Tag: Academic writing

I, Too” (1945) by Langston Hughes (1902-1967)
“My Papa’s Waltz” (532): a. Who is the speaker in this poem? b. What has happened? c. Pick out the words and phrases that indicate the speaker remembers his father fondly and the ones that indicate the speaker remembers his father negatively. d. Discuss the significance of the poem’s final line. What is Roethke did not include this image of the boy “still clinging”?
“Dulce et Decorum Est” (521): a. Wilfred Owen was very young when he composed this poem, but he describes his soldier-comrades in the terms of old age and disease using ordinary, unpoetic words like “coughing.” How do these word choices set the scene described in the poem? b. The speaker uses numerous images to describe the scene: “like old beggars under sacks,” “sludge.” List several images from the last stanza. How do these images build suspense in the poem? c. The poem’s title says one thing, and the poem describes the opposite experience. The Latin poem’s end means, roughly, “It is sweet and proper to die for one’s country.” The images would suggest nothing sweet about it. What is “The old Lie”? How does the poem’s vivid description of war’s horror prepare the reader for the last lines of this poem?
“This is just to say” (511): a. What do you think the relationship between the speaker and the “you” in the poem is? b. What is the effect of the description of how delicious the plums were? c. Do you think this is a found poem? Do you think Williams really wrote a note to his wife, fessing up to eating her plums? If so, does that change the way you read the poem? And if it’s not a found poem, why write it in such a way? d. The big question: is this even a poem? Why or why not?
“I, Too” (handout): a. What kind of character is the speaker? B. How does this poem make you think about what it means to be an American? An African American? C. How is “America” presented in this poem, and how does it make you feel about America?
“Funeral Blues [Stop All the Clocks]” (530): a. What do you think the speaker is responding to in this poem, and what does the title convey? b. How do such phrases as “muffled drum,” “mourners,” and “crepe bows,” the traditional trappings of a funeral, contrast with the actual occasion of the poem? What is the actual occasion of the poem? Could it be something other than the death of a lover, such as a break-up? c. There’s wild exaggeration in the last stanza’s set of instructions” “pack up the moon and dismantle the sun”—as if we could indeed “pour away the ocean” and “put out” the stars. What does this tell us about the emotion of the speaker?
“We Real Cool” a. Who is the “We” of the poem? What happens to this “We”? b. How does the informal diction of the poem affect your sense of the speaker? Advising young readers on how to recite this poem aloud, Brooks wrote, “Say the ‘We” softly.” Why do you think she wanted this word quieter than others? What does it reveal about the confidence of the speaker?
“in Just-” (523): a. Discuss the line arrangements here and the use of lowercase letters. How do they influence the mood/tone of the poem? b. Why does e.e. cummings conjoin the names of the marble-playing boys, the dancing girls, and the balloonman? c. What does the repetition of “far and wee” suggest, and did he mean to say, instead, “far and wide”?
“Barbie Doll” (handout): a. Who is the speaker? What is her tone/attitude? b. Note the child-like language, condescension in the first stanza. Is it critical of something? What? c. Contrast the healthy and positive language used in the next stanza.
“When I Heard the Learn’d Astronomer” (handout): a. Compare the language used in the two settings. How does it contribute to our understanding of two ways of learning? (Note the differences between the structured traditional setting for learning and the Romantic setting emphasizing imagination, intuition, the individual, and love of nature.) b. How can the theme of this poem be described?

How does the folk tale “Firebird and Princess Vasilisa” combine and reflect Pagan beliefs, the Medieval code of loyalty, and moral teachings, how does it function as listeners’ entertainment?

Analiza como el fragmento de “Nuestra América
representa las características del modernismo y el contexto
político de la Hispanoamérica de finales del siglo XIX. En tu ensayo debes comentar los recursos literarios ds)
modernismo. Debes incluir ejemplos del texto que apoyen tus ideas.3 Progress Check: FRQ Part B Temas ->Contenido Ensayo # 3 Directions: Write a coherent and well-organized essay IN SPANISH on the topic that appears below. Instrucciones: Escribe un ensayo coherente y bien organizado EN ESPANOL sobre el siguiente tema. Analiza como el fragmento de “Nuestra America” representa las caracteristicas del modernismo y el contexto politico de la Hispanoamerica de finales del siglo XIX. En tu ensayo debes comentar los recursos literarios del modernismo. Debes incluir ejemplos del texto que apoyen tus ideas. Con los oprimidos habia que hacer causa comun, para afianzar el sistema opuesto a los intereses y habitos de mando de los opresores. El tigre, espantado del fogonazo, vuelve de noche al lugar de la presa. Muere echando llamas por los ojos y con las zarpas al aire. No se le oye venir, sino que viene con zarpas de terciopelo. Cuando la presa despierta, tiene al tigre encima. La colonia continuo viviendo en la republica; y nuestra America se esta salvando de sus grandes yerros -de la soberbia de las ciudades capitales, del triunfo ciego de los campesinos desdenados, de la importacion excesiva de las ideas y formulas ajenas, del desden inicuo e impolitico de la raza aborigen-, por la virtud superior, abonada con sangre necesaria, de la republica que lucha contra la colonia. El tigre espera, detras de cada arbol, acurrucado en cada esquina. Morira, con las zarpas al aire, echando llamas por los ojos. Pero “estos paises se salvaran”, como anuncio Rivadavia el argentino, el que peco de finura en tiempos crudos; al de seda, ni en el pais que se gano con lanzon se puede echar el lanzon atras, porque se hide “a que le hagan emperador al rubio”. Estos paises se ja serena de la Naturaleza, en el

ART APPRECIATION 1
Factual, Conventional, and Subjective meaning of Art
——————————————-
Please view the image provided below, and answer the QUESTIONS given in the last part of the image.
Edvard Munch’s painting,  “The Scream”, is also provided below.
note:
please provide the best and quality answers, thank you all so much dear tutors!
Image transcription text
Interpreting the meaning of an artwork involves understanding the three levels of meaning namely: 1. Factual Meaning —— the literal meaning or the narrative content in the work which can be directly apprehended because the objects presented are easily recognized. For example; stones, rivers, houses. etc. 2. Conventional Meaning — refers to the special meaning that a certain object has a particular culture or group of people. Examples; ?ag symbol of a nation. cross for Christianity, and crescent moon for Islam 3. Subjective Meaning — any personal meaning consciously or unconsciously conveyed by the artist using a private symbolism that stems from his own association of certain objects. actions. or colors with past experience. ___________________________________________ ________ ____________ _ ___ ________ m____a.____ INSTRUCTION: With the information given above do the following and answer the questions that follow. For #1 and #2. please refer to a painting by Edvard Munch, “The Scream” QUESTIONS 1) Based on the de?nition given above, what is the literal meaning of the artwork “The Scream” by Edvard Munch? (1-? sentences) 2) What is your personal understanding of the meaning of the painting? how would you relate it with your own experiences? (1-15 sentences) 3) Based on the de?nition of the Conventional meaning of art, give 5 objects that has a special meaning in the ouiture of the Filipinos (do not use the examples already given) number your answers 1-5 and give the meaning of those objects.
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should include: A title Images of 5-7 different attributes of vampires and/or religious objects A quote from the text that relates to each attribute or object
Image transcription text
Step 1: Read Chapters 1-4 of Bram Stoker’s Dracula Read the first four chapters of Bram Stoker’s Dracula (this would be the equivalent of approximately 50 pages). It can be found at The Project Gutenberg C or your local library. As you read this opening section that details Jonathan Harker’s first encounter with Count Dracula, you’ll notice Stoker never expressly states that the Count is a vampire. Look for clues from Harker’s journal entries that match elements we have come to associate with vampires. Refer back to the unit lessons if you need a refresher on common characteristics of vampires. Step 2: Find Religious References Look for religious references, especially ones that suggest that vampires are afraid of religious objects. You will notice certain motifs, or recurring symbols, in these chapters. Step 3: Create an Infographic Create an infographic that informs the reader on how to identify vampiric literature through an author’s description of the vampire character. You will showcase the physical features of vampires as well as some of the religious objects that were used to ward off the evil they represent. Use quoted language from the text of the first four chapters of Dracula to demonstrate how Stoker informed his audience about this demonic, undead creature. Your infographic should include:

?      Compare and contrast two images by addressing the following questions.
?      Based on color theory and psychology, explain the emotion that you see present in the images. Is one image more effective than the other in its use of color? Explain.
?      Explain what you find most attractive and unattractive between your chosen images.
Juice Brand
Enamel advertising sign, -049.JPG by Alfvanbeem (CC0 1.0)
Steel Company
Publicidade carruagens Budd – GazetaCF 1476 1949.jpg by Ajpvalente (public domain)
Image transcription text
LIFE Beech-Nut CANDY FRUIT DROPS Pure fruit flavor You’ll like them Beech Nur LIME BEECHNUT BRAVA 5’s DROPS TIME DROPS LIME-ORANGE-LEMON flavors
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Candy Brand
Beech-NutLimeDropsAdvertisement1925.jpg by PDMagazineCoverUploading
(public domain)
Toffee Brand
Carnival! Mackintosh’s toffee de luxe.jpg by Balkanique (public
domain)
Image transcription text
STANDARD SOAP COMPANY. MANUFACTURERS ON ALL KINDS OF HIGHLY PERFUMED SOAPS TOILET AND AND WASHING POWDERS FANCY SOAPS. LFULLLY. OFFICE & SALESROOMS, 204 TO 208 SACRAMENTO ST. SAN FRANCISCO.
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Soap Brand
Standard Soap Company lithographic advertisement by Grafton Tyler Brown.jpg by
M.S.Prelinger (public domain)
Peppermint Candy Brand
Enamel advertising sign, Dr Hillers Pfefferminz.JPG by Alfvanbeem (CC0 1.0)

Is it fair or even realistic to look for what Bernadette Healy describes as the artist in every doctor in the article “Medicine , The Art?” Do people need an artist as well as a scientist in a doctor in order for them to heal?

Choose a spanish movie ( some choices are listed if needed ) Then, character analysis. Talk about one or two of the main characters of the movie. The analysis should include the following: What is he/she like? Why is he/she like this? What moBvates him/her? ¿What do you think of this character? Also, a movie review. It’s similar to a longer movie critque that you would read in a newspaper or magazine. You should include: a short summary of the plot , your critque of the movie (what works and what doesn’t using examples from the movie) and, what cultural aspects have your learned.
1. Choose a SPANISH movie. ( DOESNT need to be one from the list )
2. Character Analysis and Movie Review
List of Movies if Needed:
1. https://youtu.be/UkuKtS-N1rM (The Orphanage, 2007, Spain)
2. https://youtu.be/ABSvppyQGdE (Volver, 2003, Spain)
3. https://youtu.be/cL6JDYkRa2g (PARALLEL MOTHERS, 2021, Spain)
4. https://youtu.be/RQT0kH2oZxk (EL SECRETO DE SUS OJOS, 2009, Argentina)
5. https://youtu.be/RWBsQArUkQY (The Motorcycle Diaries, 2004, Aregentina, Chile, Peru..)
6. https://youtu.be/FtcP6f8EtE0 (Maria Full of Grace, 2004, Colombia)
7. https://youtu.be/1pknE7rBs1I (Mar adentro, 2004, Spain)
8. https://youtu.be/3WzJcwGA6YM (BIUTIFUL, 2010, Mexico, Spain)
9. https://youtu.be/ebvWj98Yui0 (Amores perros, 2000, Mexico)
10. https://youtu.be/Vnib-mGi6ic (Pelo malo, 2013, Venezuela)
11. https://youtu.be/7EbY4PC7fZI (La teta asustada, 2009, Peru)
12. https://youtu.be/6BS27ngZtxg (Roma, 2018, Mexico)
13. https://youtu.be/hTSz5vjkmx8 (También la lluvia, 2010, Spain/Bolivia)
14. https://youtu.be/g4yKx1IpBZ8 (Una mujer fantástica, 2017, Chile)
15. https://youtu.be/_kBGW1RqUvQ (MEDIANERAS, 2011, Argentina)
16. https://youtu.be/GScdocAhVTw (7 Cajas, 2013, Paraguay)
17. https://youtu.be/J34ZxMKX1hQ (Distancia de rescate, 2021, Argentina)
18. https://youtu.be/YfopzNHLp4o (Ocho Apellidos Vascos, 2014, Espana)
19. https://youtu.be/wIgtBUIOb4c (Toc Toc, 2017, Espana)
20. https://youtu.be/cm49CH4qtSg (Gueros, 2014, Mexico)
21. ANY MOVIE OF YOUR CHOICE THAT YOU WATCHED BEFORE!

What does the author claim is the most important dichotomy when classifying dictionaries?
A. glossary v. encyclopedia
B. monolingual v. bilingual
C. headword v. entry
How are dictionary entries defined? members of the class.
A. Definitions are basic descriptions.
B. First they are classified (i.e. put into a class) and then the entry is distinguished from other
C. Definitions come from a panel of experts in the entries’ respective fields. The panel comes to a consensus on which is the more accurate definition of each word.
D. All of the above.
After the influence of French on English began to disappear, writers faced two problems, one of which was _____
A. writers could no longer use French in academic journals.
B. writers were forced to invent a new spelling system for English.
C. writers could not eliminate all of the French words from the dictionary.
D. writers felt that English was not as good as French or Latin, the languages of academics.
What should one expect to find in a multilingual dictionary in contrast to monolingual dictionaries?
A. Multilingual dictionary “definitions” are mere translations, not actual definitions.
B. Multilingual dictionaries have far fewer entries compared to monolingual dictionaries.
C. Multilingual dictionaries contain more languages than only English.
D. Multilingual dictionaries contain no antonyms, unlike traditional monolingual dictionaries.
A word described as “obsolete” means that _____
A. a new word is now being used with the same meaning.
B. the word does not seem to have been used by anyone since 1755.
C. the word is very rarely used nowadays.
D. all of the above
In William Kenrick’s New Dictionary of the English Language, he used _____ to indicate pronunciation.
A. phonemes
B. the International Phonetic Alphabet (IPA)
C. numbers
D. phonetics
Lexicography is _____
A. the study of maps, especially in the making of maps.
B. the field of dictionary making.
C. the detailing of the insignificance of words.
D. the study of royal succession.
Early English dictionaries usually contained only very common words, as they were more likely to be used. (T/F)
The following are difficulties in using a phonetic transcription for pronunciation EXCEPT for _____
A. There is no finite “stopping point” to express all of the phonetic detail.
B. English has no standard variety, and there is much dialectal variation.
C. Phonetic transcription requires the use of a separate language.
In England, what was a motivation for making dictionaries around the 1400s?
A. to catalog and explain uncommon English words
B. to explain foreign words that had been borrowed into English
C. to increase the authors fame and sales income
D. all of the above

1) What connections do you see between Franklin and Crévecoeur and poor old Rip Van Winkle emerging into the “New America” ? What would Franklin say about Rip? 2) “Adventure of the German Student” is a pretty standard horror story – How many of you anticipated the ending of “Adventure”? If you knew what was going to happen, how did you know? If you did not know, why do you think you were surprised? 3) How does Bryant’s “The Prairies” and/or “To A Waterfowl” reflect Crevecoeur’s view of the American, as well as such writers like William Cullen Bryant? Be specific when you discuss the poem. 5) What happens in “Young Goodman Brown”? Why does Hawthorne deliberately leave the ending in doubt? Is it possible to decide what has happened to Brown? Why does he stay in Salem?