I am requesting help in writing my three to four page essay. The era that I picked was Modernism (PPt attached). I choose a short story titled “A Night Among The Horses by Djuna Barnes and I am trying

I am requesting help in writing my three to four page essay. The era that I picked was Modernism (PPt attached). I choose a short story titled “A Night Among The Horses by Djuna Barnes and I am trying
ENGL 224 Final Assignment Option 2: Text and Primary Artifact Analysis • Close Reading and Concepts in American Literature, 1867-Present • Due Sunday • 20% of grade • 3-4 double-spaced pages in 12 pt. Times New Roman or equivalent; 1-inch margins. Remember, I grade these on a computer! So I can very easily re-format your submission (even a pdf) to meet these requirements to ensure you’re reaching the page length Description: During Week 6, we practiced analyzing primary artifacts to make a claim about what they reveal about the time period in which Oates and Kerouac wrote. For Option 2, you may select one primary artifact from any issue of Life magazine (databases linked below and on eLearn) to make an argument about the world in which any course text of your choice was produced. This assignment will require you to define a thesis and to support that thesis with evidence from the artifact and from the course text of your choice. Process: Select one course text from our semester. Note the year in which it was published. Then, find that year in Life magazine’s publication, as it appears in the databases below. Select one artifact (advertisement, article, image, cartoon, cover image/captions, etc.) from one issue of Life magazine that you believe relates to the course text. Make an argument for what that artifact reveals about the world in which your course text was produced. In other words, make a claim for what the artifact tells you about the context of our course reading. You will have to do a bit of research/skimming through Life magazine in order to identify the artifact you believe to be most helpful and illuminating in relation to your text. It will help to re-read your selected course text first to try to pick up on some cues or clues about the time period, and then identify possible connections as you scroll through the year’s 12 issues of Life. Filling out the Primary Artifact Template from Week 6 may also help you gain a better understanding of your artifact, but your final product should be a polished, formal essay—not just a series of responses to template questions. You will also have to bring in direct evidence from the course text of your choice as you examine the context. Remember to make specific and direct connections between the artifact and the text, to show your thought process as you make an argument about the context. (1) Select one course reading from the semester. Note the year of publication, and revisit the reading to see what new understanding or questions you have about this particular text. Try to envision an initial context for the piece, asking yourself what broader social, political, or cultural concerns the text might address. It may even help to revisit the lectures and slides for the week! (2) With the databases listed on Week 7 of eLearn, find the issues of Life magazine that appeared during the year your text was publish. Spend some time scrolling through these issues. What are some recurring idea, products, issues, or themes that they raise? What surprises you about these issues? (3) After thinking carefully about your text and about American “life” during the year in which it was produced, select one artifact from Life magazine that you can connect to your course reading. You may use the questions on the Template for Encountering Primary Artifacts to begin and organize your thought process but remember that your final product will be a formal essay. (4) Build a thesis statement (appearing within the first paragraph of your paper) that makes a claim for the context in which your course reading was produced. For example, “Based on the ad for tires that appears in the March 1966 issue of Life magazine, the car was a middle class symbol of both physical and social mobility, but one that could also enable transgressive behavior, as seen in Joyce Carol Oates’s “Where Are You Going, Where Have You Been.” [obviously you will think of something better!] (5) Support your thesis throughout your paper with direct, specific evidence from the primary artifact and the course reading. (6) Conclude by thinking about the larger significance of your argument. Do not just restate your thesis. What is the “so what?” of your paper? Helpful Hints! • Your paper should have a title. • The attached rubric is your friend! Make sure you are aware of what “A” level work looks like before you begin your paper. • You may have to take your paper through several drafts! Unlike Reading Responses, this is a polished, formal paper. It is not something you can complete the night before/day of the due date. • You should not use any outside sources, beyond course materials. Remember that TurnItIn is turned on for all assignments and gives me a very detailed and accurate picture of unique (or notso-unique) work. Remind yourself of UC’s plagiarism policy (linked on syllabus) if you have to. • When quoting from the text (and you should definitely do this!), use citation form “any visible expression of nature would surely be pelted with his jeers” (Crane 1059). • Please let me know if you have any questions!
I am requesting help in writing my three to four page essay. The era that I picked was Modernism (PPt attached). I choose a short story titled “A Night Among The Horses by Djuna Barnes and I am trying
ENGL 224: Template for Encountering Primary Artifacts This template is an adaptation of the Document Analysis Worksheets from the National Archives. You are encouraged to use this template as a guide when working with primary documents for this class. Some questions may be more relevant for certain types of sources than others; complete the form as best suits your artifact. Familiarize yourself with the March 1966 issue of Life magazine linked on eLearn. Select one “artifact” from the issue: an advertisement, a cartoon, an article, an image. This is your primary artifact. Now, complete the following template as practice for encountering and understanding primary artifacts. Submit via eLearn by Meet the artifact. What is it? (photograph, newspaper article, cartoon, letter, etc.) (include page #) The artifact is a photograph which is located on first half of The Mount Airy News Article. Describe it for someone who can’t see it. (1-2 sentences) Pictured in the photograph is Dr. Moses Young Allen sitting atop of his horse called Byrd. The photo looks like it was taken circa 1920’s-1930’s. He is dressed in a suit and tie with a hat on top of his head and a smoking pipe canted to the left side of his face. In his right hand, he has a firm grip on the horse leash with a little slack that leads to the horse’s muzzle. In the background stands trees, bushes and a graduating hillside on the left of the their pose. Observe its parts (the who/what/where/when) (one-word answers encouraged!) Who produced it? The picture might have been his camera and taken by an individual close to doctor. Where did it first appear? It first appeared in the early years of the 20th century in Stewart Creeks Township located in Surry County, North Carolina When did it first appear? Early 1920s. Who was its intended audience? The intended audience is for the people who lived in the state of North Carolina and the surrounding townships. Try to make sense of it. What does it communicate? (1 sentence) The photo communicates the value of having horses before the invention of the automobile. Write one sentence summarizing the artifact. This artifact was published in order to demonstrate how the horse has been domesticated and utilized as a means of transportation and companionship over the last centuries until present times. Any ideas of what was happening in history during the moment of its production? (1 sentence) In 1919, during the time this photo was captured, World War I had just ended. The revelation and civil unrest were still an issue in North America and Europe. The flu pandemic, terrorist bombings, hundreds of workers went on strike, the great depression, women’s suffrage, prohibition on the sale of alcohol. What does it reveal about the moment of its production? Cite a specific quotation or other piece of evidence that supports this interpretation. (1 sentence + evidence) The picture reveals during the Modernism era, people had opportunities to have a good education, job, own a house on a farm with livestock, own automobiles. Use it as evidence. What did you find out from this artifact that you might not learn anywhere else? (1 sentence) That in a small community, a group of families had a great idea to collectively put their money together in a community account and help each other pay for their medical expenses from a doctor visit to their residence. What other sources could you use to help you understand this artifact? (1 sentence) Other sources that I could use to help understand this artifact would be The Mount Airy Museum website, Google search. What further questions do you have about this artifact? (1 sentence) Connection What does this artifact add to your understanding about this week’s readings? (1-2 sentences) With the short story “A Night Among The Horses” By Djuna Barnes, I wanted to tie in the pictured artifact of how Dr. Allen relied on his horse (assuming he loved his horse as well) and how Barnes wrote about a man who loved his horses. This artifact (photo of a man and horse) depicts how the horse has played a vital role in helping the man. In the article, Dr. Allen is a doctor who owns a horse and car. These assets that the doctor has shown how folks during the Modernism era could afford these luxuries, while others (black people) migrating from the south struggle in the ghettos of New York with segregation and racial injustices. Although the doctor could drive anywhere, it was more beneficial to have a horse in some rural places due to the harsh landscape, which would sometimes be muddy that his car could not access his patient’s residence. Barnes described how the man only wanted to be with his horses over his wife, who makes him feel trapped with being someone he is not. She wanted him to join the military and become a general, but he stated that he wanted to be “a common soldier” (Barnes 2). She is very arrogant, and he’s just an old fashion farmer who loves how the horses make him feel free. He also likes being on a farm with all the dirty and smelly things that are part of being in the country. His relationship with his wife seemed somewhat forced, and she would purposely play with his emotions to show how she feels toward him. Even in the end, he is trampled by the horses, the very animal that he loved dearly. Works Cited Lesté-Lasserre, Christa. “The Horse-Human Relationship: From Prehistory to Today.” The Horse, 27 Sept. 2019, thehorse.com/179351/the-horse-human-relationship-from-prehistory-to-today/. A link to the A Night Among The Horses by Djuna Barnes below: Microsoft Word – A Night Among The Horses.doc (nmi.org)
I am requesting help in writing my three to four page essay. The era that I picked was Modernism (PPt attached). I choose a short story titled “A Night Among The Horses by Djuna Barnes and I am trying
0 Horsepower, Past to Present Day Ronald Hollins Jr. University of Charleston ENGL-224 Survey of American Lit II Professor Catherine Wright 27 June 2021 Thesis Paragraphs… (3 to 4 pages) Work Cited
I am requesting help in writing my three to four page essay. The era that I picked was Modernism (PPt attached). I choose a short story titled “A Night Among The Horses by Djuna Barnes and I am trying
Ahead of their time? Century ago, group made medical care affordable Dr. Allen sitting atop his horse, named Byrd. While the doctor had a car he drove to house calls, sometimes homes were too remote, or muddy roads were impassable, so he’d saddle up and ride Byrd to wherever he was needed. Photo courtesy Mount Airy Museum of Regional History Dr. Allen bandaging the hand of a young child while two others watch. For $18 a year, membership in the Stewarts Creek Doctor’s Association would cover every member of a household, not including servants. Photo courtesy Mount Airy Museum of Regional History A doctor’s bag from Dr. Allen’s time, circa 1920s-1930s. He most likely had a similar one with him. Photo courtesy Mount Airy Museum of Regional History This map shows the location of Stewarts Creek Township, where Dr. Moses Young Allen, of the Stewarts Creek Doctor’s Association, served for 17 years. Photo courtesy Mount Airy Museum of Regional History This medical bill from Martin Memorial Hospital in 1923 shows just how costly healthcare could be. This patient owed almost $300 for a month’s stay, a large sum for a person in those days. Photo courtesy Mount Airy Museum of Regional History Dr. Moses Young Allen, of the Stewarts Creek Doctor’s Association, probably had a medicine cabinet in his office much like this one, on display at the Mount Airy Museum of Regional History, full of early 20th century medicines. Photo courtesy Mount Airy Museum of Regional History In the early years of the 20th century, Stewarts Creek Township was home to a few hundred families who mostly made their living through farming. Many faced hardship and strife in the first few decades of this new century, regardless of occupation or location. The rural residents of Stewarts Creek Township faced an added difficulty, one that still remains a struggle for many today; expensive medical bills. Many of the leading causes of sickness and death in rural communities at the time were preventable diseases, however access to medical care was usually too expensive for these families. Adding to the community’s health care costs was the distance to the nearest doctor’s offices. This community, located in the western edge of Surry County, would have to pay extra to get their doctors to travel to them. This cost could be as much as a dollar for every mile, often amounting to a hefty sum just for the doctor to travel to them, even before the consultation fee and medication costs. This meant a simple doctor’s visit could damage their savings. A prolonged sickness, requiring multiple visits and extra medicine, could have extreme financial consequences. The citizens of this area banded together to find a unique solution to this common problem. In 1922, 200 of the families joined together to create the The Stewarts Creek Doctor’s Association. The idea was that families in the area would pay a yearly fee for medical care which would cover as many visits as the doctor needed to make to their home that year and would do away with travelling fees entirely. Each family that joined paid $18 annually. The fee covered medical care for the entire family and anyone living in their household (excluding servants.) During the Great Depression, with many struggling to make ends meet, the fee was decreased to $15 annually. Two years after the founding of the association, a new physician moved to Surry County, Dr. Moses Young Allen. Born in Georgia, Dr. Allen studied at Mercer University in Georgia, completed medical training at Tulane University in New Orleans, and worked for a time in West Virginia. In the early 1920s, Dr. Allen accepted a position as a physician in Mount Airy. In 1924, Dr. Allen left Mount Airy for Stewarts Township to serve as the association’s doctor. For the next 17 years, Dr. Allen would be the only doctor available to more than 200 families in a 10-mile radius. In 1993, his daughter recalled that the doctor never “pressed a man down on his luck to repay a note.” In fact, Dr. Allen tried to reduce the price his community paid as much as possible; he would purchase his medicines at cost and sell them to his patients at wholesale prices. Dr. Allen’s dedication to helping his community is evident in his determination to reach his patients. In an era where roadways were only slowly catching up to the boom in the number of cars, local roads were rarely paved. Dr. Allen’s Chevrolet would often become stuck in mud while travelling to house calls, and he would keep a shovel and a hoe in his car in order to dig himself out. As a backup, Dr. Allen had his horse, Byrd, to transport him wherever he needed to go. This scheme to lower the cost to their healthcare was a success, with three quarters of the bills being paid when due. Those who were late to pay were not left behind. Understanding the financial strain, if there was at least an effort to pay by those past due, they would continue to be eligible for care and no interest was charged on their late payments. Though the coverage had restrictions (it did not cover dental or surgery) it made basic medical care much more accessible for this rural community. After the first decade of the association, 75% of the original families continued to be part of the scheme, and many new families joined. The story of The Stewarts Creek Doctor’s Association is one of a community banding together to solve a problem that affected them all, and in turn, bettering their community as a whole. Katherine “Kat” Jackson is an intern at the Mount Airy Museum of Regional History. Originally from Australia she now lives in Winston-Salem. She can be reached at the museum at 336-786-4478.
I am requesting help in writing my three to four page essay. The era that I picked was Modernism (PPt attached). I choose a short story titled “A Night Among The Horses by Djuna Barnes and I am trying
ENGL 224: Rubric for Final Category F (59 and below) D (60-69) C (70-79) B (80-89) A (90-100) Content Disregards guidelines and assignment requirements; summarizes rather than analyzes. Little to no attempt to follow guidelines; neglects most assignment requirements; offers little to no analytic thought in favor of summary. Attempts to follow guidelines; neglects some assignment requirements; consists of some analysis and unnecessary summary. Follows guidelines completely; fulfills requirements provided; consists of mostly analysis and summarizes when necessary. Follows guidelines completely and explicitly; fulfills or exceeds requirements provided; consists of analysis and summarizes only when necessary; Evidence No bases for response or related points; repeats points from class discussion; no evidence of reading or reading comprehension Bases response on vague class discussion or vague comprehension of the readings; no direct evidence of specific quotations. Bases thesis or response and related points on the readings generally; little to no (or unrelated) direct quotations or specific evidence, largely without citations. Bases thesis and related points mostly within the assigned readings; uses quotations with purpose; uses evidence more generally from the text, mostly with citations. Bases thesis and related points within the assigned readings; makes purposeful and effective use of quotations and other specific evidence from the text, with citations. Critical Thinking Nonexistent thesis or development; paper consists mostly of summary without analysis. Little to no thesis development; thesis is unoriginal or nonexistent; little to no evidence to back up claims. Partially develops a thesis that mostly rehashes class lectures or discussion; evidence for this thesis is mostly unclear. Develops a unique thesis throughout most of the paper; supports thesis purposefully, mostly with evidence. Develops a unique thesis throughout the paper; supports thesis purposefully with evidence. Organiz-ation Demonstrates no logical progression of ideas; thought process unclear; no specific thesis and no conclusion. Demonstrates little logical progression of ideas; thought process is muddled and incoherent; thesis and conclusion are incomplete, buried, or nonexistent. Demonstrates a progression of ideas; thought process is clear in some areas and unclear in others; thesis and conclusion are buried or incomplete. Demonstrates a logical progression of ideas; almost always shows reasoning and thought process; thesis and conclusion are relatively clear. Demonstrates a logical and coherent progression of ideas; deliberately shows reasoning and thought process; thesis and conclusion are explicit. Clarity Uses incomplete sentences; consistent grammatical errors; no evidence of proofreading. Uses incomplete sentences; frequent grammatical errors; minimal evidence of proofreading. Uses complete and incomplete sentences; some grammatical errors; little to some evidence of proofreading. Uses complete and complex sentences with few grammatical errors; some evidence of proofreading. Uses complex sentences with few to no grammatical errors; responses have been proofread.