the photographer named Emma Kisiel
here is the website: https://www.balticphotography.com/index.php
and i will upload the aspects to consider on my presentation.
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You can watch the play at the following link.
Also see the attached pdf documents titled chapter 1 and chapter 2.
This assignment is for a “deconstructed” essay. You must use the following required format as you practice assembling the parts of a thoughtful critical review for an educated audience of theater-goers. Your paper should use the following section heads. You may cut-and-paste these directly into your report so that you have them all exactly as specified. Below this outline, you will find detailed instructions for each section. (You should use the theatrical vocabulary we are learning from our text in your answers. Once you have finished with a paragraph, go back and place in boldface all vocabulary words or concepts from the chapter that you are featuring, as I have done in the instructions below as an example.)
Make sure to use the key terms for chapter one and two.
II. Thesis Statement
VII. Literary Qualities (Diction)
VIII. Music and Musicality
XI. Outstanding Moment
XII. Was the event “theatre” by our class definition?
XIII. Summary Statement
XIV. Photo, Caption and Citation
XV. Works Cited
Headline (5 points):
Give your report a title into which you have put some creative thought. Neither your name nor the name of the play is a title for a report. Think of it like an online link. Would the reader click it to read the review? Is it exciting, and does it preview the content of the report in a way that makes the reader want to know the details? Is the form correct, i.e., is it italicized and are the first word and all subsequent important words capitalized?
Use the following required format for your paper. Please divide your paper into sections and use the roman numerals and titles exactly as they appear above.
Thesis Statement (5 points)
Begin your report, as all reports, with a compelling thesis statement that gives a sense of what is to come and makes the reader want to find out what you have to say about it. “ACT’s production of The Normal Heart provoked the most profound response I have ever felt in the theater,” or “The Wizard of Oz as a play is doomed to failure, I suppose, but The Westside Players attempt to mimic the movie on a low budget was pathetic,” are interesting. “Last Wednesday I saw A Date With Judy,” is not. You do not have to write in the first person, but you may do so.
Overview (5 points)
Your thesis statement should be followed by an overview paragraph which should contain, at minimum:
1. The full name of the play. (Make sure you spell it correctly and place it in italics. Underlining is NO LONGER acceptable practice for titles. ALL CAPS or Boldfacing never were.)
2. The author(s) of the play. Be certain to spell this, and all names, correctly.
3. The name of the theater company presenting the production.
4. The name of the physical theater in which you saw the play. (Chapter One contains information about the differences in the two ways we use the word “theatre” as it might apply to this and the previous question, if you need a review of the difference.)
5. The date and time you saw the show. (All credit and extra credit assignments must be seen within the semester or session of the class.)
6. The cost of the ticket, with a very short explanation of how you purchased it ? online, at the ticket window at showtime, at the half-price booth in Union Square, etc.
7. The exact seat and row number you sat in (usually available on your ticket) with a brief description of its location in the theater.
8. If anyone you knew shared this experience with you, say who and give the reader a brief sense of their response as compared to yours.
Plot (10 points)
The second paragraph of your report should be a brief summary of the plot, a maximum of 200 words ? about the same length as this paragraph. This is NOT the main point of a review. Most students tend to write far too much plot while ignoring other elements of analysis. It is important to remember, however, that Aristotle defines plot as “the arrangement of the incidents.” Make sure your summary captures the major incidents in the play and gives us a sense of the arrangement, especially if that is anything besides linear and chronological. One way to get to the heart of the plot quickly is to use terms and concepts from the Timeline of a Play section of Chapter Two. In most cases if you cover the inciting incident, the major conflicts, the climax, and the denouement you will cover it well. When writing about the plot you can use the “continuing present” tense, (for example, “A ghost appears on the battlements.”) or past tense, (for example, “A ghost appeared on the battlements.”) but you must pick one and use it consistently throughout your description.
Character (6 points)
Indicate in this section which character is the protagonist, which (if any) is/are the antagonist(s), and any other characters that play interesting special functions. (Sometimes there is a narrator or chorus figure, sometimes a character whose primary purpose is to serve as a counter-example to the protagonist called a foil, etc.) This should take you less than 100 words total.
Theme (10 points)
The next section of your report, using one sentence, is a statement of the play’s theme, or meaning. This is often the hardest thing to infer from the play, because as Cohen tells us in our textbook, it is usually not explicitly stated in the play. It must be discerned by the audience member from the totality of the play. In later reports you might choose to discuss your feelings about this theme and how it relates to you. For the first report, however, concentrate on writing a single sentence that firmly states the play’s theme.
In past classes the most common errors in this section of the report are:
1. That the student confuses it with plot and tells the story again, or;
2. The student confuses it with the common notion of theme as, “repeated subject or motif,” instead of using Aristotle’s sense of a statement about the play’s meaning.
Here are some statements from past reports that are not themes:
It is about good and evil.
It deals with a hurricane in Louisiana and the effect it has on the lives of people living in the bayou.
You can tell that these are not themes because they do not make sense as an answer to the question, “What did the play mean?” A tip-off that you are heading in the wrong direction is that the answer contains the words “is about” or “deals with.”
Here are better examples from papers on the same topics as the three bad examples above:
War is absurd and humans should not perpetuate it.
Nature is awesome but people are stronger.
Love conquers all.
Literary Quality or Diction (6 points)
The fourth of the Aristotelian elements is the play’s “diction” or literary quality. (Note that this is not the same thing as the actor’s diction, meaning enunciation, but is instead about the playwright’s choice of words.) In this brief section you should note anything special about the language of the play. Some examples might be when the play is written in verse, uses a lot of poetic language or imagery, is written in a specific dialect like Irish or Southern, contains extensive rhetorical arguments, etc.
Music and Musicality (3 points)
If the play is a musical or opera, this section is apt to be extensive, but for most shows you are discussing such lesser issues as background music, or the musicality of the actor’s voices. It is always worth noting music (even background music) that is performed live.
Spectacle (10 points)
In this section of your report, probably 150-300 words long, discuss the spectacle of the play in general. (Later in the semester this section of your report will expand considerably as we know more about costumes, lights, sets, make-up and projections. For now, try to convey to the reader a sense of what the play looked like with enough specificity to convey an idea of the historical period and the impression made by the costumes, sets and lighting.)
Convention (3 points)
As discussed in our text and in the video, in addition to the usual six elements of a play, we also want to note how the conventions of the play work. Some conventions we want to be aware of: Plays that use mime, dance or movement to convey a sense of objects that are not physically present, actors that play more than one character ? especially if they change character in front of us instead of just re-entering as someone else, characters played by puppets ? especially if the puppeteers are visible, visual elements that are metaphorical instead of realistic ? for example the use of scaffolding in place of buildings, mixtures of presentational and representational performances, etc.
Outstanding Moment (5 points)
In a paragraph or less, describe the most outstanding moment of the production to you and tell why it was exceptional. Say specifically what happened in sufficient detail that someone who did not see the production would understand what occurred. Is this moment memorable because it produced a sense of pleasure or a sense of discomfort?
The Event as Theater (10 points)
In a section from one paragraph to one page in length, apply the “official class definition of theater” to the event you saw, and using the concepts from the discussion in Chapter One to defend or attack the proposition that this event was a piece of theater, as opposed to some other art form. Make sure you cover all aspects of the definition. In particular spend time on concrete examples of impersonation in the play, citing specific moments in the event and how the actor accomplished them. Talk about the skills and abilities of the actor using his/her actual name and the actions and choices of the character using the character’s name. Don’t confuse them. For example, Hamlet did not speak slowly and clearly, David Tennant did. David Tennant did not kill Polonius, Hamlet did. (Hint: for your first report, the play does NOT meet the class definition. Be sure and specify why not, and what art form we actually watched as opposed to theater.)
Summary (3 points)
In a final sentence or two, summarize the major ideas in your paper and provide any closing detail that relates to your thesis statement.
Picture (3 points), Caption (3 points) and Intext Citation (3 points)
Metaphorically summarize this production with a single photograph that you cut-and-paste into the paper, or to which you provide a URL so that your instructor can view it. This cannot be a literal photograph from or about the production, but should instead be chosen to give a visual response to the event. Under the photo or URL write a caption. (This is not the same thing as the name of the photo, and not an explanation for why you chose the photo, which should speak for itself, but a few words that capture its essence.) Below the caption, place an intext citation in MLA format which points to your Works Cited page, and which specifically credits the author or creator of the photo. Many students mistakenly cite the article or webpage where they found an illustration instead of the illustration itself.
David Tennant as Hamlet (IMDB)
This photo is captured from the production itself, and is not a metaphor. It is literal. The caption is pedestrian, not illuminating. The intext citation is incorrect in form, mostly because it says where the photo was found instead of crediting the photographer.
“The readiness is all (~everRiviere).”
This image ? the fall of a sparrow ? is related to the theme of the play. The caption is a quotation from the play. The intext citation is correct ? using the artist’s name, which is admittedly odd because it includes a tilde before it and super strange capitalization, inside parenthesis, which is placed inside the punctuation.
Works Cited (10 points)
At the end of your report, attach a Works Cited page in MLA format. At minimum it will have the citation for your photograph. It should have citations for any other sources you used in constructing your paper as well. For many productions this will include the playbill (program) from the event. (Always save it so that you have the information needed to discuss the creators and participants by name.) Be sure that all citations have the two parts: the MLA intext citation, as well as the citation of the Works Cited page.
One of the major objectives of the class is to learn to use MLA citation correctly. There are guides in the top center block of our class homepage on iLearn if you need help or reminders.
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-I will upload everything that you should now. (everything you should know is detailedly described in the assignment paper that i will be uploading)
-You do not need to do any research because this is not a research paper, it is an analysis paper.
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The Flynn Effect
Statistics can be used to explain certain societal phenomenon such as the “Flynn Effect.” The article below looks at support for the argument that intelligence appears to increase intergenerationally. Does this phenomenon really exist? In reading the article you will employ your understanding of the normal distribution, probability, and central limit theorem to analyze this interesting purported phenomenon.
Read the article entitled, “Are We Smarter than Our Parents?” This article addresses a study by Dr. James Flynn of the rise of the IQ rate over generations, and how statistics are involved in tracking this phenomenon,
Write an essay that explores some of the statistical data that has been found in this area of study. Additionally there are four questions for discussion listed at the end of the article. Choose and answer one of the four questions in a focused and clear manner. Remember to integrate the statistical data in the article that discusses this topic.
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Literary Analysis the book “Literature A World of Writing stories, poems, plays and essays” by David L. Pike and Ana M Acosta.
Please pick any two of the listed stories from the sylaby. The book is Literature A World of Writing stories, poems, plays and essays by David L. Pike and Ana M Acosta..copyright 2011
support the following with The Alchemist:
Write an essay that takes up this question — “what might the literate arts be good for?” — and that takes it up from your range of reference and from your point of view — or, more properly, from the point of view of you and people like you, the group you feel well prepared to speak for. As an exercise in understanding, essay should be modeled on one (or more) of the sections in “The Dark Night of the Soul.” You can choose the text — and the text can be anything that might serve as an example of the literate arts, (in this case I choose The Alchemist). But the presentation and discussion of the text should be in conversation with Miller — with his concerns, his key terms, his examples, and his conclusions
Section 1 : Throughout his life, Sam Houston had a special bond with Native Americans, especially the Cherokees. Discuss this relationship, giving examples from the book about his interactions with them, as well as his personal concern for their welfare.
Section 2: A general theme throughout the biography is Sam Houston’s wisdom and moral courage. Discuss at least three examples where Houston took the wise or morally correct public stance, in spite of the fierce criticism he was certain to face.
Section 3: How did Sam Houston come to marry Margaret Lea, and what did she mean to his life?
Although the Great economic Depression of the 1930’ was difficult time it was not altogether without progress. Identity the three most relevant New Deal programs for Texas. Justify your choices by showing how each program contributed to easing the problems of the Great Depression in the State.
You Must include a thesis statement that basically introduces your position that the three programs you selected are arguably the three programs that were the most vital to Texas. Additionally, if you use statistical information or author’s exact words. You MUST cite your source at the end of the paragraph