Final Exam
While you do not have a terminology section on the applied assessments, you should be familiar with the literary concepts for the ballad, the sonnet, and the satire. Your final exam will have three pieces of literature that you will apply your knowledge from the quarter.
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HiSTORICAL Period PAPER--BONUS 10 points if Submitted by 12/19/2014
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Rubric for HISTORICAL Period Analysis
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Great English Essays Critical Analysis LogS and BLOGS
The following handout will assist with creating the structure of your analysis that you will post on the Great English Essays Blog. You will submit 3 Blogs, using essays of your own choice, however, you should use essays from Bacon (p.1) to Boswell (p. 76). Later essays will be used during the second semester.
After filling out the log, you will use this to write a response that you will post 3 blogs (Dec. 3, Dec., and Dec. 9). Additionally, you are expected to respond to 3 different Blogs by your peers. They should be three different peers about three different authors. There is an extra credit Blog due by January 8, 2014.
Great English Essay Blogs: You will have three blogs that you post, where you write two paragraphs, using textual evidence that discusses the Subject, the Occasion, the Audience, the Purpose, and the role of the Speaker in the essay. Additionally, you should highlight how the writer creates their attitude/tone towards the topic discussed. Also consider how their piece reflects the ideals of the Renaissance, the Reformation and the Enlightenment.
Choices:
Francis Bacon: "Of Love" (1-2), "Of Cunning" (3-5), "Of Ambition" (6-7)
Thomas Fuller: "The Good Schoolmaster" (13-15)
Owen Feltham: "Of Dreams" (16-17)
Abraham Cowley: "Of Myself" (18-22)
Jonathan Swift: "Meditation upon a Broomstick" (23-24)
Joseph Addison: "Meditations in Westminster Abbey" (39-41)
Richard Steele: "Recollections of Childhood" (46-48)
After filling out the log, you will use this to write a response that you will post 3 blogs (Dec. 3, Dec., and Dec. 9). Additionally, you are expected to respond to 3 different Blogs by your peers. They should be three different peers about three different authors. There is an extra credit Blog due by January 8, 2014.
Great English Essay Blogs: You will have three blogs that you post, where you write two paragraphs, using textual evidence that discusses the Subject, the Occasion, the Audience, the Purpose, and the role of the Speaker in the essay. Additionally, you should highlight how the writer creates their attitude/tone towards the topic discussed. Also consider how their piece reflects the ideals of the Renaissance, the Reformation and the Enlightenment.
Choices:
Francis Bacon: "Of Love" (1-2), "Of Cunning" (3-5), "Of Ambition" (6-7)
Thomas Fuller: "The Good Schoolmaster" (13-15)
Owen Feltham: "Of Dreams" (16-17)
Abraham Cowley: "Of Myself" (18-22)
Jonathan Swift: "Meditation upon a Broomstick" (23-24)
Joseph Addison: "Meditations in Westminster Abbey" (39-41)
Richard Steele: "Recollections of Childhood" (46-48)
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Blogs for Literary Analysis
Satire Investigation: After reading the excerpts from Pope’s The Rape of the Lock, Cervantes’ Don Quixote and Voltaire’s Candide, how do the plots reveal satire? What values of this time period are being mocked? How does the author use satire to reveal his point of view? Use textual evidence to discuss and write an original, concise thesis statement to support your position.
Argument on Power: After reading Chapter 10 of Hobbes’ Leviathan. Agree or disagree with Hobbes’ assessment of power, worth, dignity, honor, and worthiness. How do his ideas relate to modern views of power? Defend your opinion with specific textual evidence that supports an original, concise thesis statement.
Women’s Rights: Wollstonecraft’s A Vindication of the Rights of Women, Chudleigh’s “To the Ladies,” and Defoe’s “The Education of Women” make strong claims about the rights of women. Discuss the effectiveness of each text, not only for what it says, but for how it gets its message across. What rhetorical devices do these writers use? Which writer, in your opinion, creates the most powerful and memorable argument? Use textual evidence to discuss and write an original, concise thesis statement to support your position.
Education and Equality: Examine Bacon’s “Of Studies,” Queen Elizabeth I’s “Tilbury Speech” and Cavendish’s “Female Orations” and discuss the intersection between values, education and gender roles. What arguments does each writer present? What are the dominating images? How do they address a specific audience?
Close Reading Locke: In his introduction to An Essay Concerning Human Understanding, John Locke highlights his beliefs about how we come to knowledge. Select three of his reasons for believing that ideas are not innate and discuss how this concept of knowledge applies to the individual’s approach to learning. Use textual evidence to discuss and write an original, concise thesis statement to support your position.
Argument on Power: After reading Chapter 10 of Hobbes’ Leviathan. Agree or disagree with Hobbes’ assessment of power, worth, dignity, honor, and worthiness. How do his ideas relate to modern views of power? Defend your opinion with specific textual evidence that supports an original, concise thesis statement.
Women’s Rights: Wollstonecraft’s A Vindication of the Rights of Women, Chudleigh’s “To the Ladies,” and Defoe’s “The Education of Women” make strong claims about the rights of women. Discuss the effectiveness of each text, not only for what it says, but for how it gets its message across. What rhetorical devices do these writers use? Which writer, in your opinion, creates the most powerful and memorable argument? Use textual evidence to discuss and write an original, concise thesis statement to support your position.
Education and Equality: Examine Bacon’s “Of Studies,” Queen Elizabeth I’s “Tilbury Speech” and Cavendish’s “Female Orations” and discuss the intersection between values, education and gender roles. What arguments does each writer present? What are the dominating images? How do they address a specific audience?
Close Reading Locke: In his introduction to An Essay Concerning Human Understanding, John Locke highlights his beliefs about how we come to knowledge. Select three of his reasons for believing that ideas are not innate and discuss how this concept of knowledge applies to the individual’s approach to learning. Use textual evidence to discuss and write an original, concise thesis statement to support your position.