Plant”. This was during the conversation about
the car with the family members. He went further to express himself “we went in
that car, me and Henry. They took off driving all one whole summer…Henry was
asleep with arms thrown wide. Later, he woke up and we started driving again.”
After Henry came back home after military, he
no longer had the same interest or attitude as before, he changed. During the
time Henry was in the military he wrote letters to his family. He was able to
write a few until he stopped. Henry’s brother did not know if he was really
receiving these letters but either way, he still wrote to him. Lyman said “I
wrote back several times, even though I didn’t know if those letters would get
through. I kept him informed all about the car.” Looking at Henry, they noticed
that “There
was still blood going down Henry’s chin, but he didn’t notice it, and no one
said anything even though every time he took a bite of his bread his blood fell
onto it until he was eating his own blood mixed in with the food”.
Henry’s mental instability after the war not
only affected him but placed a burden on his family and people around him. When
Henry did come home his brother tried everything, he could help him become more
comfortable but the issue he was facing was more deeply rooted. Lyman even got
him a brand, one that had color instead of the usual black and white. He tried
to entertain Henry as much as he could but to no avail. Henry was always to
himself, whenever family came over, he was never normal nor was he nice to his
own family The brother stated, “He’d always had a joke, then, too, and how you
couldn’t get him to laugh, or when he did it was more the sound of a man
choking, a sound that stopped up the throats of other people around him. They
got to leaving him alone most of the time and didn’t blame them. It was a fact:
Henry was jumpy and mean.” but Lyman “I’d bought a color TV set for mom and the
rest of us while Henry was away. “Money still came very easy…I’d bought
color, because with black-and-white the pictures seem older and farther
away…He sat in front of it, watching it, and that was the only time he was
completely still.”
Many tragic events and scenes are present at war, and
having a professional will help you navigate through what is happening in the
mind and the real world. Henry’s family really wanted to assist him in getting
the proper help he needed, but they did not know where to start or what kind of
help he needed. His mother discussed them taking him to a hospital, but they
knew that they would not find a cure to the problem but instead worsen it and
keep him on drugs. Especially living on a reservation, they did not have many
resources/professionals available. She said, “There were no Indian doctors on the
reservation, and my mom couldn’t come around to trusting the old man, Moses
Pillager, because he courted her long ago and was jealous of her husbands”.
Henry’s mother did not want
to send her son to a place where he would be mistreated or taken advantage of.
I believe finances was also another factor to consider in this process. Even if
they had professionals or resources, I don’t think they would be financially
equipped to follow through. “They don’t “fix them in those
places,” Mom said; “they just give them drugs.” “We wouldn’t get
him there in the first place.” I agreed, so let’s just forget about it.”
Suicide can be a result of war trauma and is probably the
only quick fix/ solution most veterans of war think of to do. Unfortunately,
Henry’s trauma was not professionally treated and although he could have chosen
to live, I don’t think he understood fully what he was going through. Probably
at this point in the story Henry had already made up his mind regarding his
suicide and didn’t want to tell anyone or keep his family on edge. I think he
knew that just as his mental health was hurting him just as much as it was
hurting his family. Henry made the final
decision after giving his brother total ownership of the car. “Got to cool me off!” He suddenly
shouts. Then he runs over to the river and jumps in”.
Families of war veterans should make it a duty to get
adequate care and resources that the veterans need. There is more that should have been done for Henry and his family.
Most importantly the reservation on which they lived needed more adequate
resources and personnel to take care of such cases. Even Henrys mother and
brother was worried that the old doctor that worked on the plantation would
manipulate Henry to take revenge at his mom. It was very shocking to find out
that the reservation on which they resided did not have an Indian doctor, one
that could relate to them personally. “There are no Indian doctors on the
reservation, and my mom couldn’t come around to trusting the old man, Moses
Pillager, because he courted her long ago and was jealous of her husbands. He
might take revenge through her son.” The younger brother (Lyman) agreed to mom,
“We wouldn’t get him there in
the first place,” I agreed, “so let’s just forget about it.”
REFERENCE
Erdrich, Louise. “The Red Convertible.” Growing Up
Ethnic in America: Contemporary Fiction About Learning to be American. Ed.
Maria Mazziotti Gillan and Jennifer Gillan. New York: Penguin
Press,1999.103-114.
Erdrich,
L. (2009). The
red convertible