Psychology

Emily in the short story “A Rose for Emily,

ASSIGNMENT: Write a character analysis. A character’s development generally has an important impact on a story’s major themes. Choose a key character (the story’s protagonist) or characters (the story’s protagonist and antagonist, etc.) in one of the following stories and discuss how the character’s development contributes to a major theme in that story. Completing this task requires that you are able to state succinctly the theme of the short story.

Write a 500 to 700-word analytical essay about one or more characters from one of the short stories listed below. You must include at least three direct quotations from the short story itself. You are not permitted to use other sources of information (i.e. web sites, articles, books, etc. about the short story). Doing so will result in a Code of Conduction violation.

  • “Sonny’s Blues” by James Baldwin
  • “Where Are You Going, Where Have You Been?” by Joyce Carol Oates
  • “The Story of an Hour” by Kate Chopin
  • “A Good Man Is Hard to Find” by Flannery O’Connor
  • “A&P” by John Updike
  • “A Pair of Tickets”  by Amy Tan
  • “Why I Live at the P.O.” by Eudora Welty
  • “A Rose for Emily” by William Faulkner
  • “The Yellow Wallpaper” by Charlotte Perkins Gilman

 

ORGANIZATION: The introduction should identify the story under consideration, its author, the major theme in the story, and state specifically how the key character’s development addresses that theme. Body paragraphs should support your argument with specific references to the story, bolstered by relevant textual evidence and analysis of that evidence (use direct quotations, paraphrases, and summaries). Your conclusion should place your argument within a larger, meaningful context for your reader.

TIPS:

  • Do re-read the short story closely and take notes as you read.
  • Do not read about your selected story online. Don’t pollute your brain with other people’s thoughts about and interpretations of the story.
  • Do not write about yourself or people in general; do write about theme.
  • Do select one main point that your essay will make (your thesis).
  • Do begin each body paragraph with a topic sentence and include adequate supporting details.
  • Do discuss the classification of your selected character (flat, round, stock).
  • Do discuss the characterization of your selected character (dynamic, static).
  • Do discuss epiphany (use “epiphanic moment” to refer to the moment of change).
  • Do discuss if direct or indirect presentation is used.

 

  • Do discuss the following 3 principles of characterization:
    • Characters are consistent in their behavior (in what way(s) is your character consistent?)
    • Characters are motivated (what motivates your selected character?)
    • Characters are plausible or lifelike (in what way(s) is your character lifelike?)
  • Do not write in first person; instead, use the third person.
  • Do write about literature using the present tense.
  • Do not make a point without supporting it from the text.
  • Do quote text and do comment on the quotes and integrate them into your writing (don’t strand your quotes).
  • Do proofread your essay both from top down and from bottom up.
  • Do interpret the literature however you like, but, remember that you must support your thoughts with evidence from the story.
  • Do support your interpretations with specific examples from the text.
  • Do not summarize the plot. Do analyze the text.
  • Do provide a title that conveys the point of your argument.
  • Do not plagiarize your work. The College considers any amount of plagiarism as a Code of Conduct violation.

 

SOURCE MATERIAL: Your essay must properly cite the short story under consideration. Each body paragraph should contain at least one reference to the short story (paraphrase, summary, or quotation). You only need to use the primary source (the story); do not use outside sources. Correct source usage consists of two elements: (1) brief in-text citations for any idea or passage that is not your original idea; and (2) a properly formatted list of all Work(s) Cited at the end of the essay.

MLA HELP: Refer to Purdue University’s Online Writing Lab (OWL) for instruction on creating in-text citations and a works cited page or use the presentations in Blackboard. https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html

FORMAT: The essay must conform to MLA standards: double-spaced, twelve-point Times New Roman font, and one-inch margins on all pages. Include a Works Cited page. Use in-text citations. Give your essay a title. The title of your essay must not be the title of the short story you analyzed.

Example Work Cited Entry:

Tan, Amy. “A Pair of Tickets.” The Norton Introduction to Literature. Portable 13th ed., edited by Kelly J. Mays, W. W. Norton, 2017, pp. 130 – 144.

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three opening scenes of Faust

Please read the three opening scenes of Faust, Part One and answer the following questions.

Please read the three opening scenes of Faust, Part One (“Dedication,” “Prelude in the Theater,” and “Prologue in Heaven”) and answer the following questions.

1. In “Dedication,” who is speaking? To whom does he speak? What question does he ask? (Note: this is a challenging verse! Don’t worry if you don’t understand it well.)

2. “Prelude in the Theater”: summarize briefly what each character says about the theater (3-5 sentences per character). Which of the three characters “wins” the debate? What is the function of this scene?

3. “Prologue in Heaven”: How do the Archangels describe the Lord? What are the terms of the bet between the Lord and Mephistopheles? Describe the relationship between the Lord and Mephistopheles.

4. Why does the play start 3 times (“Dedication,” “Prelude in the Theater,” “Prologue in Heaven“) before it starts (the scene “Night”)? Why not just start with the scene “Night”? (Here I am asking you to speculate.)

Requirements: 1000   |

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Psychology Question

Psychology Question

Activity 10.4 Letter Writing Choose one of the three activities below to do.

1. Write a letter to you. a. Write a letter to you about something that you think you can or should talk about. The letter does not have to be long. b. Write a letter to someone you know, telling something about you that is special or about your goals and dreams.

2. Write a letter to someone of love and appreciation. a. Write a letter to someone in your family, and communicate how much that individual means to you, or thank that person for something he or she did for you. b. Write a letter of gratitude from your friendship network or work environment, and communicate how much that individual means to you, or thank that person for something he or she did for you.

3. Write a letter of gratitude or thanks to someone in your family system who made a difference in your life. Deliver the letter or consider reading the letter aloud to that person.

4. Write a letter of gratitude listing the “gifts” from your family. Be specific and describe how these gifts influence your thinking, behavior, and knowledge. 5. Write a letter to a friend or family member, and consider what your life would be like without them.

The letter must have “therapeutic intent”. You must write a meaningful and substantial letter. professional in tone. A 5-7 page letter is required in APA format. The letter must have depth and be sincere. It must reflect the impact of your involvement with the addressee including feelings and behavior. To finish the assignment, address in a separate section: What did you learn from this letter that you can take with you to work with a couple or families? When can you use it as an intervention in clinical practice?

Below I attached another 2 assignments to help with the letter writing.

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LESSON 10 DISCUSSION – Relationships are Intervention

LESSON 10 DISCUSSION – Relationships are Intervention

In youth work, we believe that “relationships are intervention.”

– Describe what this means. Give examples.

– Relate this approach to working with our FSI family. Be specific regarding how you would apply this approach to the teens and the Grandmother in the FSI family. (Case study which is attached)

– Describe how you would apply the protective and promotive factors in your work with the FSI family.

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