Essay Assignments | Online Homework Help
For your third and final essay, you will select ONE of the questions offered below and write a 3-4 page essay (double-spaced, typed in Times New Roman font or similar, with 1 inch margins on all sides of the page) or roughly 1200 words. Direct quotation, own words
This paper is an analytical exercise in which you will be required to explain a particular part of or argument in the text. As such, your essays need to be carefully written and contain the following:
- an introduction to the question you will be answering and to how you will answer it, including a strong thesis statement;
- clearly delineated paragraphs in which you tackle every part of your thesis statement and offer an explanation of the relevant parts of the text you are discussing, including quotes from the text that are introduced, explained, and integrated into the overall arguments of the text;
- strong transitions between sentences and paragraphs that lead your reader through the paper; and
- a strong conclusion that summarizes the content of the paper and leaves the reader with a sense of closure. Essays will be graded on grammar, structure, engagement with the text, and quality of argumentation.
You are not required to consult any sources other than the texts provided for you in class, which must be appropriately cited. If you do choose to use external resources, however, you must not only cite your sources within the text but also include a full bibliography of all materials at the end of your essay. As for citation style, you may choose whichever one you prefer or are most familiar with. All I ask is that you clearly identify the texts you are referring to and which part of the text you are basing your argument on or citing from, and that you are consistent throughout.
This assignment will be due no later than Thursday, June 13, by 6 p.m. via the Dropbox option on D2L. Late and emailed papers will not be accepted.
Choose one of the following questions and answer it in essay format (3-4 pages double-spaced or roughly 1200 words).
Question 3, Eli Clare’s “The Mountain” and/or “Stolen Bodies, Reclaimed Bodies”
In the long-standing opposition between reason and affect or emotion, which maps onto the distinction between ‘mind’ and ‘body’, the latter (body) is on the side of affect. To be affected is to no longer be objective; it is to become irrational or have one’s judgment compromised. The body, where the latter is understood as different from and, in many ways, as opposed to the mind, is dismissed as a valuable source of information: it is the head that leads to knowledge, whereas the body (tied our passions, material needs, and emotions) gets in the way. Eli Clare’s writing challenges both of these dichotomies: for him, the body includes the mind; and such a body (mind included) can be, and often is a source of information. Following the arguments provided by Clare in “The Mountain” and/or “Stolen Bodies, Reclaimed Bodies,” explain the role of the body (which includes the mind) in our knowledge of ourselves and of the world. In what ways are bodies stolen and how are they reclaimed? What is the risk of forgetting about our bodies, their lived experiences, and their needs? And, conversely, what do we gain from thinking about, and taking seriously our bodies, their lived experiences, and their needs?
REGARDING GENDER-NEUTRAL LANGUAGE AND AUTHOR’S NAMES: Remember that we no longer use male language as a default: that the male pronoun ‘he’ is no longer used to refer to a general, unknown individual and that ‘mankind’ is no longer the name we use to identify humanity as a whole. If you are discussing an abstract person whose gender is either unknown or irrelevant, or if you are discussing humanity at large make sure that you use gender neutral pronouns. Simply put, your language ought to be as inclusive and exclusive as you mean it to be. As for the authors you may be discussing in this paper, Audre Lorde, June Jordan, and María Lugones use female pronouns (she/her/hers). Eli Clare uses male pronouns (he/him/his).
Additionally, as a matter of etiquette and respect, we do not refer to authors by their first name alone. For example, when referring to Sara Ahmed, we will use her full name, especially the first time she is mentioned (e.g. “In her text, The Cultural Politics of Emotion, Sara Ahmed argues that…”) and, subsequently, her last name (e.g. “As Ahmed writes, …”) but never just her first name (e.g. “Sara argues that…”).
Papers that fail to use gender neutral language or fail to address authors appropriately will be marked down.
ACADEMIC INTEGRITY: I expect the work you submit to be your own, just as I expect that every part of your work that is informed by or taken from another author will be clearly identified as belonging to someone other than yourself. Buying or downloading papers; copying sections of books or articles or “copying and pasting” from online sources without proper citation; failing to properly identify and credit quotations or ideas taken from others, fabricating sources, or using false citations; as well as receiving unauthorized assistance from another person or submitting the same work for more than one course without permission from the instructor (i.e. self-plagiarism) are all forms of academic dishonesty that will lead to failure of the assignment and the course. If you are unsure about what does or does not constitute plagiarism or if you are struggling to fulfill an assignment, please contact me for assistance.
|Grammar||10/100||A well-written paper will have few to no grammatical mistakes. Papers with excessive mistakes (of the kind that interferes with reading) will suffer one full-letter grade reduction. Additionally, using the services of DePaul’s Writing Center will result in 2 extra percentage points over the whole final grade for the paper.|
|Structure||10/100||A well-developed paper will meet page length-requirements/word count requirements, and it will have the following:
a) a clear, specific introduction that accurately describes what the paper will accomplish by way of a thesis;
b) evident, logical, and strong transitions that lead the reader through the ideas; and
c) a strong conclusion that wraps up the paper and leaves your reader with a sense of completion.
|Engagement with the text||30/100||A well-developed paper will include short, concise quotations from the text. This could mean that the quotation introduces, helps develop, or serves as proof of a claim you make in the paper. The quotations should be well-integrated into the paper’s narrative—that is, they should be introduced in some way and explained/deepened in relation to what it is used to support/introduced/explain. This is different than merely re-stating what the quotation says or using the quote to substitute for your own words.|
|Argument/Explanation||50/100||A well-written paper will be clearly and logically organized and executed; it will dig into the selected prompt and offer a well-thought out, well-developed response that stays close to the text(s) and presents a well-rounded answer to the question in the prompt. A strong, well-written paper will provide a reasoned and considered interpretation of the text. Excellent papers will show originality of thought.|
OVERALL GRADE DESCRIPTION:
|A||Excellent work that shows extraordinary or very high quality; reflects unusually thorough and comprehensive understanding of the text(s); presents clearly identifiable structure; ideas unfold coherently and creatively; pays extremely good attention to detail, staying close to the arguments of the text; and it is well written, with few to no grammatical mistakes|
|B||Good work that shows high quality; reflects clearly organized and comprehensive understanding of the text(s), showing a clear organization of ideas. It is well written, with few grammatical mistakes.|
|C||Work that meets the requirements of the assignment; reflects some understanding of the text, but the arguments and/or explanations are developed superficially or simplistically; addresses only a part of the question or is otherwise incomplete; contains grammatical mistakes that compromise the clarity of the ideas; textual references are often missing, unexplained, or superficial.|
|D||Work that does not meet the minimum requirements of the assignment; engages the text superficially, often showing unfamiliarity with the ideas or fails to explain the basic ideas involved in the question; pays little attention to the text and its relevant arguments; reflects the student’s opinion rather than a considered analysis on the text; does not seriously engage the text; does not develop clearly, and/or does not meet length requirements.|
|F||Work that is clearly insufficient or submitted too late|
|Zero||Assignment is not at all submitted or is plagiarized|