Category: English

Discuss the concept of the “sex/gender” system and how developments in feminist criticism and/or queer and transgender theory potentially challenge or complicate that understanding of gender.
Include discussion of at least TWO of the recommended critical texts to support your written explanation.(Either ‘Bridget Jones Diary’ or ‘Austen’s Pride and Prejudice’ or ‘Atwood’s The Handmaid’s Tale’.
See the attached marking rubric for specific marking criteria and performance indicators. 

All the writing packages and requirements are already in the ppt I gave you, I want to write an essay about a little boy who grows up in the end despite being very tough. Just sublimate the ending a bit and most of all follow all the requirements and give me another version of the outlines. I don’t really have much of an idea of what I want to do with these only that it will pass. anything we can discuss just keep contact

Assignment 1: Language/Discourse CommunityAutobiography
(@ 900-1000 words)
Polished Draft Due on Thursday, Feb 15 (by 11:59pm PST)
Context: 
Literacy is a difficult word to define. In Language and Literacy: Studying Discourse in Communities and Classrooms, Eleanor Kutz tells us that “literacy involves not just reading and writing but all the ways of using language and of interpreting texts and the world” (249). As we move throughout our discourse communities (from home, to school, to work, or to the gym), we modify the language we use for each environment, illustrating the ways in which our literacies are shaped by particular contexts. As Kutz writes, “[o]ur literacies are acquired within particular contexts and they are shaped by those contexts” (249). We may flow easily from one literacy to the next as we move between contexts.  We may write in various forms or genres, from essay writing to texting to reading newspapers and blogs.  Or we may experience friction among the different identities that are created by the various literacies we use.  
Where do these threads of literacy intersect?  How do these intersections reflect our personal, cultural and academic identities? How are these intersections influenced by our discourse communities? And how does our definition of “literacy” affect what language practices we value? Consider these questions as you think about what literacy means in your own life.
Goal:
The goal of this assignment is to develop metacognition, i.e., self-awareness about how different contexts and rhetorical situations may shape our use of language. How do we use language to communicate with others? How does our rhetorical situation determine our linguistic behavior? As Andrea Lunsford puts it, how does our use of language move our audience’s heart, win their trust and change their mind (Lunsford, and Ruszkiewicz 92)?
Preparation:
o Review the assigned materials for Language/Discourse Community Autobiography
o Build from the discovery work during course unit modules and resources
o Using the Observation Notes Worksheet (Assignment 1 Folder), take notes on your rhetorical/linguistic interactions as you move in and out of your various discourse communities and through different rhetorical situations.
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Assignment and Writing Task:  There are 3 options below; please review all of the information.
Prompt: Option 1, Discourse in Real Time (@ 900-1000 words)
o In this assignment, you will be a linguist (somebody who scrutinizes language) and ethnographer who analyzes the customs of people. Your goal is to explore the way you use language in real time and in various contexts and to document the linguistic choices you make in everyday lives.  
o In your paper, please compare and contrast your spoken language varieties at home, online, work, and school. What is the prestige or value of these languages in different spaces? How do power relations and feelings of comfort or familiarity impact your linguistic choices? 
o Please also make meaningful connections to relevant concepts from one or two of our readings and videos. The goal is to construct a thoughtful argument about your use of language in different contexts and substantiating your claim with evidence from your research.
Possible key components of your paper:
I. Intro 
A. Hook: A brief, meaningful reference to one or two of our readings. A transition to 
your research.
B. Briefly describe the context of your research: Who did you talk to and why (who was your audience)
C. Thesis: Based on your notes, please present an argument (a controversial claim) about your use of language for the variety of discourse communities/rhetorical situations you are doing research on: what did you find out about your linguistic choices in your various discourse communitiesand across various rhetorical situations? What pattern emerged? What is your claim (argument) about these patterns?
II. Body: Based on your research notes, please substantiate your claims by referencing one discourse community/rhetorical situation at a time, i.e. one paragraph per situation. Please be specific by analyzing your word choice, syntax, rhetorical situations, and your analysis of audience and purpose.
❖ List of possible discourse communities & rhetorical situations: Superior at work, Colleague at work, Professor at school, Classmate, A person you dislike, Best friend, Date/Partner, Family, Pet
❖ NOTE: You are welcome to include conversation recaps and/or quotes (please keep in it clean); however, do not record anyone, unless they have explicitly given you permission to do so.  Even if they have initially given you permission, you may wish to review the final product with them. 
III. Conclusion: Wrap up the gist of your paper and consider the implication of your argument.
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Prompt: Option 2, Discourse in Digital Space/Social Media (@ 900-1000 words)
o In this assignment, you will be a linguist (somebody who scrutinizes language) and ethnographer who analyzes the customs of people. Your goal is to explore the way you use language in various digital space discourse communities and to document the linguistic choices you make.  
o Compare and contrast your language/communication varieties by exploring your regular interactions with different audience members in digital space/social media discourse communities.  (Among other things, you may wish to consider the following: How do you use text, images, GIF’s, etc. to comport yourself and convey different messages?  How do you use these devices to convey different aspects of your personality?  What similarities exist?  What differences exist? When and how to you shift your messages? For what purpose?)
Possible key components of your paper:
I. Intro
A. Hook: A brief, meaningful reference to one or two of our readings. A transition to 
your research.
B. Briefly describe the context of your research: Who did you talk to and why (who was your audience)
C. Thesis: Based on your notes, please present an argument (a controversial claim) about your use of language for the variety of discourse communities/rhetorical situations you are doing research on: what did you find out about your linguistic choices in your various discourse communitiesand across various rhetorical situations? What pattern emerged? What is your claim (argument) about these patterns?
II. Body: Based on your research notes, please substantiate your claims by referencing one discourse community/rhetorical situation at a time, i.e. one paragraph per situation. Please be specific by analyzing your word choice, syntax, rhetorical situations, and your analysis of audience and purpose.
❖ List of possible digital space discourse communities & rhetorical situations: email, text, Facebook, Twitter, Instagram, Snap Chat, YouTube, Tik Tok, etc.
❖ NOTE: You are welcome to include images/snapshot of your digital space interactions (please be sure to keep it clean); however, do not include any images, names or identifying information of others unless they have explicitly given you permission to do so.  Even if they have initially given you permission, you may wish to review the final product with them. 
III. Conclusion: Wrap up the gist of your paper and consider the implication of your argument.
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Prompt: Option 3, Combing Option 1 & 2 (@ 900-1000 words)
o With this option, you will combine your observations from both Discourse in Real Time and Discourse in Digital Space/Social Media.  
o Please see above to review the overview and Possible Key Components for both options. 
Final Essay Format: Make sure your work observes the following guidelines.  All essays must…
o be between 900-1000 words i

Research the issue of genetically modified foods, and then write an essay to be read by your peers in which you argue either for or against their use. Support your position with evidence.
<< Read Less

Research question is. What causes the wealth gap between different economic classses in the United States and what measures have helped to start to close this gap or have addressed the issue. You can change this research question up a bit if you want to just keep the topic on the wealth gap.

Purpose: Explore the ways in which art functions as a form of language within and between communities. Analyze and advocate for the choices made by a specific artist in a specific public context. Exercise evidence-based persuasive rhetorical strategies.
Assignment: In this assignment, you will:
1. Choose a public space in real life.
a. Examples of public spaces you might choose include parks, medians/esplanades, street corners, plazas, and inside buildings (like those on Lone Star campuses).
2. Choose an artist and an artwork they have created.
The artist you choose must be a living person with documented artwork. You will need to include at least one image of the artist’s work in the body of your essay.
The art may be in any visual medium: painting, sculpture, video, etc.
3. Analyze the proposed artwork and its contribution to the public space you have chosen. This should include a consideration of the following:
Who or what is represented
The relationship between the artist and the community The emotional/psychological impact of the art
d. Size, color, and material choices
1. How anid ior how ond the art we anusicals
How and for how long the art will physically change the space
4. Provide your assessment of why this artist and artwork is the best choice for your chosen space. Use logic and evidence to persuade your reader.
a. As you explain your choice, consider the impact of art on a public space. How might art benefit a given community or population? What ideas might be spread or challenged?
Audience: Your community
Research: You may use any external sources you find helpful to your choices and analysis. Sources may come from anywhere; you are not restricted to the Lone Star library. All sources must be cited in an MLA-style Works Cited page at the end of the essay.
Constraints: The essay should be roughly 3 pages long (about 750 words), double-spaced. You must use 12-point Arial or Times New Roman font and one-inch margins throughout the paper.
Youremen Sdom your hite asay in tas acountowned the page/word count

I’ve provided copies of some of the scholarly articles to use in the essay. I’ve also attached the instrutctions and example paragraphs. The writing doesn’t have to be super 
advanced; just basic college level. In each body paragraph there should be a quote from a scholarly article and a quote from the book. You are to either agree with the scholarly 
journal author/quote, disagree, or both and support your answer. If directions are not 
clear, don’t hesiitate in sending me a message. Thank you!
Here are POSSIBLE pre-selected quotes from scholarly articles (only if you would like to use 
them):
“The last part of Fahrenheit 451 traces out the consequences of Montag’s estrangement from his society. His physical flight expresses in terms of action a disengagement which has already taken place in his mind. Here
again Bradbury is following a generic pattern…Montag undergoes a rite of passage which involves the death of his old self (spuriously enacted on the TV by the authorities) and rebirth by water (the crossing of a river). Just as the city of Ilium is  destroyed in an attempted putsch so Montag’s city is laid waste by atomic bombing out of which emerges a strange new beauty.” (Seed 238).
“Sometimes, the action of suppression by burning a single copy triggers a chain of events, so successful that the book (and its ideas) disappears from the face of the earth.”. (Hillerbrand 606)
“Montag’s superior Beatty explains its coming- into-being as a benign process of inevitable development, everything being justified on the utilitarian grounds of the majority’s happiness: ‘technology, mass exploitation and minority pressure carried the trick, thank God” (Seed 228).
The “publishers, exploiters, broadcasters” have great economic incentive to exploit this desire, and when we allow such pleasurably escapist mass exploitation to replace our thoughtful interest in the real world, we abnegate our intellectual and moral responsibilities as human beings” (McGiveron 6).
“It is thus telling that the extreme regime of censorship depicted in Fahrenheit 451 does not come from the top but from the bottom. The people instigate it. The government just goes with the flow. The phrase ‘political correctness’ had not entered our cultural lexicon when Fahrenheit 451 was written, but that is the sort of phenomenon Bradbury was writing about” (Smolla).
“The result of this process in Fahrenheit 451 is a consumer culture completely divorced from the political awareness. An aural refrain running through the novel is the din of passing bombers which has simply become background noise. This suggests a total separation of political action from everyday social life…. In other words the latter have become images within a culture dominated by television” (Seed).
“Bradbury seems to be insisting that while it may be possible to incinerate a book, killing the book will not kill its ideas. The life of the mind endures.”(Smolla 901).
“A fear of the power of ideas causes individuals to take the ultimate step of destruction. Those who burn books fear that, as in the story of the Sorcerer’s Apprentice, once ideas are let free, they will be impossible to restrain” (Hillerbrand).
“The twenty-fourth century is just as saddled to the status quo, and Bradbury has been careful to point out the dangers of intellectual deadness” (Sisario 203).
“Indirectly (and inadvertently) book burning is a testimony to the power of ideas. Not only must the censured book be committed to the flames in a public ceremony by the common hangman, the powerful sway of ideas finds expression in the language used to describe the books to be destroyed, drowned, and committed to fire” (Hillerbrand 603).
As Montag becomes more fascinated with books and nearer to betrayal of his duties as a fireman, the hound becomes more suspicious of him. The hound is then symbolic of the relentless, heartless pursuit of the State” (Johnson 112).
“Bradbury employs several specific literary quotations to illustrate the shallowness of Guy’s world. By using references to literature, Bradbury carries through a basic irony in the book: he is using books to underscore his ideas about a world in which great books themselves have been banned” (Sisario).
“For when the overriding goal is to create social harmony or, worse yet, ‘social justice’ (a vague and highly debatable concept nonetheless embraced by many universities today), suppressing free speech and free thought is not likely to lag far behind. And getting the populace itself to support such an agenda becomes an important strategy. Thus, instead of terms such as conformity and mindlessness, the citizens in Fahrenheit 451–almost all of them, apparently–believe that happiness and harmony are what best characterize their society” (Patai).
“They burn books, because they do not wish to confront the words pregnant with ideas found in books” (Hillerbrand 594).
“We are currently at the bottom of an intellectual cycle. We must have faith and blindly hope for an upward swing of the cycle” (Sisario 202).
“…we rush past the precious physical and sensory moments that bring substance to our being; we struggle to find the quietude for genuine reflection, peace, and a life of the mind” (Smolla 896).
“While successful in the short run, the ideas to be eradicated, through the burning of books are, in the long run, not extinguished” (Hillerbrand 606).
“Ray Bradbury’s Fahrenheit 451 (1953) goes one step farther. Not only is the protagonist Montag initially a robot too, he is also a member of the state apparatus which enforces such prescriptions by destroying the books
which might counteract the solicitations of the media. The regime of the novel masks its totalitarianism with a facade of material prosperity. Montag’s superior Beatty explains its coming-into-being as a benign process of inevitable development, everything being justified on the utilitarian grounds of the majority’s happiness” (Seed 228).
link to PDF of the novel Fahrenheit 451:   https://jghsenglish.edublogs.org/files/2015/02/Fahrenheit-451.pdf 

Write a compare or contrast essay on The Piano Lesson and Fences.
Directions:
Write about 750 words and you must use at least two critical sources. Make sure to use exact support from the dramas. Write a well-developed, coherent, detailed essay using correct grammar, spelling and punctuation. Make sure to use details (support) from the plays. 
Make sure to write a thesis statement.
Example: Both Fences and The Piano Lesson usee symbols (get critic who says this). Then write about what the symbols are and why. Make sure NOT to write a summary. 
This is in the learning modules to help with Fences:
Keys to August Wilson’s Fences
Setting is in 1957 Pittsburgh
Drama published in 1986
The title of the play is symbolic – Fences
Look for baseball metaphors – for example, Troy says “You have to take the crookeds with the straights” – meaning LIFE throws us some curveballs
Death is personified – look for examples in the drama
This is a kitchen sink play – most of the action takes place inside the house or nearby it – front and backyard
Look for GENDER and RACE issues in the drama
Think about the music and lighting in the play
The idea here is to think about how the play makes use of the genre of drama.

Choose one standard for the lesson plan.
* It should include both teacher-guided instruction student work, teacher exemplar, and any other materials to help us understand your intellectual prep work *
CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

in this essay I need to write main causes of human trafficking. (human trafficking is my teams project problem and my) This paper should investigate and explain the main causes possible causes and even the history of human trafficking problem and issue. Focus on factual information but also can discuss theory/opinions as long as you make it clear that they are theory/opinions, primary sources, probably work for this essay. Make sure I have an introduction that explains human trafficking and a conclusion. make sure no AI usage if any AI usage this grade will give me a zero!! Make sure to cite sources. NO AI!!