Category: Writing

Boudoir
Amy LaTour’s body was found in her bedroom last as shown with her pet canary strangled in hits cage. Henry Willy and Joe Wonty, her boyfriends; Louis Spanker, a burglar known to have been in the vicinity and Celeste, her maid were questioned by the police.
Wilber Uniy, who happened to be in the area pursuing the Heliconius Charitonius put down his butterfly net and solved the case. Can you??????
Questions:
1.  How was Amy apparently killed?  Shot _____ Stabbed ________ Strangled _______ Beaten ______
2.  Is there evidence of a violent struggle?   Yes __________ No __________
3. Was her murderer strong   Yes __________ No ________
4.  Was Amy fond of jewelry?  Yes ___________ No ________
5.  Was she robbed? Yes _____ No _________
6.  Do you think she had been on friendly terms with her killer?  Yes ______ No _______
7.  Was the canary strangled before Amy’s death? Yes ______ No ________  If yes state your reason
8.   Was this crime a crime of passion?  Yes __________ No __________
9.   Did Willy have a motive? Yes __________ No __________
10. Who killed Amy?   Henry Willy _______  Joe Wonty _______  Louis Spanker _____  Celeste  ______
11. Reconstruct what probably happened and with WHO.

Define the “Last Act” test, the “Physical Proximity” test, the “Dangerous Proximity” test, the “Indispensable Element” test, the “Probable Desistance” test, the “Unequivocality” test, and The Model Penal Code’s “Substantial Step” test.
Discuss which of these tests you believe offers the best approach. Support your argument with examples that include case law or examples from the readings, which of these tests seems to be the best approach. Support your argument with examples.

What is parens patriae? Give a detailed discussion of this concept. Discuss at least three landmark United States Supreme Court cases related to juvenile justice to either exhibit that the concept of parens patriae has strengthened or eroded over the years. Please build your argument that shows either a strengthening or erosion of the concept by discussing the cases in detail and demonstrate how each case supports your point of view. Next, please point to one aspect of the assigned readings that you found to be of particular interest. Be sure to explain why you found the point to be salient to the topic at hand. Finally, please come up with one original critical thinking question for your classmates. It should be evident from reading the question that you have a solid understanding of the course material for this week.

Please read the following:
While monitoring a group chat on Kik on September 17, 2021, an online covert FBI employee engaged with a participant using the name “Jerry G.” This “Jerry G” individual, later identified as Nordmann, sent the agent three videos showing minors engaging in sexually explicit content on Kik, a social media platform. During a subsequent search of Nordmann’s home, electronic devices were seized. Nordmann, then, admitted to having additional child pornography videos and images on his cell phone. Several of the videos contained images of children younger than 12 years old. Nordmann later pleaded guilty in March 2021. Subsequently, the United States District Court for the District of Columbia sentenced Trevan Nordmann, 31, on September 13, 2022, to six years in prison and five years of supervised release for possessing and transporting child sexual abuse materials.
How can social learning theory explain Nordmann’s behavior?

Read “A Handful of Clay” by Henry van Dyke. Then answer the question that follows.
There was a handful of clay in the bank of a river. It was only common clay, coarse and heavy; but it had high thoughts of its own value, and wonderful dreams of the great place which it was to fill in the world when the time came for its virtues to be discovered.
Overhead, in the spring sunshine, the trees whispered together of the glory which descended upon them when the delicate blossoms and leaves began to expand, and the forest glowed with fair, clear colours, as if the dust of thousands of rubies and emeralds were hanging, in soft clouds, above the earth.
The flowers, surprised with the joy of beauty, bent their heads to one another, as the wind caressed them, and said: “Sisters, how lovely you have become. You make the day bright.”
The river, glad of new strength and rejoicing in the unison of all its waters, murmured to the shores in music, telling of its release from icy fetters, its swift flight from the snow-clad mountains, and the mighty work to which it was hurrying—the wheels of many mills to be turned, and great ships to be floated to the sea.
Waiting blindly in its bed, the clay comforted itself with lofty hopes. “My time will come,” it said. “I was not made to be hidden forever. Glory and beauty and honour are coming to me in due season.”
One day the clay felt itself taken from the place where it had waited so long. A flat blade of iron passed beneath it, and lifted it, and tossed it into a cart with other lumps of clay, and it was carried far away, as it seemed, over a rough and stony road. But it was not afraid, nor discouraged, for it said to itself: “This is necessary. The path to glory is always rugged. Now I am on my way to play a great part in the world.”
But the hard journey was nothing compared with the tribulation and distress that came after it. The clay was put into a trough and mixed and beaten and stirred and trampled. It seemed almost unbearable. But there was consolation in the thought that something very fine and noble was certainly coming out of all this trouble. The clay felt sure that, if it could only wait long enough, a wonderful reward was in store for it.
Then it was put upon a swiftly turning wheel, and whirled around until it seemed as if it must fly into a thousand pieces. A strange power pressed it and moulded it, as it revolved, and through all the dizziness and pain it felt that it was taking a new form.
Then an unknown hand put it into an oven, and fires were kindled about it—fierce and penetrating—hotter than all the heats of summer that had ever brooded upon the bank of the river. But through all, the clay held itself together and endured its trials, in the confidence of a great future. “Surely,” it thought, “I am intended for something very splendid, since such pains are taken with me. Perhaps I am fashioned for the ornament of a temple, or a precious vase for the table of a king.”
At last the baking was finished. The clay was taken from the furnace and set down upon a board, in the cool air, under the blue sky. The tribulation was passed. The reward was at hand.
Close beside the board there was a pool of water, not very deep, nor very clear, but calm enough to reflect, with impartial truth, every image that fell upon it. There, for the first time, as it was lifted from the board, the clay saw its new shape, the reward of all its patience and pain, the consummation of its hopes—a common flower pot, straight and stiff, red and ugly. And then it felt that it was not destined for a king’s house, nor for a palace of art, because it was made without glory or beauty or honour; and it murmured against the unknown maker, saying, “Why hast thou made me thus?”
Many days it passed in sullen discontent. Then it was filled with earth, and something—it knew not what but something rough and brown and dead-looking, was thrust into the middle of the earth and covered over. The clay rebelled at this new disgrace. “This is the worst of all that has happened to me, to be filled with dirt and rubbish. Surely I am a failure.”
But presently it was set in a greenhouse, where the sunlight fell warm upon it, and water was sprinkled over it, and day by day as it waited, a change began to come to it. Something was stirring within it—a new hope. Still it was ignorant, and knew not what the new hope meant.
One day the clay was lifted again from its place, and carried into a great place. Its dream was coming true after all. It had a fine part to play in the world. Glorious music flowed over it. It was surrounded with flowers. Still it could not understand. So it whispered to another vessel of clay, like itself, close beside it, “Why have they set me here? Why do all the people look toward us?” And the other vessel answered, “Do you not know? You are carrying a royal sceptre of lilies. Their petals are white as snow, and the heart of them is like pure gold. The people look this way because the flower is the most wonderful in the world. And the root of it is in your heart.”
Then the clay was content, and silently thanked its maker, because, though an earthen vessel, it held so great a treasure.
In a well-written paragraph with 5-7 sentences, explain how the short story is allegorical in nature. Your response should:
identify the universal theme
identify and explain symbolism as it relates to the allegory
use evidence from the text

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A normal man is no less naive at six than at sixty, but few men are normal. Many are seemingly civilized. Four pears I took to class, showing them as the reason for lateness. I do not remember what I said, if I said anything, but the ripe pears I showed. 45 This caused an instantaneous misunderstanding, and I knew I was being taken for a thief, which was both embarrassing and annoying. I had nothing to say because I had the pears. They were both the evidence and the justification, and I felt bewildered because the pears to Miss Larkin were only the evidence. I had hoped she would have more sense, being a teacher and one who had lived long. 50 She was severe and said many things. I understood only that she was angry and inclined towards the opinion that I should be punished. The details are blurred, but I remember sitting in the school office, feeling somewhat a thief, waiting for Mr. Pollard, our principal. … There was nothing else to do; so I ate a pear. It was sweet, sweeter than the one I had eaten by the tree. The core remained in my hand, lingering there in a foolish way. I could 55 not invent an artful thing to do with the core and began fearfully to think: apple core- who for?-Baltimore. And so on. A core should be for throwing, but there were walls around me and windows. I ate also the core, having only in my hand a number of seeds. These I pocketed, think- ing of growing pear trees of my own. 50 One pear followed another because I was frightened and disliked feeling a thief. It was an unaesthetic experience because I felt no joy. Mr. Pollard came at last. His coming was like the coming of doom, and when he coughed I thought the whole world shook. He coughed a number of times, looked at me severely a number of times, and then said: “I hear you have been stealing pears. Where are 65 they?” … Then I knew I would be punished, because I could see him taking advantage of my shame. It was not pleasant, either, to hear him say that I had stolen, because I hadn’t. I saw the pears before they were pears. I saw the bare tree twigs. I saw the leaves and the 70 blossoms, and I kept seeing the pears until they were ready. I made them. The ripe ones belonged to me. I said: “I ate them.” It is a pity I could not tell him I hadn’t stolen the pears because I had created them, 75 but I knew how to say only that which others expected me to say. “You ate the pears?” he said. It seemed to me that he was angry. Nevertheless, I said: “Yes, sir.” … -William Saroyan excerpted from “Five Ripe Pears” The Yale Review, Vol. 24, June 1935
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Part 3 Text-Analysis Response not Your Task: Closely read the text provided On pages 21 and 22. and write aweIl-developed, text—based response the of two to three paragraphs. In your response, identify a central idea in the text and analyze how the author s use gm of one Writing strategy (literary element or literary technique or rhetorical device) develops tlus central Idea. 5 Thu Use strongand thorough evidence from the text to support your analysis. Do not simply summarize the text. You goi may use the margins to take notes as you read and scrap paper to plan your response. Write your response in I k the spaces provided on pages 7 through 9 of your essay booklet. Guidelines: . 10 be Be sure to: ‘ it – 0 Identify a central idea in the text if 0 Analyze how the author’s use ofone writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Examples include: characterization, con?ict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc. ‘ ‘ Use strong and thorough evidence from the text to support your analysis ‘ ‘ – 0 Organize your ideas in a cohesive and coherent manner 0 Maintain a formal style of writing 0 Follow the conventions of standard written English
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Text Five Ripe Pears If old man Pollard is still alive I hope he reads this because I want him to know I am ped, text-based response not a thief and never have been. Instead of making up a lie, which I could have done, I told alyze how the author’s use the truth, and got a licking. I don’t care about the licking because I got a lot of them in develops this central idea. grammar school. It was part of my education. Some of them I deserved, and some I didn’t. ly summarize the text. You 5 The licking Mr. Pollard gave me I didn’t deserve, and I hope he reads this because I am e. Write your response in going to tell him why. I couldn’t tell him that day because I didn’t know how to explain what I knew. I am glad I haven’t forgotten, though, because it is pretty important. It was about spring pears. The trees grew in a yard protected by a spike fence, but some of the branches grew 10 beyond the fence. I was six, but a logician. A fence, I reasoned, can protect only that which it encloses. Therefore, I said, the pears growing on the branches beyond the fence are mine- y technique or rhetorical if I can reach them. denotation/connotation, And I couldn’t. Love of pears, though, encouraged effort. I could see the pears, and 15 I knew I wanted them. I did not want them only for eating, which would have been sm, theme, tone, etc. barbaric. I wanted them mostly for wanting them. I wanted pears, these being closest at the ime and most desirable. More, though, I wanted wanting and getting, and I invented means . It was during school recess, and the trees were two blocks from the school. I was thirsty 20 for the sweet fluids of growing fruit, and for things less tangible. It is not stealing, I said. It was adventure. Also art. Also religion, this sort of theft being a form of adoration. And it was exploration. … Running to pears as a boy of six is any number of classically beautiful things: music and poetry and maybe war. I reached the trees breathless but alert and smiling. The pears were 25 fat and ready for eating, and for plucking from limbs. They were ready. The sun was warm. The moment was a moment of numerous clarities, air, body, and mind. … But it was not to eat. It was to touch and feel and know: the pear. Of life-the sum of it- which could decay. It was to know and to make immortal. A thief can be both an artist and a philosopher, and probably should be both. I do not know whether I invented the philosophy to justify the theft, or whether I denied the existence of theft in order to invent the philosophy. I know I was deeply sincere about wanting the ripe pears, and I know I was determined to get them, and to remain innocent. … I couldn’t reach them, so I tried leaping, which was and is splendid. At first I leaped with the idea of reaching a branch and lowering it to myself, but after I had leaped two or 35 three times I began to leap because it was splendid to leap. … I was leaping when I heard the school bell ring, and I remember that at first it sickened me because I knew I was late. A moment afterwards, though, I thought nothing of being late, having as justification both the ripe pears and my discovery of leaping. … 40 I got five pears by using a dead tree twig. There were many more to have, but I chose minutes late. only five, those that were most ready. One I ate, laughing. Four I took to class, arriving ten got a licking – received a punishment, likely physical Regents Exam in ELA – June *23 [OVER] [21]
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Why does Connie go with Arnold and Ellie? Why can’t she resist him? Is she flawed in some way? Is it her own fault, or is Oates critiquing society for not giving Connie the tools to protect herself?

1.) Analyze Characterization: Annotate: Mark the details used to characterize Mrs. Whitaker in paragraph 2. Infer: What can you tell about her from these details?
2.) Analyze Fantasy: Annotate: Mark the element of fantasy in paragraph 10. Interpret: Why is this detail humorous in the context of the paragraph?
3.) Analyze Characterization: Annotate: Reread paragraphs 47-56. Mark details in Galaad’s dialogue that help develop his character. Analyze: How does Galaad’s speech reflect the time period of the Arthurian legends?
4.) Analyze Characterization: Annotate: Reread paragraphs 68-70. Mark details used to describe Galaad. Analyze: What does Mrs. Whitaker’s reaction to Galaad reveal about her character?
5.) Analyze Fantasy: Annotate: Reread paragraphs 120-121. Mark examples of fantasy details. Analyze: What effect does Gaiman create by offering these parallel descriptions of the two characters sharing stories of their backgrounds?
6.) Analyze Fantasy: Annotate: Reread paragraphs 126-139. Mark the descriptions of the items Galaad offers to Mrs. Whitaker in exchange for the Holy Grail. Evaluate: Identify the significance of the stone, the egg, and the apple. Does Mrs. Whitaker seem to realize the significance of these items? Explain.
7.) Analyze Fantasy: Annotate: Reread paragraph 174-178. Mark the details that describe the lamp. Draw Conclusions: What might be special about this lamp? Does Mrs. Whitaker really leave it behind because she has no room for it, or might she have some other reason?
ARTS & HUMANITIES WRITING CREATIVE WRITING ENGL 121