Tell us about your homework assignment.
Place your order
Fill in the order form and provide all details of your assignment.
Proceed with the payment
Receive the final file
Learning Goal: I’m working on a writing question and need an explanation and ans
GET HELP WITH YOUR ESSAY
If you need assistance with writing your essay, our professional Essay Writing Service is here to help!
DISCOUNT CODE FIRST25
Learning Goal: I’m working on a writing question and need an explanation and answer to help me learn.BackgroundRalph Ellison’s Invisible Man narrates the experiences of an unnamed narrator who attends school in the South and migrates to the North. Along the way, he experiences varied and layered forms of oppression. Although Ellison’s novel was set in the 1950’s, the book’s events are poignantly relevant today.For this project, students will work in groups of 2-3 and will articulate one clear argument about Ellison’s novel. Specifically, your group will answer the question, “how does Ellison use his novel as a means to agitate systems of oppression?” You will support your reasoning by:applying Critical Race Theory to your reading of the novel
applying at least one Literary Theory to your reading of the novel (Reader-Response, New Criticism, Marxism, New Historicism, Postcolonialism, Ethnic Studies)
incorporating and synthesizing at least 2 published literary criticism articles
explaining how at least one event from Ellison’s book relates to contemporary history (history of the 1950’s)-use evidence from the novel + evidence/example from history to draw your connection
explaining how at least one event from Ellison’s book relates to modern society (today)-use evidence from the novel + a news story, personal observation, or personal experience to draw your connection
discussing how at least one other reading this semester relates to Ellison’s novel
articulating any personal connection you had to the events in the novel or how the novel made you think about others’ experiences
Grade Goals:This assignment is required for every Grade Goal. If this assignment is not passing or not submitted by the end of the term, your course grade will lower one letter.Choose Essay or Video Recording:Students are invited to submit this assignment as a 10-15-minute recorded video presentation or a 6-8-page essay that incorporates all of the required information. For the video recording option:Students can design a PowerPoint, Google Slideshow, Prezi (or slideshow using another form of software). The slides must be detailed enough to be able to follow your train of thought on each slide and between slides. You should also include images throughout.
Record your presentation slides as though you were presenting them in a face-to-face class. You can use Zoom or a similar program to share your slides on your screen and narrate your presentation with audio, creating a 10-15-minute webinar-style presentation.
You will need to create one video as a team, and both of you will need to present for an equal amount of time. Don’t simply have one person present for the first half of the video and the other person for the second half—plan and integrate your speaking parts so that the talk is fluid.
(Links to an external site.)Notes: You CAN USE any of your OWN reading activities for this paper. Your peers’ work, however, is off limits, unless they are in your group.
For every project assignment that is not passing or not submitted by the end of the term, the course grade will lower one letter.Instructions You will answer this question: how does Ellison agitate systems of oppression through his text Invisible Man?Your thesis statement, then, should be a concise answer to this question and the body of the essay will serve to prove/support your thesis using textual evidence, literary criticism, critical race theory, 2 published literary criticism articles, contemporary and modern historical references, a connection to at least one other course reading, and personal experience or observation. Steps to Build this Assignment:Sign up to select 1-2 peers to work with (Links to an external site.) (groups will be 2-3 students each).
Think about what interests you most about the novel and think of specific scenes that addresses the prompt, how does Ellison agitate systems of oppression through his text Invisible Man?
Consider how you can frame your discussion by using Critical Race Theory as a lens. How does Ellison center BIPOC voices (Black, Indigenous, People of Color), challenge systemic racism and white supremacy, and/or center intersectionality (the concept that one can hold multiple minoritized identities which compounds oppression)? What key passages or scenes from the novel can you pull out which support Critical Race Theory? What about the subject matter supports Critical Race Theory?
Choose a literary theory to help you frame your discussion. Some theories we will have covered by Week 13 are Reader-Response, New Criticism, New Historicism, Marxism, Postcolonialism and Ethnic Studies. However, you may choose any from the theories presented in the Intro to Literary Theory lecture in Module 2 . Think about where you are drawing meaning–are you focusing on the author, the reader (yourself), or the text itself? What key passages from the novel can you pull that support your literary theory?
Do some research to find what other scholars have said about the novel. You can use the “African American Review” tab in Canvas or search the broader Cuyamaca Library Database. Click on the “Resources” tab above and scroll down to the second video where I explain what I mean by literary criticism and how to find suitable articles on the library database. You will need to incorporate at least 2 literary criticism articles.
Reflect on the key contemporary (1950’s) and modern (current) historical moments that the novel is responding to and jot down some key points. Feel free to use any of the history video lectures or Smithosian exhibit tours as your sources here.
Think about how the novel connects to at least one other course reading. Review your RA’s from this semester to find a text that relates to your argument about Invisible Man.
Reflect on how the novel speaks to your own personal, cultural, historical, and ancestral backgrounds and experiences. Jot down some notes and save those for later.
Based on your reflections on how the novel support(s) CRT, how you plan to use your chosen literary theory, what other scholars have said about the novel, what historical moments the novel is responding to, how the novel connects to one of our course readings, and your personal connections to the novel, draft a thesis statement–this will be the answer to your question from step 1.
Outlining:For the written option, organize your notes into an outline. Add in your topic sentences and explanations of the quotes into your outline.
If you are doing a video presentation, outline your slides.
Drafting:For the essay option, turn your written outline into a draft by adding transitions and more analysis plus your intro and conclusion. For the conclusion, address how the novel relates to modern-day issues.
If you are doing the video presentation, add meaningful titles to your slides, make sure the slides logically flow from one slide to the next, add in your references slide, and add in speaker notes. For the conclusion, address how the novel relate to modern-day issues. Edit your slides for grammar.
For the essay option, read your draft through for clarity and revise as needed. For the video option, record your presentation.
For the written option, edit for grammar.
A Successful project will: Explain how the novel agitates systems of oppression.
Have a debatable, arguable thesis statement at the end of the introduction which is original and contains your answer to the prompt.
Use the following as the frame/lens for your argument:thoughtful discussion of Critical Race Theory and explain how the novel supports CRT and how CRT shapes your answer to the prompt.
thoughtful discussion of at least one literary theory and explain how your interpretation is shaped by both the era and theory.
Use the following as evidence to support your thesis:at least 2 published scholarly literary criticism articles and analyze how that article supports your answer to the prompt or how your argument differs, extends, complicates, or challenges the article’s position.
textual evidence from the novel and close reading to support your points.
key contemporary and modern historical moments that the novel is responding to. Feel free to use any of the history video lectures or Smithosian exhibit tours as your sources here.
a connection to at least one other text from this semester that supports your answer to the prompt.
your own personal, cultural, historical, and ancestral backgrounds and experiences .
Conclusion: For both the essay and video recording options, the conclusion should address how the novel, your argument, and analysis relate to modern-day issues.
AVOID simply summarizing the text(s).
AVOID simply paraphrasing when using textual evidence.
Use textual evidence to support your points and include sufficient ANALYSIS of the quotations used. Do not simply drop a quotation in your essay/presentation just for the sake of using the quotation. Make the quotations WORK FOR YOU.
Have a CREATIVE title for your project but do not bold, italicize, or use a different font for the title (if doing the essay option).
Remember: the grade is assigned after the final paragraph/slide. Don’t tail off at the end of your project. Give yourself enough time to finish with a flourish.
Adhere to MLA guidelines (for the essay option)::last name and page number on the upper right-hand corner of each page, double space, 12 point Times New Roman font, one-inch margins, no extra space between paragraphs, follow in-text citation guidelines
Include proper header format in the upper left-hand corner of the first page:
Jane Smith (name)Brianna Brown (professor)English/Ethnic Studies 238 (class number)1 May 2022 (Due date in this format)Include a Works Cited page or slide.
Cite all in-text quotes in the following format: “quote” (author’s last name page number). Please note there is no comma or “p” or “pg” or paragraph number in the parenthesis and there is no punctuation before the citation (except if the quote includes a question mark or exclamation point), and the period goes after the end of the citation.
Example: “like a raw wind that gets to the bone” (Glaspell 4).
Length:6-8 pages for essay option
10-15 minutes for video presentation option.
Unsuccessful Thesis Statement: Too general, no interpretation provided This essay will discuss how Philis Wheatley and Elizabeth Keckley handle the topics of slavery and gender.Still Unsuccessful…Too general, no precise interpretation described Philis Wheatley and Elizabeth Keckley discuss slavery and gender in similar ways.Successful Thesis Statement: Specific, precise, describes clear interpretation Despite being glaringly different authors, Philis Wheatley and Elizabeth Keckley depict slavery and gender in nearly identical ways and teach their respective audiences about the ways in which they both triumphed as black women in their respective time periods due to the opportunities they had to be educated and the self-determination they had to leverage their talents as empowered women. Wheatley and Keckly both challenge systemic racism and sexism by becoming as liberated as they could be in their respective time periods.
Learning OutcomesAnalyze, interpret, and evaluate Black literary works within the social, political, historical, cultural and aesthetic contexts that have formed Black experiences in the United States.
Evaluate the literary and intellectual contributions Black writers have made to American culture, as well as the linguistic, historical, philosophical, social, political, and aesthetic impact of Black literature on American culture and society.
Apply literary theory (which may include Critical Race Theory, Critical Gender and Sexuality Theory, American Studies, New Historicism, Formalism, and Marxist Theory) to analyze the literature, with special focus on the lived experiences and social struggles of Black Americans.
Analyze and articulate concepts of ethnic studies, including but not limited to race and ethnicity, racialization, equity, ethno-centricism, white supremacy, self-determination, liberation, decolonization, and anti-racism.
Critically discuss the intersection of race and ethnicity, as expressed in the literature and in the lived experiences of Black writers, with other forms of difference affected by hierarchy and oppression, such as class, gender, sexuality, religion, spirituality, national origin, immigration status, ability, and/or age.
Describe how struggle, resistance, social justice, solidarity, and liberation, as expressed in the literature and experienced by Black communities in the United States, are relevant to current issues.
Analyze the ways in which Black literature and its authors have actively engaged with anti-racist issues, practices, and movements to build a diverse, just, and equitable society.
Identity Formation: students will examine their personal identities as well as those who differ from them in order to situate themselves in scholarly conversations and leverage their cultural, historical, and ancestral capital as well as lived experiences
Skills: Students will develop writing, research, synthesis, critical thinking, rhetorical analysis, technology, and presentation skills
Intellect: Students will gain new knowledge outside of the English discipline by examining the history and interdisciplinary applications of their social issues
Criticality: Students will engage in the projects this term in order to challenge systems of oppression and create social change
GET HELP WITH YOUR ESSAY
DISCOUNT CODE FIRST25
How It Works
Securely pay for your academic paper
Paper gets assigned to an expert tutor
Receive the complete paper via email
Team up With Your Own Writing Expert Now
Stuck with overwhelming assignments? We will take care of all your writing tasks.