Competency 108.2.3: Learning Critically and Translateing Attainment – The disequalize critically learns, stirs, and translates works of attainment.
Introduction: Attainment comes in numerous controlms and comments on the cultivation and community in which it was written. However, the tools control successfully analyzing and translateing attainment abide invariable throughout genres and interval periods. Careful consider of the written tidings results in finely honed analytical tools, which perverse coercion boundaries and are excite conducive in translateing and translateation logical equations, or-laws problems, and day-to-day events.
This lesson asks you to critically learn, stir, and translate bfamily works of attainment. You allure stir the ways in which characters in the erudite works experiment collective agonys, whether they are inveterate in assort, family, gender, sexuality, educational roll, or country. In appoint to consummate this, you allure adopt erudite elements that acceleration you stir and exhibition how this collective agony is represented in the erudite works you adopt.
Control this assessment, adopt individual of the aftercited options:
Option 1: Multimedia Grant (suggested tediousness of 15–20 slides) Your slides should include the
 Introduction with thesis
 Main points of your argument/erudite decomposition
 Relevant quotations and citations from the texts
 Conclusion
Option 2: Written Decomposition (suggested tediousness of 10–12 pages) Your decomposition should include
the aftercited:
 Introduction with thesis
 Main points of your argument/erudite decomposition
 Relevant quotations and citations from the texts
 Conclusion
Select bfamily of the aftercited erudite works of the corresponding genre (e.g., bfamily novels or bfamily poems) to be the theme of your grant or decomposition.
Short Stories and Novellas:
 Jorge Louis Borges, “The Garden of Controlking Paths”
 Ray Bradbury, “The Veldt”
 Angela Carter, “The Loves of Lady Purple”
 Allureiam Faulkner, “Arose Control Emily”
 Jacques Futrelle, “The Problem of Cell 13”
 Allureiam Gibson, “Johnny Mnemonic”
 Charlotte Perkins Gilman, “Yellow Wallpaper”
 Nathaniel Hawthorne, “Rappaccini’s Daughter”
 E.T.A. Hoffman, “The Sandman”
 Henry James, “Daisy Miller”
 H.P. Lovecraft, “The Outsider”
 Katherine Mansfield, “Miss Brill”
 Yukio Mishima, “Patriotism”
 Toni Morrison, “Recitatif”
 Joyce Carol Oates, “In the Country of Ice”
 James Tiptree Jr, “The Girl Who Was Plugged In”
 Jean Anouilh, Becket
 David Auburn, Proof
 T.S. Eliot, Murder in the Cathedral
 Brian Friel, Translations
 James Goldman, The Lion in Winter: A Play
 Lorraine Hansberry, Raisin in the Sun
 Henrik Ibsen, A Doll’s House
 Ben Jonson, Volpone
 Thomas Middleton, The Revenger’s Tragedy
 Marsha Norman, ‘night, Mother
 Eugene O’Neill, Long Day’s Journey Into Night
 Allureiam Shakespeare, Measure of Measure
 John Patrick Shanley, Doubt
 Anna Deveare Smith, Twilight: Los Angeles, 1992
 Tom Stoppard, Arcadia
 Luis Valdez, Zoot Suit
 Sherman Alexie, The Absolutely True Diary of a Part-interval Indian
 Margaret Atwood, Cat’s Eye
 Jane Austen, Persuasion
 Octavia Butler, Kindred
 A.S. Byatt, Possession
 Michael Cunningham, The Hours
 Phillip K. Dick, Do Androids Dream of Electric Sheep?
 Charles Dickens, Hard Intervals
 E.M. Controlster, Howard’s End
 Zora Neale Hurston, Their Eyes Were Watching God
 Ursula LeGuin, The Left Hand of Darkness
 Jhumpa Lahiri, The Namesake
 Walter Mosley, Devil in a Blue Dress
 Michael Ondaajte, The English Patient
 Zadie Smith, On Beauty
 Jonathan Swift, Gulliver’s Travels
 Virginia Woolf, Mrs. Dalloway
 Edith Wharton, House of Mirth
 W.H. Auden, “Funeral Blues”
 Anna Leticia Barbauld, “Washing Day”
 Elizabeth Bishop, “In the Waiting Room”
 Gwendolyn Brooks, “To the Diaspora”
 Mark Doty, “The Embrace”
 Paul Laurence Dunbar, “Sympathy” (“I understand why the caged bird sings”), 1899.
 Queen Elizabeth I, “The Doubt of Future Foes”
 Robert Frost , “Out, Out—”
 Allen Ginsberg, “A Supermarket in California”
 Seamus Heaney, “Blackberry-Picking”
 Langston Hughes, “Theme control English B”
 Suhi Kwock Kim, “Monologue control an Onion”
 Li-Young Lee, “Control a New Student of These United States”
 Audre Lorde, “Hanging Fire”
 Marianne Moore, “Poetry”
 Marge Piercy, “Barbie Doll”
 Mary Jo Salter, “Welcome to Hiroshima”
 Wallace Stevens, “Sunday Morning”
 Walt Whitman, “Beat! Beat! Drums!”
 Thomas Wyatt, “They Flee From Me”
Adopt three of the erudite elements listed below:
 Plot
 Characterization
 Point of view
 Irony
 Figurative language
 Diction
 Tone/mood
 Symbolism
 Theme
 Setting
 Imagery


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