English and Literature

English and Literature

Showing 10–18 of 416 results

  • Writing 39C Advocacy Essay – Overcoming Obesity


    An 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:

    1. 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.
    2. 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. 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.


    1. Causation Argument: What are the root causes of the problem? Does your policy address those causes more effectively than other solutions?
    2. 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.)
    3. 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.)
    4. 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?
    5. Comparison Argument: Has a similar policy worked significantly well in another comparable context?
    6. 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


    Find 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)


    Essay 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


    Project 1: Profile of the Creative Individual: The Interview and Essay


    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


    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)


    Q1: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


    This 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


    A 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

  • English 1320: Why Women Abort (Deciding on Abortion)



    4 pages

  • Differences between Ku Klux Klan and Black Panther



    The Black Panthers Party VS Ku Klux Klan

    1. Civil Right Movement General Background
    2. Brief Biography about the Black Panther Party
    3. Brief Biography about the Ku Klux Klan
    4. Thesis and Map 3 Shared Characteristics

    Creation of the both group

    1. The role The Black Panther Party play in The Civil Right Movement.
    2. The role The Ku Klux Klan play in The Civil Right Movement
    3. Contrast of the two


    1. The Black Panther Party Tactics
    2. The Ku Klux Klan Tactics
    3. Contrast of the two


    1. The Black Panther Party Accomplishment during The Civil Right Movement.
    2. The Ku Klux Klan Accomplishment during The Civil Right Movement.
    3. Contrast of the two


    1. In addition to thesis
    2. Summary of three major points
    3. Concluding Statement

    8 Pages