Compare and contrast either psychological or political subject matter in one of Lowell’s poems and one of Ginsberg’s. Robert Lowell (117-34) Allen Ginsberg (172-92) Text: The New Anthology of American Poetry, Volume 3

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n Hamlet, Polonius famously tells his son that “apparel oft proclaims the man” (1.3.78). Does that same saying apply in Taming of the Shrew? Do clothes make the person?

Your post should be at least 400 words and should include direct evidence (quotations) from the text to support your answer.

 

Constructing Success: Case Solution

Purpose and Directions

Building upon the class-wide “writing success gallery” that our class created, this project asks you to pull together various—and perhaps competing—understandings of success to complete the first writing task for this segment of the course: The Case Solution.

As our textbook explains on pages 41-42, a case solution is a written response to a case problem or case study. Your instructor will provide you with a case. The case will tell you a story about a scenario that involves a problem. The case will provide you with some detailed information about that problem and it will be one that could be solved by writing.

You will use the information in the case to write a solution to the case problem. This case solution will be between one and two pages, single-spaced. Your case solution will also make use of the writing that your peers posted to your class’s Instagram-based “writing success gallery.”

Your work on this assignment will begin in your class and end out of your class. Once you have completed your assignment, you will submit your case solution to an Elearning dropbox.

Objectives

This assignment meets the course goals by allowing you to:

Investigate the relationship between perspective and writing

Use writing to solve a problem

Evaluation

The case solution will account for four percent of your overall course grade (4% of the 12% given to the “Constructing Success” projects). Your case solution will be graded on how well the:

Solution embraces a perspective appropriate to the case problem

Solution suggests actionable and specific steps that could be taken to address the problem

Solution draws upon—via summary and paraphrase—the information cached in your class’s “Writing Success Gallery”

Writing builds upon the sentence-level skills (sentence shape and topic sentences) cultivated earlier in the course

Audience

The audience for the case solution is the individual identified in the case study.

Constructing Success: Interview Memo

Purpose and Directions

To advance your work constructing success, you will conduct an interview with a success mentor and write a memorandum that presents the results of your interview research.

First, you will identify a mentor who has been key to your success. A mentor, as your textbook explains on pages 39 and 40, is an individual who offers guidance, contributes support, provides companionship, models integrity, promotes insight, demands accountability, and responds to you.

Second, you will follow the step-by-step directions detailed on pages 60 through 74 of your textbook. As these pages explain, you must request your interview, prepare for your interview, conduct your interview, document your interview, and analyze your interview results.

Third, after having analyzed your interview results, you will write a research memorandum that reports the results of your interview. This document will be a single-space memorandum spanning between one and two full pages. It should be set in 12-point Times New Roman font on 1-inch margins and follow the conventional format of a memorandum. You will submit your interview transcription and your memo to a dropbox on Elearning.

Objectives

This assignment meets the course goals by allowing you to:

Investigate the relationship between perspective and writing

Study perspective through interview research

Use writing to document research

Evaluation

The interview memo will count for four percent of your overall course grade (4% of the 12% given to the “Constructing Success” projects). Your interview memo will be graded on how well the:

Text adheres to the conventions of the memorandum genre

Memo presents relationships among the themes and subthemes discovered in your interview data

Memo uses quotation to preserve important strings of words

Writing builds upon the sentence-level skills (sentence shape and topic sentences) cultivated earlier in the course

Audience

The audience for this memo will be other first-year students who are interested in learning about your research results.

Constructing Success: Extended Definition of Success

Purpose and Directions

Since the beginning of this course, you have been exposed to many different success messages—each of which contained its own unique definition of success. For the most part, these definitions of success originated from sources—peers, mentors, alumni, campus units—outside of yourself. This writing assignment offers you the opportunity to craft your own personal definition of success by writing an extended definition of success.

As detailed on pages 80 and 81 of your textbook, an extended definition blends multiple definitional strategies to provide readers with a thorough understanding of a particular term. For you, this term is success. To offer your personal definition of success, you can draw upon all of your work—writing and reading—thus far in this course. Use this previous work only if it has relevance to your definition of success. Of course, you’ll need to rework this older writing and craft newer segments of text to provide a coherent composite definition of success.

Your definition of success will be two pages in length. It should be set in 12-point Times New Roman font on 1-inch margins. And, it should include a title, as well as a heading that provides your name, the course number, your instructor’s name, and the date in the upper left-hand corner. Your extended definition will be submitted to an Elearning dropbox.

Objectives

This assignment meets the course goals by allowing you to:

Investigate the relationship between perspective and writing

Advance your own definition of success—academic, written, or otherwise

Use writing to define important concepts

Evaluation

The extended definition will account for four percent of your overall course grade. (4% of the 12% given to given to the “Constructing Success” projects). Your definition will be graded using a rubric that gauges how well the:

Definition advances a unique understanding of the term success

Definition provides the reader with a thorough understanding of the term success

Writing includes both formal and informal definitional components

Writing features additional definitional strategies

Writing builds upon the strategies for working with found messages (summary, paraphrase, and quotation) cultivated earlier in the course

Writing builds upon the sentence-level skills (sentence shape and topic sentences) cultivated earlier in the course

Audience

The audience for this final piece of writing in this portion of the class is your instructor, who wants to learn more about your unique understanding of success.

Comments from Customer

the name of the book below:

1.Textbook: Foundations in Written Communication: Strategies, Behaviors, Success. Gogan, Brian, with Samantha Atkins, Ireland Atkinson, Kate Mitchell, Elisabeth Spinner, and Savannah Xaver. Plymouth, MI: Macmillan, 2020.Discipline: english 1050

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