English and Literature
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Screenplay Synopsis: Zootopia
$7.00Screenplay Synopsis
Read a screenplay and do a synopsis (2 pages double-spaced).
Sum up the synopsis by giving your assessment of the screenplay.
What did the writer do to hold your attention, or did they fail to hold your attention, and why?
Identify what the central conflict is in the story.
State the protagonist’s main desire.Final Film Critique – Jerry Maguire
$25.00Throughout this course, you have been writing essays and participating in discussion forums that analyze various elements of film such as theme, cinematic techniques, and genre. It is now time to combine those elements into a comprehensive analysis of one movie.
You will be completing this assignment in two stages. For the first stage (1500 to 1800 words), you will analyze an entire movie. In the second stage (300 to 600 words), you will reflect on how you analyzed the movie as well as how your ability to analyze film in general has evolved.
You are encouraged to incorporate writing from your Week Two and Week Three assignments if (a) you have reflected on the instructor’s feedback, (b) you have revised the relevant parts of the essays accordingly, and (c) the essays discuss the same film that you discuss here.
Stage 1: Analysis
For this stage, you will be analyzing a movie selected from the AFI’s 10 Top 10 (Links to an external site.) list. The film you choose can be one that you have previously analyzed in this course. While you are allowed to choose a film that does not come from the AFI lists, you are strongly encouraged to email your professor to receive approval before doing so.
The analysis portion of your paper should be 1500 to 1800 words in length. You should analyze the film through the lens of one of the broad theories you have learned about in class (auteur theory, genre theory, formalist theory). Your analysis must address four main areas (contextual information, story/plot, aesthetic choices, and social/personal impact) and how these areas work together to develop the theme of the movie. As you construct your analysis, assume that your reader is not familiar with this film. Use your analysis to explain to your reader why they should watch this film.
In addition to the film you are analyzing, you must use three scholarly sources to support your arguments. Refer to the ENG225 Research Guide in the Ashford University Library for guidance and to locate your sources. Cite your sources (including the feature-length film) within the text of your paper and on the reference page. Cite your sources according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
Your analysis must address the following components (noted in bold below):
- Contextual Information – In this area, you will provide some of the basic identifying information of the film. This includes:
- Title
- Director, cinematographer, major actors/actresses. Be sure to describe their roles in the overall design process.
- Year of release
- Type of film (blockbuster, indie, documentary, etc.)
- Genre
- Story/Plot – In this area, you should offer a brief summary of the film, and then show how it was deployed in the narrative structure of the film. Explain the difference between the film’s story and its plot. This area can be addressed as a separate paragraph, or can be threaded throughout your analysis of the film.
- Aesthetic Choices – In this area, you will assess the efficacy of specific techniques and design elements employed in the film as they apply to the overarching narrative and theme of the film. These elements include:
- Mise en scène (e.g., lighting, sound, composition of frame, costuming, etc.)
- Editing (e.g., cuts and transitions, shots used, angles, etc.)
- Technology (i.e., analyze the impact of any notable technological effects: film stock, targeted release venue, special effects, etc.)
- Social/Personal Impact – In this area, you will critically address the following questions:
- What impact did this film have on society (i.e., politically or culturally, positive or negative)? The impact can be as major as inspiring political or social changes or as minor as inspiring the production of toys or lunchboxes.
- How did society affect this film (i.e., what currents in society led to the creation of the film)?
- If you are unable to find any information about the social impact of the film, explain the personal impact it has had on you.
Note: Not every bullet point under the four listed components will necessarily apply to your movie. However, you will still need to discuss each of the four main components thoroughly, which means that you may need to explain a concept even if it can’t be directly applied to your movie.
Your paper should be organized around a thesis statement that clarifies what you will attempt to accomplish in your paper, and how you will proceed. Additionally, you must conclude with a restatement of the thesis and a conclusion paragraph. Review the Final Film Critique sample, which provides an example of a well-developed analysis as well as insight on composition.
Stage 2: Reflection
After completing your movie analysis, you will reflect on the analysis process and how you have learned to more thoroughly analyze film as well as how rigorous study of film enhances your development as a student and thinker. In this 300- to 600-word reflection, review your initial post from the “Post Your Introduction” discussion in Week One, and consider how your ability to analyze movies has changed or grown. Append your reflection to the analysis portion of your paper and submit as one document. Your reflection should be personal and exploratory in nature.
Address the following questions in your reflection:
- What can be gained through analyzing film?
- How has this changed the way you view movies?
- How are you able to use film theory and criticism to find and interpret meaning in movies?
- In what ways has this course changed your understanding of how movies are related to society?
- What skills have you developed during this course, and how might those skills be applied to your major, profession, and/or life?
The Final Film Critique
- Must be one document that is 1800 to 2400 words in length, comprised of a 1500- to 1800-word film analysis and a 300- to 600-word reflection.
- Must include a separate title and reference page, and be formatted according to APA style as outlined in Ashford Writing Center (Links to an external site.).
- Must include a title page with the following:
- Title of paper
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
- Must begin with an introductory paragraph that has a succinct thesis statement.
- Must address the topic of the paper with critical thought.
- Must end with a conclusion that reaffirms your thesis.
- Must use at least three scholarly sources (reviews, articles, or book chapters) other than the textbook to support your points. Refer to the ENG225 Research Guide (Links to an external site.) for guidance.
- Must document all sources in APA style, as outlined in the Ashford Writing Center.
- Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Establishing Theme: Finding Nemo
$12.00Establishing Theme: Finding Nemo
- ENG225 Assignments Week 3 – Assignment
If this video is not loading properly, you can access the video by clicking here (Links to an external site.).
Please click here to view the Week Three Assignment Video transcript.
Select a movie from AFI’s 10 Top 10 (Links to an external site.) lists and explain how three cinematic techniques and/or design elements have helped establish a major theme in that film. Note: While you are allowed to choose a film that does not come from the AFI lists, you are strongly encouraged to email your professor to receive approval before doing so.
In 800 to 1200 words
- Describe a major theme of the movie you have selected using evidence from the movie itself as well as course resources and other scholarly sources to support your position.
- Identify at least three techniques (cinematography, lighting, acting style, or direction) and/or design elements (set design, costuming, or hair and makeup), and explain how these techniques and/or design elements contribute to the establishment of the theme. Reference particular scenes or sequences in your explanations.
- State your opinion regarding the mise en scène, including
- How the elements work together.
- How congruent the design elements are with the theme of the movie.
- Whether or not other techniques would be as effective (Explain your reasoning).
Note: Remember that a theme is an overarching idea that recurs throughout the plot of a film. It is the distilled essence of what the film is about, the main design which the specific scenes and actions lead a viewer to understand.
Your paper should be organized around a thesis statement that focuses on how the elements of your chosen feature-length film both establish and maintain one of its major themes. Review the Week Three sample paper, which provides an example of a well-developed analysis as well as insight on composition.
The paper must be 800 to 1200 words in length and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
You must use at least two scholarly sources other than the textbook to support your claims. Refer to the ENG225 Research Guide in the Ashford University Library for guidance and to locate your sources. Cite your sources (including the feature-length film) within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center.
Please note that if you opt to write about the same film in your Final Film Critique, applicable pieces of this assignment can be used to write that assignment. Please also note that you should reflect on and revise this assignment based on the instructor’s feedback before you incorporate it into the Final Film Critique.
ENG225 – Genres and Genre Film
$15.00ENG225 – Genres and Genre Film
Please click here to view the Week 2 Assignment Video transcript.After reviewing the discussion of genre in Chapter 4 of Film: From Watching to Seeing, demonstrate your understanding of one selected genre using a feature-length film.
Note: Several films are listed in Chapter 4 as emblematic of a specific genre. You are allowed to choose a film or genre not mentioned in Chapter 4, but you are strongly encouraged to email your professor to receive approval before doing so.
In 800 to 1200 words
- Explain genre theory and, using Chapter 4 of the text as a reference, thoroughly describe the conventions and attributes of your selected genre.
- Identify a feature-length film that fits this genre and provide a basic summary of the movie. As you develop this summary, remember the differences between a film’s story and a film’s plot and how these differences can lead to the inclusion of genre elements.
- Interpret at least two genre conventions exhibited in your chosen feature-length film that help classify it in the selected genre. Be sure to provide a specific example of each convention (e.g., a particular scene or plot component).
- Provide an example of a third convention from your chosen feature-length film and explain how this convention expands the boundaries of the specified genre.
Your paper should be organized around a thesis statement that focuses on how your chosen feature-length film both aligns with and expands upon your chosen genre. Review the Week Two sample paper, which provides an example of a well-developed analysis as well as insight on composition.
The paper must be 800 to 1200 words in length (excluding title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
You must use at least two scholarly sources other than the textbook to support your claims. Refer to the ENG225 Research Guide in the Ashford University Library for guidance and to locate your sources. Cite your sources (including the feature-length film) within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center.
PHIL 202: Ethics – Decriminalization or legalization of drugs in the US
$7.00Topic: Decriminalization or legalization of drugs in the US. You will need to specify whether you’re writing about decriminalization or legalization, and specify which drugs you’re addressing.
Readings: Alexander, from The New Jim Crow
Husak, “Four Points about Drug Decriminalization”
Marneffe, “Against the Legalization of Heroin”
Sher’s reply to Husak (recommended, not required)
Shapiro’s reply to de Marneffe (recommended, not required)
Requirements: Papers missing any of these elements will not receive credit.
- ****Most important**** Use one of the two paper structure outlines on the next page. Don’t skip anything—all 8 paragraphs are required in exactly the order given. Don’t skip any paragraphs and don’t add any.
- Formatting requirements:
- Do not include your name anywhere on the document or the file name.
- Minimum word count: 750. Maximum: ~900 words. Aim for this maximum, but don’t worry if it goes over a bit.
- Proofread for grammar and spelling (max. 5 mistakes).
- This paper should be a formal, professional piece of writing. You may use ‘I’, ‘me’, and ‘my’, but do not use slang.
- Indent the first line of each new paragraph. Do not include Roman numerals.
- Quotations:
- Required: Include at least 2 quotations from at least 2 of the readings listed above. The quotations should be relevant to your case and should not be taken out of context. DO NOT use any sources outside these 4 readings.
- Quotations should be followed by the author’s name and the page number in parentheses, like this (Husak 221).
- You don’t need a Works Cited page.
- In the introduction (first paragraph):
- Specify whether you will talk about legalization or decriminalization, and specify which drugs you’ll talk about.
- Have a clear thesis statement as the last sentence of the first paragraph. The thesis statement will state what you’re going to do or prove in the paper (ex: I will show that Husak’s arguments in favor of drug decriminalization fail.).
- Arguments must address the moral dimensions of this issue rather than merely the factual. What this means: every time you give a fact, you must connect it to a value. (For example, if you believe heroin shouldn’t be legal because it’s highly addictive, you need to explain why addiction is bad or wrong, and why our government ought to control it.)
Research Paper: Fake News on Social Media
$7.00Group problem: it is still open to minor tweaks but basically how can social media become more efficient in preventing fake news on their sites?
Group solution:
TO DO:
You will turn in a document that has these five things, in this order:
- Top of the page: Your name and group number.
- The problem your group agreed to solve in your first meeting in class. Label it: Our Problem
- What the solution to this problem was that your group brainstormed in class the following week (last week). Label it: Our Solution
- Your SWOT analysis. Label it: SWOT Analysis
- Your revised solution that solves the issues raised in your Weaknesses and Threats. Label it: My Revised Solution
PART 1: (12 points)
Analyze your final idea idea for solving the fake news problem your group brainstormed in class using the SWOT analysis technique. What is SWOT? It stands for Strengths, Weaknesses, Opportunities and Threats. For this assignment, analyze the solution and list ten items under each of these four categories:
- Ten strengths
- Ten weaknesses
- Ten opportunities
- Ten threats
Be sure to number your SWOT elements, 1–10 under each category.
READ THIS ENTIRE ASSIGNMENT TO UNDERSTAND WHAT EACH OF THESE SWOT CATEGORIES MEANS!
————————————–
PART 2: (8 points)
Your group came up with a solution to your problem during discussions in class. Now that you’ve analyzed it using SWOT, you need to FIX the problems you uncovered in the Weaknesses and Threats sections.
Write a REVISED idea (use at least ten sentences) that SOLVES all of the problematic issues that you uncovered in your SWOT analysis.
——————————————-
Explanations of individual elements in SWOT:
Strengths and Weaknesses:
These are internal to an organization, and elements you can control.
- Strengths: Good things about your idea. Characteristics of your idea that give it an advantage over other ideas. This is why you feel your idea will work to solve the problem. Be specific. Don’t just say, “It will stop get people moving.”
- Weaknesses (or Limitations): Challenges or characteristics that put your solution at a disadvantage. For example, you might be saying that a certain technology would be used, but if that technology doesn’t quite exist yet, that’s a major weakness. Or it will be expensive to implement, so where will that money come from? You need to be able to answer these.
Opportunities and Threats
These are external influences, probably beyond your control.
- Opportunities: What are some positive things that might result when you implement your idea? Think of the “ripple effect” where your solution causes other things to happen. Anticipate these. Who else might benefit? For instance, how might your idea be expanded on by others, or help out in other situations. How might you expand on your idea more broadly?
- Threats: What external forces are out there that might sink your cool new idea? For instance, I came up with a line of construction-related children’s books that were quite popular for a while (I sold 100,000 copies), but my sales flattened instantly when a program called Bob the Builder arrived in America from England onto Nickelodeon. I had never heard of Bob the Builder, a real threat to my success!! What could derail your idea?
Cellphones and social media make us more or less connected and bonded
$25.00Do cellphones and social media make us more or less connected and bonded?
My argument is that they make us more connected but less bonded.
Write the essay around this topic.
You can use up to 3 sources.
5 PagesThe Pointlessness of Human Endeavors
$5.00The Pointlessness of Human Endeavors-Turabian
“The Lottery” and “The Destructors”
- Introduction
- Introduce stories and authors
- How the similarities and differences confirm many human pursuits are cruel and pointless
- Thesis-The themes of these two stories portray the global mentality, the cruelty, and the pointlessness of all human endeavors apart from Jesus Christ
- Body
- Theme
- State themes of both stories
- How they differ
- The universal similarities
- How they relate to thesis
- Plot
- How the plot helps construct theme
- The gathering, the drawing, the stoning-The Lottery
- The introduction of a new gang member, the big idea, the final destruction-The Destructors
- How they relate to thesis
- Conclusion
- Life is like a short story
- Everyone plays his or her part
C. Is one aware of one’s role
Change Our World Challenge Paper
$1.50Change Our World Challenge Paper Guidelines
Introduction: Your mission with this challenge is to find a way to positively impact/improve the life of one or more individuals in a direct way and then tell the teaching team about your idea and experience. You will do this by finding a way to engage with others around social responsibility, sustainability and integrity. This can happen by simply helping someone you know to be in need or working through a non-profit organization. The challenge can include a small cash gift (used in a creative way), an in-kind gift or volunteering to help someone.
Many times, having a personal impact does not require huge dollars. This project does NOT require giving of money (optional only). Note: If cash is part of your idea, make sure it is no more than $20.00 and that it is deployed creatively (a straight donation of money does not meet the criteria for this project). The teaching team expects you to put into practice your idea for this challenge: volunteering (3 hours minimum), in-kind donation (goods you own or control, done creatively) or cash (maximum of $20.00) deployed creatively.
Impacts of Leadership & Leverage: A key component of this challenge is to showcase your leadership and that you understand leveraging that leadership for greater impact. To achieve full credit for the project, you must engage with a local non-profit organization or develop your own project to impact others, but you must engage others with you on the project. For example, say you volunteer somewhere; invite 4 friends to volunteer with you. That is leveraging your leadership for greater impact. Or do a project where you go and engage many others, thus leveraging your efforts for greater impact.
Paper Content Guidelines: Your paper must be no longer or shorter than one page, divided into 3 sections as noted below and demonstrated in the sample project, each beginning with the BOLD headings below and responding to the following elements:
Section #1 – Challenge Idea: Section #1 of your paper is to describe your idea.
Section #2 – Implementation Process: In Section #2, explain the process of taking the action and the anticipated impact your action will have.
Section #3 – Summary: In Section #3, explain who benefited from your challenge, whether you were successful and how this challenge changed your view or attitude toward helping others. It is very important to discuss what you have gotten out of this (what you learned about yourself).
Paper Mechanics/Deliverable Guidelines:
- Title: CHANGE OUR WORLD CHALLENGE
- Page 1 (one page, no more, no fewer) – paper as described above; optional Page 2 – one challenge picture as described above
- A type-written, electronic document (single-spaced, 0 pt. between lines); must be .doc/.docx only
- Margins from 0.5 to 1 inch are acceptable (all 4 sides) – do not use the default margins
- Written in first person (I, me, we, us, myself, etc.) – tell us your thoughts
- Times New Roman or Calibri font
- Font size of 11 or 12 point
- Bold headings for all three sections as noted above
- Grammar and spelling are always important – please check both
Writing 39C Advocacy Essay – Overcoming Obesity
$27.50An Advocacy Essay
Like the HCP Project, the main assignment here is a multi-modal composition that uses various rhetorical positions and different types of evidence to make an argument. This one, however, is a bit different from the first in that over the course of these next few weeks, as you research and evaluate various sources, and as you draft, craft and organize your thoughts and evidence, you will at some point have to make a decision to become an advocate for a solution/policy to your central problem. Your argument for advocating a solution/policy in combination with the analytical reasons you provide for why you have chosen to focus on a particular solution/policy will after weeks and weeks of diligent engagement become a richly-textured thesis statement, one that deepens your articulation of the problem at hand and argues for a convincing way to move forward.
Important notes about the Advocacy Project:
- Your solution must be apolicy that you find in your research – this is a requirement. A policy is a definite course of action. For more information about policies, see UCI’s library webpage on Advocacy Project Sources.
- Your solution/policy may not be implemented where you have defined the problem – the solution/policy must either be proposed (i.e. not implemented yet) or the solution/policy may be implemented outside the location of your problem (i.e. advocate for a current policy in NY to be implemented in CA, if CA is where you have defined your problem).
- 3. While you will be advocating for a solution/policy in this paper, it is important to understand that your solution/policy will likely not solve the entire social/cultural/political problem – these are complex issues that are current problems because there is no simple singular “solution.” Thus, your task for the advocacy project is to find the best solution/policy to minimize your chosen social/cultural/political problem. What policy will minimize the problem the most?
You should use at least 10 sources. Use the APA system for citing your sources.
YOUR ESSAY MUST INCLUDE THE FOLLOWING ARGUMENTS
- Causation Argument: What are the root causes of the problem? Does your policy address those causes more effectively than other solutions?
- Coverage/Comprehensiveness Argument: Does your policy satisfactorily address the problem for a significant number of those people most affected by the problem? (You will need to show how many people, or what groups of people, will be affected by your solution.)
- Cost/Benefit Argument: Do the policy’s benefits exceed its costs? (Remember that not all costs are financial– time/effort/inconvenience etc can also count as costs.)
- Feasibility Argument: Is your policy feasible? Is it more realistic than other solutions? Is it easy to implement? Does it have enough support from significant parties to make it likely to be implemented?
- Comparison Argument: Has a similar policy worked significantly well in another comparable context?
- Anticipating the Opposition: What arguments do opponents of your policy make? (They might argue directly against your policy, or they might advocate a different policy.) How can you answer those arguments? It’s best if you can find real arguments made by real people that you can quote and cite, but you can also imagine what an opponent might say if you must.
Article on issue regarding people with disabilities
$5.00Find an article from a reputable internet or print news source, or radio or TV news report about an issue regarding people with disabilities. These articles or reports may not be more than 2 months old.
Read or listen to the report.
Write a 2 page paper using the following guidelines:
a. Summarize the report.
b. Discuss how this issue relates to what you are experiencing in your service learning or to the class readings. OR whether you feel this portrays a positive or negative view of people with disabilities.
c. Remember to add two questions for a class discussion
d. Conclusion with final thoughts
Our class reading are Introducing disability studies by Ronald J Berger and I will send you some class powerpoint.Article: Current Event: Bill Would Ban Abortions for Disability, Gender
Essay 3: Evaluating Differing Views (Ebola travel bans)
$7.00Essay 3: Evaluating Differing Views
Details: 3 pages, double-spaced, proofread, polished, stapled.
120 points toward your final course grade
In class thus far, we have focused our attention on analyzing and interpreting written and visual arguments and considering what types of appeals—emotional, logical, ethical—the arguers use to convince their audience. In that same vein, Essay 3 asks that you examine many differing perspectives on a single issue and make a claim for the position you find most convincing.
Read through several articles that make arguments concerning your topic. When you have decided your own position, make a case for your argument by citing relevant evidence that supports your belief and either refuting or in some way allowing for evidence that may contradict it. Below, I have provided 2 articles (with differing perspectives) for the topic. In your essay, you must cite at least 4 articles, including the 2 listed below.
In keeping with our recent focus on representations of race and media caricatures of racial identity, examine the following articles that either condemn or support the continued use of “Redskins” as Washington D.C.’s NFL mascot.
Brian Cladoosby, The Washington Post
“A good project for Snyder’s foundation? Fighting the use of the word ‘Redskins.’”
Rick Reilly, ESPN
“Have the people spoken?”
Your essay must include:
- a main claim regarding the issue at stake
- compelling reasons to support your claim, drawn from your research articles
- consideration and acknowledgement of opposing viewpoints, drawn from your research articles
- cited references to 4 research sources, including the two articles given above
CREATIVITY: NOT JUST A DESTINATION BUT A JOURNEY
$15.00Project 1: Profile of the Creative Individual: The Interview and Essay
Description
You will plan and conduct an in-person interview with a creative individual of your choice. The outcome of this project is a polished article that profiles an artist, designer, or otherwise innovative individual, and reveals his or her relationship to creativity and the creative process. You may provide a photograph or illustration of the interviewee if you choose.
The process of creating your interview and essay includes the following:
- Carefully selecting a subject
- Researching background information
- Determining the focus of the interview
- Creating questions for the interview
- Conducting the interview (note taking, audio recording, and videotaping are all acceptable ways to record information)
- Writing at least one draft and a final copy of your article
- Discussing your process of interviewing and writing the article
Purpose
Gain the skills of researching a field of art or design. Learn how to formulate questions to understand another person’s creative process. Engage with an artist or designer by using follow-up questions and adding new insights. Gain knowledge about the principles of the creative process through the discovery of another person’s creative process. Practice writing skills, including forming sentences and paragraphs, organizing a series of ideas in a clear and logical manner, embedding direct quotes and paraphrasing, and applying proper grammatical and mechanical conventions.
Interview Tips
Excerpted from: “Beyond Question: Learning the Art of the Interview,” by Sandhya Nankani and Holly Epstein Ojalvo, The New York Times, 9/20/2010.
- Research. Read and obtain background information about the subject, source, or topic at hand before interviewing so that you can ask informed questions.
- Ask simple questions. Keep your questions short, to the point and focused. Otherwise you risk distracting or confusing your subject, or allowing him or her to answer only part of a complex question. Break down complicated questions into shorter, simpler questions.
- Limit closed-ended questions; use mostly open-ended questions. Closed-ended questions are yes-or-no questions or those that invite very basic, one-word answers. Open-ended questions often begin with “Why?” and “How?” or phrases such as “Tell me about ” or “How does that make you feel?” They invite longer, more insightful responses.
- Ask follow-up questions. An inexperienced interviewer asks a question, notes the response then moves on to the next question. Don’t stick to the script—listen to the answers and probe further before moving on to your prepared questions. Often it is during a follow-up question that the right quote falls into your lap. “Following up” can also involve a non-question, like a sympathetic response, or a gesture of surprise or admiration.
- Take notes. While having an audio recorder is helpful, always keep a notebook handy and use it to jot down quotes, statistics, or facts that strike you. You might also want to write down physical details about your environment and your subject’s appearance, facial expressions, and voice. But be sure to look up from your notebook and maintain eye contact.
- Be conversational without having a conversation. Keep the interview informal and casual, not overly scripted, and go with the flow, allowing your subject to switch directions—as long as you remain in control of the interview and are prepared to steer it back to your topic as needed.
Writing Tips
How to paraphrase your question and embed quotes:
Note: This is not a Q & A style article. It is written in narrative format. You will need to paraphrase what the interviewee said and embed direct quotes.
Here is an example of a direct quote and paraphrased quotes in an article:
When asked about his 16-foot-tall painting, actor and artist Jim Carrey, responded, “Physically, it was a tremendous challenge working on sections of it while hanging from scaffolding and with all the emotional ups and downs.” He added that he’d worked more than 400 hours on the piece in his New York studio.
Here is how the actual conversation went:
Interviewer: Tell me about the largest painting in your show.
Carrey’s answer: Physically it was a tremendous challenge working on sections of it while hanging from scaffolding and with all the emotional ups and downs.
Interviewer: How long did it take you?
Carrey’s answer: Oh, I don’t know. Easily 400 hours or more in my studio, I’d say.
Remember to:
- Provide a context for the quote. (“When asked about his 16-foot-tall painting”).
- Tell us who is speaking, if it isn’t obvious, by introducing the person (“actor and artist Jim Carrey, responded”).
- Paraphrase your question so we know what the speaker is responding to (“When asked about his 16-foot-tall painting”).
- Insert the quote exactly as the person said it, using quotation marks (“Physically, it was a tremendous challenge working on sections of it while hanging from scaffolding and with all the emotional ups and downs.”).
- Follow the quote up with your own response, or some other way to complete the interaction (“He added that he’d worked more than 400 hours on the piece in his New York studio.”).
As a rule, don’t provide more than two sentences of a quote in a row. Insert your own response or an observation to keep the narrative flowing.
UC Admission Essay (Chinese Student)
$20.00Q1:What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
Q2:Three things that set me apart from other candidates applying to the University of California are my unique multicultural education environment, grade skipping experience and my ability to adapt to the environment even under distinct conditions.
Q3. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.
Q4. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?
The Rude Poet Presents Himself: Breton, Spenser, and Bad Poetry
$5.00This essay explores how Elizabethan poets transform conven- tional gestures of self-deprecation to negotiate the competing demands of rhetoric, the classics, social status, and ethics. To concede (or at least defer) the question of evaluation opens up space for experiment, for what Breton and Spenser both refer to as newness. Because the terms of such self-criticism blur dis- tinctions between shortcomings of style and of substance, they become a vocabulary for close-reading poetry’s action in the world. Thus Spenser uses terms like “rude,” “baseness,” “rough,” and “dischorde” to wrestle with style but also poetic identity and purpose: tracing relationships among his archaic diction and colloquial forms, his interpretive difficulty, his plainspoken didacticism, and his sense of the value of poetry.
20 Pages
ENGL 333 Final Paper
$5.00A Tale of Two Cities by Charles Dickens’s
Reflection of revolution— why the revolution becomes a tragedy
Question: What leads revolution to the tragedy and failure?
4 Pages