Category: Literature

“That woman, then, who was born with a gift of poetry in the sixteenth century, was an unhappy woman, a woman at strife against herself.” 
Compare and contrast the historical and contemporary challenges faced by female authors.
Essay competition

In this section, provide the context for the exhibit by briefly describing the historical event and explaining why an exhibit about the historical event would be important today.
Describe the event as well as its historical importance. Consider the following:What happened during this historical event?
Why is this event historically important?
Describe the impact of the event during its time period.
Explain the relationship between the organization your proposal is written for and your historical topic. Consider the following:Why should the historical society or cultural association be interested in hosting the exhibit?
Describe a current issue that provides a contemporary context for this exhibit. Consider the following:What is the connection between this historical event and an event or events happening today?
Analyze how the secondary sources you collected provide evidence for the topic of the exhibit. Consider the following:What is relevant about the sources in relation to how you plan to present the exhibit
Part 2: Plan for Exhibit: Artifact Selection
In this section, describe the historical artifacts you have selected to be part of the exhibit. Identify five historical artifacts that you will present in the exhibit. You should address each of the following:What are the documents, objects, images, or other items you will display as artifacts at the event?
Describe each artifact based on the information you researched in secondary sources. You should address each of the following:Give a brief summary of the subject matter of the artifact.
Who was its author or creator?
Who was its audience or user?
Explain the historical context for each artifact. You should address all of the following:When and where was the artifact created? 
Why was it created at this time and place? 
What was happening in this time and place that relates to the artifact? 
What specific information does the artifact provide about the event? 
Explain the relationship of the historical artifacts to each other as part of the exhibit. You should address all of the following:What similarities do the historical artifacts have with each other?
What differences do the historical artifacts have from each other?
What reasons explain these similarities and differences?
Part 3: Telling Their Story: Artifact Analysis
In this section, you will tell the story of the historical event using your selected artifacts. You will provide an analysis of the historical and contemporary relevance of the artifacts you chose using research from the secondary sources in your Collection of Sources. You will also be describing the perspective or point of view represented by the artifacts, based on the Profile of a historical figure that you completed in Module Three. Explain the historical narrative for the artifacts you selected. You should address the following:What would visitors to this exhibit learn about the historical event?
What characteristics of the artifacts influenced you to include them in the exhibit?
Describe how the artifacts relate to the perspectives or points of view of an individual or group directly involved in the historical event.
Describe how the artifacts relate to the perspectives or points of view of an individual or group who experienced the event but were not previously included in historical accounts of it.
Describe the impact of bias in presenting this perspective about the artifacts.How does bias in the secondary sources influence your interpretation of the artifacts?
How does your bias influence your historical narrative about the event?
Part 4: Visitor Experience at the Exhibit: Contemporary Relevance for a Diverse Audience
In this section, you will connect your exhibit to an event or situation that is happening today.
Describe a historical narrative that connects the subject of the exhibit with contemporary life. Consider the following:Which artifacts do you feel have the most relevance from a contemporary point of view?
How do the characteristics of the artifacts connect the subject of the exhibit with contemporary life?
Describe the relationship between this historical event and a current event.What current events are occurring that relate to this historical event?
How are the events related to each other?
Why would a contemporary audience be interested in exploring this relationship?

Requirements:
The paper must make use of at least three academic sources. Abbott can be one of your sources.
The length must be 2,000 words, not including the list of works cited.
The paper must conform to MLA standards.
Papers that do not fulfill these basic requirements will automatically start with a letter grade of B.
Look at PDF for the Outline and the Professor’s comment for the paper
Thesis Statement: James Joyce explores the theme of love as a complex and ultimately unfulfilling force in two of his short stories, “Eveline” and “Araby”. Despite taking different paths, both stories depict love as simultaneously inspiring and paralyzing the characters, initially motivating them to pursue new and exciting goals but ultimately preventing them from achieving self-fulfillment.
Sources
Bai, Yu. “Realization of Epiphany through Disillusion of Ideals in Araby.” International Journal of Education and Management (2020): 98. http://ij-em.com/Papers/Vol%205,%20No%203%20(IJEM%202020).pdf#page=104
Dahal, Kalpana. Female Positioning in James Joyce’s Short Stories “Clay”, “Eveline” and “Araby”. Diss. 2020. http://202.45.147.228:8080/bitstream/123456789/58/1/400312_Dahal_Kalpana.pdf
Kitamoto, Yuko. “A Sense of Love in Dubliners.” Osaka Literary Review 32 (1993): 35-42. https://ir.library.osaka-u.ac.jp/repo/ouka/all/25497/OLR32-035.pdf
Wieczorek, Chris. “Searching Between the Lines: Ambiguity, Paralysis and Revisionist Readings of Joyce‘s “Eveline”.” Verso: An Undergraduate Journal of Literary Criticism (2017). https://ojs.library.dal.ca/verso/article/download/7046/6100

research paper fall 23 are the instructions and rest are resources you have to use including this youtube video 

Instructions are written below.
Here are some of my suggestions of poems:
Hope is the Thing with Feathers” by Emily Dickinson, and
Opportunity by Edward Rowland  Sill
The Road Not Taken” by Robert Frost, and “The Choice” by William Butler
“Mother To Son” and “Harlem”, by Langston Hughes

craft a response 9-15 sentences in length
What do Miss Brill′s observations reveal about her?
Describe Miss Brill′s sense of self at the end of the story
″Miss Brill.″ by Katherine Mansfield (1888-1923)
From: The Garden Party, and Other Stories by Katherine Mansfield. New York: Alfred A. Knopf, 1922. pp. 182-189.
Editor: Mary Mark Ockerbloom
[Page 182] MISS BRILL
ALTHOUGH it was so brilliantly fine–the blue sky powdered with gold and great spots of light like white wine splashed over the Jardins Publiques–Miss Brill was glad that she had decided on her fur. The air was motionless, but when you opened your mouth there was just a faint chill, like a chill from a glass of iced water before you sip, and now and again a leaf came drifting–from nowhere, from the sky. Miss Brill put up her hand and touched her fur. Dear little thing! It was nice to feel it again. She had taken it out of its box that afternoon, shaken out the moth powder, given it a good brush, and rubbed the life back into the dim little eyes. ″What has been happening to me?″ said the sad little eyes. Oh, how sweet it was to see them snap at her again from the red eiderdown! . . . But the nose, which was of some black composition, wasn′t at all firm. It must have had a knock, somehow. Never mind–a little dab of black sealing-wax when the time came–when it was absolutely necessary . . . Little rogue! Yes, she really felt like that about it. Little rogue biting its tail just by her left ear. She could have taken it off and laid it on her lap and stroked it. She felt a tingling in her hands and arms, but that [Page 183] came from walking, she supposed. And when she breathed, something light and sad–no, not sad, exactly–something gentle seemed to move in her bosom.
There were a number of people out this afternoon, far more than last Sunday. And the band sounded louder and gayer. That was because the Season had begun. For although the band played all the year round on Sundays, out of season it was never the same. It was like some one playing with only the family to listen; it didn′t care how it played if there weren′t any strangers present. Wasn′t the conductor wearing a new coat, too? She was sure it was new. He scraped with his foot and flapped his arms like a rooster about to crow, and the bandsmen sitting in the green rotunda blew out their cheeks and glared at the music. Now there came a little ″flutey″ bit–very pretty!–a little chain of bright drops. She was sure it would be repeated. It was; she lifted her head and smiled.
Only two people shared her ″special″ seat: a fine old man in a velvet coat, his hands clasped over a huge carved walking-stick, and a big old woman, sitting upright, with a roll of knitting on her embroidered apron. They did not speak. This was disappointing, for Miss Brill always looked forward to the conversation. She had become really quite expert, she thought, at listening as though she didn′t listen, at sitting in other people′s lives just for a minute while they talked round her. [Page 184] She glanced, sideways, at the old couple. Perhaps they would go soon. Last Sunday, too, hadn′t been as interesting as usual. An Englishman and his wife, he wearing a dreadful Panama hat and she button boots. And she′d gone on the whole time about how she ought to wear spectacles; she knew she needed them; but that it was no good getting any; they′d be sure to break and they′d never keep on. And he′d been so patient. He′d suggested everything–gold rims, the kind that curve round your ears, little pads inside the bridge. No, nothing would please her. ″They′ll always be sliding down my nose!″ Miss Brill had wanted to shake her.
The old people sat on a bench, still as statues. Never mind, there was always the crowd to watch. To and fro, in front of the flower beds and the band rotunda, the couples and groups paraded, stopped to talk, to greet, to buy a handful of flowers from the old beggar who had his tray fixed to the railings. Little children ran among them, swooping and laughing; little boys with big white silk bows under their chins, little girls, little French dolls, dressed up in velvet and lace. And sometimes a tiny staggerer came suddenly rocking into the open from under the trees, stopped, stared, as suddenly sat down ″flop,″ until its small high-stepping mother, like a young hen, rushed scolding to its rescue. Other people sat on the benches and green chairs, but they were nearly always the same, Sunday after Sunday, [Page 185] and–Miss Brill had often noticed–there was something funny about nearly all of them. They were odd, silent, nearly all old, and from the way they stared they looked as though they′d just come from dark little rooms or even–even cupboards!
Behind the rotunda the slender trees with yellow leaves down drooping, and through them just a line of sea, and beyond the blue sky with gold-veined clouds.
Tum-tum-tum tiddle-um! tiddle-um! tum tiddley-um tum ta! blew the band.
Two young girls in red came by and two young soldiers in blue met them, and they laughed and paired and went off arm-in-arm. Two peasant women with funny straw hats passed, gravely, leading beautiful smoke-coloured donkeys. A cold, pale nun hurried by. A beautiful woman came along and dropped her bunch of violets, and a little boy ran after to hand them to her, and she took them and threw them away as if they′d been poisoned. Dear me! Miss Brill didn′t know whether to admire that or not! And now an ermine toque and a gentleman in gray met just in front of her. He was tall, stiff, dignified, and she was wearing the ermine toque she′d bought when her hair was yellow. Now everything, her hair, her face, even her eyes, was the same colour as the shabby ermine, and her hand, in its cleaned glove, lifted to dab her lips, was a tiny yellowish paw. Oh, she was so pleased to see him–delighted! She rather thought they were going [Page 186] to meet that afternoon. She described where she′d been–everywhere, here, there, along by the sea. The day was so charming–didn′t he agree? And wouldn′t he, perhaps? . . . But he shook his head, lighted a cigarette, slowly breathed a great deep puff into her face, and even while she was still talking and laughing, flicked the match away and walked on. The ermine toque was alone; she smiled more brightly than ever. But even the band seemed to know what she was feeling and played more softly, played tenderly, and the drum beat, ″The Brute! The Brute!″ over and over. What would she do? What was going to happen now? But as Miss Brill wondered, the ermine toque turned, raised her hand as though she′d seen someone else, much nicer, just over there, and pattered away. And the band changed again and played more quickly, more gayly than ever, and the old couple on Miss Brill′s seat got up and marched away, and such a funny old man with long whiskers hobbled along in time to the music and was nearly knocked over by four girls walking abreast.
Oh, how fascinating it was! How she enjoyed it! How she loved sitting here, watching it all! It was like a play. It was exactly like a play. Who could believe the sky at the back wasn′t painted? But it wasn′t till a little brown dog trotted on solemn and then slowly trotted off, like a little ″theatre″ dog, a little dog that had been drugged, that Miss Brill discovered what it was [Page 187] that made it so exciting. They were all on stage. They weren′t only the audience, not only looking on; they were acting. Even she had a part and came every Sunday. No doubt somebody would have noticed if she hadn′t been there; she was part of the performance after all. How strange she′d never thought of it like that before! And yet it explained why she made such point of starting from home at just the same time each week–so as not to be late for the performance–and it also explained why she had a queer, shy feeling at telling her English pupils how she spent her Sunday afternoons. No wonder! Miss Brill nearly laughed out loud. She was on the stage. She thought of the old invalid gentleman to whom she read the newspaper four afternoons a week while he slept in the garden. She had got quite used to the frail head on the cotton pillow, the hollowed eyes, the open mouth and the high pinched nose. If he′d been dead she mightn′t have noticed for weeks; she wouldn′t have minded. But suddenly he knew he was having the paper read to him by an actress! ″An actress!″ The old head lifted; two points of light quivered in the old eyes. ″An actress–are ye?″ And Miss Brill smoothed the newspaper as though it were the manusсrіpt of her part and said gently; ″Yes, I have been an actress for a long time.″
The band had been having a rest. Now they started again. And what they played was warm, [Page 188] sunny, yet there was just a faint chill–a something, what was it?–not sadness–no, not sadness–a something that made you want to sing. The tune lifted, lifted, the light shone; and it seemed to Miss Brill that in another moment all of them, all the whole company, would begin singing. The young ones, the laughing ones who were moving together, they would begin and the men′s voices, very resolute and brave, would join them. And then she too, she too, and the others on the benches–they would come in with a kind of accompaniment–something low, that scarcely rose or fell, something so beautiful–moving. . . . And Miss Brill′s eyes filled with tears and she looked smiling at all the other members of the company. Yes, we understand, we understand, she thought–though what they understood she didn′t know.
Just at that moment a boy and girl came and sat down where the old couple had been. They were beautifully dressed; they were in love. The hero and heroine, of course, just arrived from his father′s yacht. And still soundlessly singing, still with that trembling smile, Miss Brill prepared to listen.
″No, not now,″ said the girl. ″Not here, I can′t.″
″But why? Because of that stupid old thing at the end there?″ asked the boy. ″Why does she come here at all–who wants her? Why doesn′t she keep her silly old mug at home?″ [Page 189] ″It′s her fu-ur which is so funny,″ giggled the girl. ″It′s exactly like a fried whiting.″
″Ah, be off with you!″ said the boy in an angry whisper. Then: ″Tell me, ma petite chère–″
″No, not here,″ said the girl. ″Not yet.″
. . . . . . .
On her way home she usually bought a slice of honeycake at the baker′s. It was her Sunday treat. Sometimes there was an almond in her slice, sometimes not. It made a great difference. If there was an almond it was like carrying home a tiny present–a surprise–something that might very well not have been there. She hurried on the almond Sundays and struck the match for the kettle in quite a dashing way.
But to-day she passed the baker′s by, climbed the stairs, went into the little dark room–her room like a cupboard–and sat down on the red eiderdown. She sat there for a long time. The box that the fur came out of was on the bed. She unclasped the necklet quickly; quickly, without looking, laid it inside. But when she put the lid on she thought she heard something crying.
[Page 190]
Important Info
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Type of paper and subject
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Reading Response #3 requires you to respond to the Pastoral Poetry we read: Marlowe’s “Passionate Shepherd” and Raleigh’s “The Nymph’s Reply.” Like all Reading Responses this semester, it will consist of two parts: the summary and your reaction. Your summary should adequately (and concisely) provide a precis of the back and forth between the poems and not exceed one five-sentence paragraph. It must also include an integrated quotation from the text. After the summary, you will provide a well-developed, thought-out reaction to the poetic exchange. You may want to consider how it speaks to a previous work (or works) that we have read or simply explore what interests you about the reading. You have a lot of freedom with these reactions. No matter how you choose to respond, strive to offer an original, provocative insight of your own. Do not, in other words, seek assistance from the internet. You are intelligent, thoughtful readers engaging with some of the most profound literature of human history. Demonstrate your own intellectual conversation with these masterworks.
The Reading Response should be between 1.5 and 2 pages, not including the required a Works Cited page.

Write an essay addressing the questions below. Be sure to
complete your essay following the essay guidelines provided in the lesson. Your
response should be in a single essay format. APA 7th edition are
the guidelines from the lesson
What
is the difference between quoting, paraphrasing, and summarizing?
What
type of citation is required for each? Why is properly citing sources
important?
What
are the possible consequences of improperly citing references?
Why
should one cite sources in a business proposal or plan?
Remember: An in-text
citation within the body of your work to show where you used the information.
A full reference citation for the source in the reference
list at the end of the lesson.

Your third essay requires you to analyze a song of your choosing. You will read the lyrics as poetry to explain the song’s main theme (or themes). Your explanation will serve as the paper’s thesis. The rest of your paper will use a critical analysis of the song’s lyrics as well as its sonic elements to support your interpretation of the song’s main theme.
As you consider the song’s theme, focus on what the song means to you personally. How do its themes and insights apply to you? Why does the song speak to you, and how might it speak to others? Think of this as an opportunity for you to share a song you love with someone else. Why should we love it too? What can it say about our shared experiences as human beings?
Don’t get too bogged down in your personal story, though. You want to spend the bulk of your paper analyzing the song’s lyrics as poetry. Show me that you understand the concepts of analysis we’ve covered in class. You will also need to think about the song’s sonic qualities – that is, the music of it. You can discuss the instrumentation and sound or even the singer’s vocal delivery. You must address at least one non-lyrical aspect of the song in your analysis. Listen to the song over and over as you think about it to get beyond the text.
Requirements
Due: 6/21
Length: 2.5 FULL pages (no more than 4), not including the required Works Cited page
Format: MLA format for both in-text citations and works cited entry. Times New Roman, 12-point font, double spaced, 1” margins.
Tips:
Try to avoid songs with over simplistic lyrics. A song with the refrain, “Tonight we’re gonna party, yeah. Party tonight,” might be your jam, but there’s not much poetry to work with there.
Avoid analyzing the song’s music video. Visual analysis is a fantastic skill to have, but your main objective is to demonstrate an ability to analyze poetry.

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Instructions
ILR260: Final Paper
Purpose
The most common assignment in college classes is the research paper. Research papers tend to fall into two categories—the argumentative and the informational. In this class, we will practice putting together a research paper that is more informational in nature. Its main goal is to practice assembling sources in a way that adequately explores a research question from various sides but does not (necessarily) take a strong stance on the “correct” answer. The paper can lean in certain directions if that is where the scholarly conversation leans, but it is not necessarily trying to persuade the audience of one specific point of view. The point of the paper is to assemble a scholarly conversation around a research question and then synthesize possible answers to the research question.
The ILR course itself takes you through the necessary steps to create this final paper. 
In summary, the steps you will have gone through are as follows:
Identify and narrow a research question.
Find and evaluate sources.
Summarize sources in an annotated bibliography.
Write a rough draft.
Revise a rough draft and proofread.
Task
Compose a 1000-word essay in APA citation style (you may use MLA if you are an English major) that presents and then attempts to answer your research question.
You must use a minimum of five cited sources. Three must be from peer-reviewed academic journals. Popular sources, including magazine articles, newspapers, secondary scholarly summaries of topics, or government or institutional literature may be allowed if deemed appropriate as per the lessons on source evaluation and rhetorical needs of the paper.
Cite your sources on a standard format APA reference page. If you are an English major, MLA will be allowed with permission from instructor.
Submit your essay as a Word document, .pdf file, or a .rtf only. Please do not use Pages or any type of image file.
Topic
You will have the freedom to choose your own topic for this research essay. There are, however, some topics that are not allowed.
Any of the topics from ENG102. To remind you, the current topics from ENG102 are Bail Reform, Homework, Communication in Relationships, Ocean Pollution, The War in Ukraine, Homework (is it necessary), Nursing Burnout, and Self-Driving Cars. Under no circumstances may you choose one of these subjects.
Whatever subject you wrote on for ENG240.
Any paper you wrote for another class at NU or another university.
See a pattern? We want a new paper. It is important to note that the papers you wrote in ENG102 and ENG240 are argumentative in nature, so they would not fit this assignment anyway.
Important Note
Do not use generative AI programs (Chat GPT, Bard, Bing, Blenderbot, etc.) to write this paper. It will be considered academic dishonesty and the paper will receive a failing grade. We have software to detect use of AI programs to generate papers.
My Research question is: How would allowing cannabis use in the military could influence recruitment, retention, job performance, and is it potential for a shift government policy?