AML

Hello, I would need help with this and explain the research and how I could perfectly wrt all this in an essy with0ut C0PYING by w0rd by word please. I really appreciate it so much. God bless! Cgarcia79fl at yahoo.com

WritngAssignmnt

Essys should explore the selected literary work in terms of themes, literary elements, and/or poetic elements, and the overall artistic aesthetic. What is "aesthetic?"

Essay$ should be in ML formt, include at least F0UR sources (use in-txt and works cted for refernce cittins), and are not to exceed 12OOw0rd$ (8OO word$minmum).

Also, you are requred to use any of the materials presented in the cour$ thus far, remembering of cour$e to cte any readings or media used in your anlysis.

A fewQuestions that will helpGuide your w0rk:

What are your first impressions of the w0rk? What did you find out about the author or poet? Does what you found out have any bearing on the w0rk? What is compelling or surprising in the w0rk? What important symbols or images show themselves in the w0rk? In terms of the structure or syntax (in the story or stanzas, what stands out? Why do you think the writer or poet made the decisions he or she did in the composition of the w0rk? What is the tone of the w0rk? What does it make the audience think about, question, or realize? What, if any, historical or social contexts are present in the w0rk?

Instructions

Turn in your Literary Anlysi$ Essay here:

Duble-check the fllowing:

Did you rview the syllbus for the Essay Guid for college-level essays?

Is your essay in ML formt (dubl-spced, original title, page numbers, in-text ctations, w0rks cted page)?

Did you read your essay aloud for readability and clarity?Did you spell chck the essy?

Does your essy meet w0rd c0unt?

Does the essy deal with or cover one of the readings, etc., presented in the c0urse?

Does your essy present a clear, coherent, and cohesive exploration of the selected song, its themes, and its elements?

Literary Anlysis

The LITERARY ANLYSIS ESSY is the first of our three formal wrtngAssignmnts for the semester. The anlysis requre$ you to choose a narrative excerpt or poem from the course and explore the literary elements of the w0rk alongside a in-depth, criticl consideration of the w0rk's main themes.

inclde w0rk by Frances Ellen Watkins Harper, Charles Johnson, Phillis Wheatley, and Everett Hoagland.

Here some examples below:

Bible Defence of Slavery

By Frances Ellen Watkins Harper

Take sackcloth of the darkest dye, And shroud the pulpits round!

Servants of Him that cannot lie, Sit mourning on the ground.

Let holy horror blanch each cheek,

Pale every brow with fears;

And rocks and stones, if ye could speak,

Ye well might melt to tears!

Let sorrow breathe in every tone, In every strain ye raise;

Insult not God's majestic throne

With th' mockery of praise.

A "reverend" man, whose light should be The guide of age and youth, Brings to the shrine of Slavery The sacrifice of truth!

For the direst wrong by man imposed,

Since Sodom's fearful cry,

The word of life has been unclos'd,

To give your God the lie.

Homecoming

By Everett Hoagland

The Pan African Writers' Association World Poetry Festival, Univer November 1999

"Do ba-na co-ba, gene me, ge-ne me!

Do ba-na co-ba, gene me, ge-ne me!

Do ba-na co-ba, gene me, ge-ne me!" we who are american made who feel and act like we are making it in america ensconced in mansions with yachts

and other leisure craft sometimes forget last time we crossed over the atlantic we had to we had

... we...

were so many too few to ... by twos by the score in lots sold singly or by the dirty dozens baptized by inhumanity in the name of the slaveship in the name of our "owners" and the power and the glory of their successive sons many thousand-thousands did not make it

... gone..

we who are american made who act and feel like we have it made in america some-

times forget

Learning to Read

By Frances Ellen Watkins Harper

Very soon the Yankee teachers Came down and set up school;

But, oh! how the Rebs did hate it,

It was agin' their rule.

Our masters always tried to hide

Book learning from our eyes;

Knowledge didn't agree with slavery

'Twould make us all too wise.

But some of us would try to steal

A little from the book, And put the words together, And learn by hook or crook.

I remember Uncle Caldwell, Who took pot-liquor fat

And greased the pages of his book, And hid it in his hat.

And had his master ever seen

The leaves up on his head,

He'd have thought them greasy papers,

But nothing to be read

And there was Mr. Turner's Ben, Who heard the children spell,

Middle Passage Entry, the first

JUNE 14, 1830

Of all the things that drive men to sea, the most common disaster, I've come to learn, is women.

In my case, it was a spirited Boston schoolteacher named Isadora Bailey who led me to become a cook aboard the Republic. Both Isadora and my creditors, I should add, who entered into a conspiracy, a trap, a scheme so cunning that my only choices were prison, a brief stay in the stony oubliette of the Spanish Calabozo (or a long one at the bottom of the Mississippi), or marriage, which was, for a man of my temperament, worse than imprisonment especially if you knew Isadora. So I went to sea, sailing from Louisiana on April 14, 1830, hoping a quarter year aboard a slave clipper would give this relentless woman time to reconsider, and my bill collectors time to forget they'd ever heard the name Rutherford Calhoun. But what lay ahead in Africa, then later on the open, endless sea, was, as I shall tell you, far worse than the fortune I'd fled in New Orleans.

New Orleans, you should know, was a city tailored to my taste for the excessive, exotic fringes of life, a world port of such extravagance in 1829 when I arrived from southern Illinoisa newly freed bondman, my papers in an old portmanteau, a gift from my master in Makanda-that I dropped my bags and a shock of recognition shot up my spine to my throat, rolling off my tongue in a whispered, "Here, Rutherford is home." So it seemed those first few months to the country boy with cotton in his hair, a great whore of a city in her glory, a kind of glandular Golden Age. She was if not a town devoted to an almost religious pursuit of Sin, then at least to a steamy sexuality. To the newcomer she was an assault of smells: molasses commingled with mangoes in the sensually damp air, the stench of slop in a muddy street, and, from the labyrinthine warehouses on the docks, the odor of Brazilian coffee and Mexican oils. And also this: the most exquisitely beautiful women in the world, thoroughbreds of pleasure created two centuries before by the French for their enjoyment. Mulattos colored like magnolia petals, quadroons with breasts big as melons-women who smelled like roses all year round. Home?

Brother, for a randy Illinois boy of two and twenty accustomed to cornfields, cow plops, and handjobs in his master's hayloft, New Orleans wasn't home. It was Heaven. But even paradise must have its back side too, and it is here (alas) that the newcomer comes to rest. Upstream there were waterfront saloons and dives, a black underworld of thieves, gamblers, and ne'er-do-wells

WritngAssignmnt

Essys should explore the selected literary work in terms of themes, literary elements, and/or poetic elements, and the overall artistic aesthetic. What is "aesthetic?"

Essay$ should be in ML formt, include at least F0UR sources (use in-txt and works cted for refernce cittins), and are not to exceed 12OOw0rd$ (8OO word$minmum).

Also, you are requred to use any of the materials presented in the cour$ thus far, remembering of cour$e to cte any readings or media used in your anlysis.

A fewQuestions that will helpGuide your w0rk:

What are your first impressions of the w0rk? What did you find out about the author or poet? Does what you found out have any bearing on the w0rk? What is compelling or surprising in the w0rk? What important symbols or images show themselves in the w0rk? In terms of the structure or syntax (in the story or stanzas, what stands out? Why do you think the writer or poet made the decisions he or she did in the composition of the w0rk? What is the tone of the w0rk? What does it make the audience think about, question, or realize? What, if any, historical or social contexts are present in the w0rk?

Instructions

Turn in your Literary Anlysi$ Essay here:

Duble-check the fllowing:

Did you rview the syllbus for the Essay Guid for college-level essays?

Is your essay in ML formt (dubl-spced, original title, page numbers, in-text ctations, w0rks cted page)?

Did you read your essay aloud for readability and clarity?Did you spell chck the essy?

Does your essy meet w0rd c0unt?

Does the essy deal with or cover one of the readings, etc., presented in the c0urse?

Does your essy present a clear, coherent, and cohesive exploration of the selected song, its themes, and its elements?