English assistance | English homework help





  • Ensler, E. (2013). In the body of the world [PDF]. New York, NY: Henry Holt & Company. Retrieved from http://inthebodyoftheworld.com/pdf/EveEnsler-InTheBodyOfTheWorld-Excerpt.pdf

    In this excerpt from Eve Ensler’s In the Body of the World, the playwright and author shares the disassociation she always felt from her own body, the body awareness and associations she developed as witness to horrific crimes against women in the Congo, and the further connectivity she gained to her own life force and “the body of the world” through her own battle with uterine cancer.

    Note: An audio link of this excerpt is available under Optional Resources. It is not required for completing coursework, but listening to the author’s voice enhances the reading experience.

    For more information about Eve Ensler, author of The Vagina Monologues as well as In the Body of the World, visit her website at

  • Stanton, E. C., & Mott, L. (1848). Seneca Falls Declaration. Champaign, Ill: Project Gutenberg.
    Retrieved from the Walden Library databases.

    This document and speech was a pivotal piece in the history of women’s rights. It is analyzed in this week’s Discussion and Worksheet assignment.

  • Bucks County Community College. (n.d.). How to write a literary analysis essay. Retrieved September 27, 2015, from http://www.bucks.edu/media/bcccmedialibrary/pdf/HOWTOWRITEALITERARYANALYSISESSAY_10.15.07_001.pdf

    This article provides examples and insights into how to analyze literary texts effectively and is analyzed in this week’s worksheet assignment.

  • Schnall, M. (2013). Interview with Eve Ensler: In the body of the world. Retrieved from http://www.feminist.com/resources/artspeech/interviews/inthebodyoftheworld.html

    This interview offers Ensler’s perspectives on writing this book, its genesis, and the priorities and energies that drive her life.

  • Walden University. (2015b). APA style: Overview. Retrieved from http://academicguides.waldenu.edu/writingcenter/apa

  • Walden University. (2015d). Vision, mission, and goals. Retrieved from http://catalog.waldenu.edu/content.php?catoid=129&navoid=38430

    Review Walden University’s “Vision, Mission, and Goals.”

  • Walden University. (2015e). Writing center. Retrieved from http://academicguides.waldenu.edu/writingcenter/home

  • Document: Glossary of Terms and Techniques for Literature and Creative Writing (PDF)

    This resource provides support in analyzing various forms of literature. Use this to identify elements of style and apply literary terms to assignments.

  • Document: Week 1 Worksheet (Word document)

    Download this worksheet to your computer. It will be used in the Week 1 Assignment.



  • Laureate Education (Producer). (2015). Women’s voices and social change [Interactive media]. Baltimore, MD: Author.

    Review this timeline for an overview of authors and events associated with women’s literature and social change. With this week’s content in mind, read the brief biographies of Elizabeth Cady Stanton and Eve Ensler. Note the timespan between the two as well as similarities in advocacy.





Note: The following songs can be considered for this week’s Discussion. These are examples of women songwriters addressing themes of social change.


  • Franklin, A., & White, T. (1968). Think. On Aretha Now [Record]. New York, NY: Atlantic Records.

  • Hamer, F. L. (1997). Walk with me Lord. On Voices of the Civil Rights Movement: Black American freedom songs 1960–1966 [MP3]. Washington, DC: Smithsonian Folkways Recordings.

  • Mitchell, J. (1970). Big yellow taxi. On Ladies of the Canyon [Record]. Burbank, CA: Warner Bros Records.

    Web resources in support of this week’s theme




Consider the journey of social change that women have taken over the years: achieving the right to vote, to own property, to receive equal pay for equal work, to have equal access to professional opportunities, and to claim equal protections under the law, among many other changes—some of which continue to be ongoing efforts. Women could not have achieved these accomplishments without a social change vision.


Starting this week and continuing throughout the course, you begin to make connections between women’s writing and social change. Walden University defines positive social change as a deliberate process of creating and applying ideas, strategies, and actions to promote the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, and societies. Whether direct or indirect, the authors presented in this course each had or have a goal. Although they represent different generations and different outward focus, they share many similarities and, perhaps unknowingly, support the same mission of improving or advancing the experience of women’s lives.


In this Discussion, you will focus on social change and song. While songs are often written simply to entertain, songwriters also write songs to teach a lesson, support a cause, oppose a political idea, or raise awareness about an issue. Essentially, a song can embody a social change theme.


Song lyrics are a form of poetry set to music. You might not realize that what makes a song memorable or moving to you are the literary techniques the songwriter uses to convey her ideas.


In this Discussion, you work with song lyrics of your choosing—either from the list in this week’s Learning Resources or of your own selection—that represent social change as it relates to women in general. As you select a song, it is important to remember to focus on the written words in the song and not the sound of the music that accompanies it.


To prepare for this Discussion:


  • Review the timeline media piece Women’s Voices and Social Change located in this week’s Learning Resources. Within this broader context, think about how the literary works of this week’s authors have influenced social change in women’s lives.

  • Consider how you would explain the concept of social change in your own words and for your own interests or situation. Review Walden’s full definition of social change in this week’s Required Resources. Then, search the Internet and other resources for several more definitions. How are these definitions similar and different? How do they compare to your own interpretation of social change?

  • Consider the social changes that have occurred for women both in your lifetime and in past generations. What stands out for you as being particularly significant?

  • Consider how music has influenced and/or been influenced by social change.

  • Search your personal music library, the Internet, or other resources (including this week’s Optional Resources) for a song that meets the following criteria:

    • The song was written by a woman.

    • The song reflects a social change theme that directly or indirectly relates to women.

    • The song includes two literary techniques listed in the “Glossary of Terms and Techniques for Literature and Creative Writing.”

    • The song is from any time period or country, but the lyrics have an English translation available.

  • Summarize and paraphrase the song using proper APA citation rules.

  • With this song in mind, review the words of Ensler and Stanton and Mott in this week’s Learning Resources. Can you see any connection in thought or purpose between these pieces and the song you selected?

    With these thoughts in mind:

    Post by Day 3 a 2- to 3-paragraph claim about how a particular song is an example of women voicing social change, and provide evidence to support this claim. Include in your posting whether any themes communicated in the works of Ensler and Stanton and Mott are reflected in the song lyrics and how they are reflected—whenever they were written. In addition, identify the use of two literary techniques reflected in the song lyrics.

    Note: Be sure to include the song title and songwriter with your posting. Use proper APA citation rules.



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