Fluent Essays

This assignment will be 750 words in which you analyze at least three secondary sources. Grammar and content will be evaluated. The assignment should follow this outline. A. INTRODUCTION 1. Defines and identifies the topic and establishes the reason for the literature review. 2. Points to general trends in what has been published about the topic. 3. Explains the criteria used in analyzing and comparing articles. B. BODY OF THE REVIEW 1. Groups articles into thematic clusters, or subtopics. Clusters may be grouped together chronologically, thematically, or methodologically (see below for more on this). 2. Proceeds in a logical order from cluster to cluster. 3. Emphasizes the main findings or arguments of the articles in the student’s own words. Keeps quotations from sources to an absolute minimum. C. CONCLUSION 1. Summarizes the major themes that emerged in the review and identifies areas of controversy in the literature. 2. Pinpoints strengths and weaknesses among the articles (innovative methods used, gaps in research, problems with theoretical frameworks, etc.). 3. Concludes by formulating questions that need further research within the topic, and provides some insight into the relationship between that topic and the larger field of study or discipline. Review of Literature should adhere to MLA conventions throughout. This assignment should focus on secondary critcal sources that analyze your primary text. DO NOT analyzes American literature in general. Secondary sources are sources that analyze your primary text . The primary text is the story, poem or play that you are analyzing in your final research paper. The following three pictures are an example, this one has been used for many times for the same teacher, you can keep the format but the articles and the analyzes should be changed. The following document is the final research paper you have written before. If you can, please change the format of final research paper to MLA.   Hey please find attached correction!!!! Please find an article in the reading list to analyze and focus on three secondary critcal sources relate to the article. Secondary sources are sources that analyze your primary text . The primary text is the story, poem or play that you are analyzing in your final research paper. just one article in the reading list. Secondary sources were created by someone who did not experience first-hand or participate in the events or conditions you’re researching. For a historical research project, secondary sources are generally scholarly books and articles. A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may contain pictures, quotes or graphics of primary sources. Some types of secondary source include: Textbooks; journal articles; histories; criticisms; commentaries; encyclopedias Examples of secondary sources include: A scholarly journal article about the history of cardiology A book about the psychological effects of WWI A biographical dictionary of women in science An April 2007 newspaper or magazine article on anti-aging trends For a historical research project, secondary sources are most often scholarly books and articles. reading list Lesson 1 Realism Introduction (C1-22) Whitman: “Song of Myself” (C23-65) Lesson 2 Local Color Realism Twain, “The Notorious Jumping Frog” (C115-19) Chopin, " The Awakening " (C548-576) Week 3 Lesson 3 Mainstream Realism James, “Daisy Miller” (C410-50) Lesson 4 Chopin, “The Story of an Hour” (C542-544) Week 4 Lesson 5 Naturalism Gilman, “The Yellow Wallpaper” and “Why I Wrote TYWP” (C842-57) Crane, “The Open Boat” (C1048-63) Week 5 Lesson 6 African-American Lit Washington, Up from Slavery (C701-24) DuBois, from The Souls of Black Folk (C920-55) Week 6 Lesson 7 Modernism I: Poetry Moore, “Poetry” (D339-40) Pound, “In a Station of the Metro” (D297) Pound, “The River Merchant’s Wife” (D297-98) Pound, “Hugh Selwyn Mauberley” (D300-308) Eliot, “The Waste Land” (D365-78) Lesson 8 Modernism II: Fiction Anderson, “Winesburg” & “Hands” (D253-57) Porter, “Flowering Judas” (D473-81) Hemingway, “The Snows of Kilimanjaro” (http://xroads.virginia.edu/~drbr/heming.html (Links to an external site.) ) Fitzgerald, “Babylon Revisited” (D646-61) Week 7 Lesson 9 Modernism III: Poetry Cummings “Cambridge Ladies” (D611) Cummings, “next to god…” (D612) Stevens, “Sunday Morning” (D273-76) H.D., “Leda” (D333), “Helen” (D335) Williams, “The Red Wheelbarrow” (D288), “Spring & All” (D286) Frost, “Mending Wall” (D220-21); “Stopping By Woods” (D233-34) Week 8 Lesson 10 The Political 1930s Faulkner, “Barn Burning” (D771-83) Lesson 11 The 60s Vonnegut, Slaughterhouse Five (E344-55) Lesson 12 Minimalism & Postcolonialism Carver, “Cathedral” (E743-54) "A Good Man is Hard to Find." by Flannery O'Connor . This text is located in Volume E of your text book. "Good Country People" by Flannery O'Connor . This text is located in Volume E of your textbook on pages 435-449. read John Cheever's, " The Swimmer"(139-147) read Eudora Welty's " Petrified Man " (45-54). read John Cheever's, " The Swimmer"(139-147) . read Kurt Vonnegut's, Slaughterhouse Five (E344-55) . read “Babylon Revisited” by F. Scott Fitzgerald. This text is located in Volume D on pages 646-660. read Faulkner, “Barn Burning” Running Head: AMERICAN LITERATURE 1 AMERICAN LITERATURE American Literature Professor’s name Student’s name Course title Date Up from slavery- Objectivity of Wiecek and Hutchinson. Up from slavery is a life story of Booker T. Washington in which he entailed his measured and firm growth from a slave throughout the civil war to the obstacles and difficulties that he incapacitated to get an education at the new Hampton University to his work of starting occupational schools, most known as the Tuskegee Institute in Alabama. His aim was to help the black people and other underprivileged subgroups learn useful and wanted skills and work to pull themselves as a race up by the bootstraps. On the other hand, Washington reflected the kindness of both teachers and patrons who helped in educating blacks and Native Americans. Wiecek, an associate of history at Cornell University, had the same mind with Washington, in which both treats slavery as a mainly economic organization in which their owners observed slaves as property yet maintained on their own humanity. Wiecek’s book also gives a brief conversation of the southern law and stresses on the economic dimension of slavery in America. Wiecek also mentions how the slaves were viewed by society as property and treated them that way. Wiecek's book affronts the reckoning of blacks with dependence by nothing the attendance of free African Americans in the US before the civil war, which also gives an approximation of 10% of the Africans American who were free in 1850, and the significant number of them lived in slave states. This contains how the African American slavery ended due to the education that was spread by Washington all over the United States, which was enlightenment to both the slaves and the community at large. The vision of America, on the other hand, concludes by highlighting different ways that the slaves coped with dependence from singing to Christian spiritual repetition to numerous tactics of confrontation and rebellion. The book also gives an example of Solomon Northup's stories, a free man of color from New York who was abducted and sold into bondage; this was before Washington was free from bondage. On the other hand, Wiecek also talks of Washington's book that both gained Washington's popular Magazine outlook that reached a diverse audience. They also mention how Washington made the efforts to get education, and he later credits his education with the success he earned and was considered the man of the community and the nation at large. The authors of the ‘Norton Anthology of African American Literature’ also give the details on how Washington transformed from a student to a teacher and finally became a civil right activist, which gave him a national figure (Wiecek, 2018). This is a work in African American literature that, to this day, is lauded as the most important part in the African American and Washington did sociological history, the work. The work, however, has been simplified further by Hutchinson, which is considered as a double-consciousness concept in social philosophy, which refers to the source of inward twoness putatively experienced by the African-American because of their racialized and slavery oppression and devaluation in a white-dominated society. The current writers, for instance, Hutchinson, brought it to clinical psychology in the nineteenth century, have tracked down the concept by Washington. The concept is related to other nineteenth and twentieth-century riffs on Hegelian themes, which is seen as false consciousness and bad faith. The authors also mention how racism and slavery is an issue to the current generation and how the issue is discussed by various commentators, philosophical and otherwise on the racialized cultures, literature, and societies, by the cultural and literary theorists, and by the investigators and students of Africana Philosophy. The current authors have also pointed out how Washington’s concept has brought about many debates, which is theoretical coherence and relevant to the current social conditions (Hutchinson, 2019). In conclusion, the works done by the American literature authors give all the information that the current writers need to study regarding American literature. The viewpoints and analysis of the current authors rely on the primary sources of the literature, hence opening the possibilities of study and the renewal of the vision of the authors and readers. For instance, Up from Slavery is a book written by Booker T. Washington, but many authors have analyzed the book so that they can bring an understanding of the current generation. On the other hand, they renew the author's concept and make it fit into the existing social classes. References Hutchinson, T. (2019). LibGuides: Slavery in America and the World: History, Culture & Law: Overview. Wiecek, W. M. (2018). The Sources of Anti-Slavery Constitutionalism in America, 1760-1848. Cornell University Press. Surname7 Name Course Tutor Date The Story of an hour: Cate Chopin Cate Chopin’s The Story of an hour is one that is not short of contradictions. The story presents a sad situation of a woman losing her husband in a railroad disaster. Losing a loved one is one of the most difficult things for any human being to handle. Death can make even the strongest of men to cry and feel hopeless. Thus, when the news of Mr. Mallard’s death reaches Richards, one of Mallards friends; he decides that he would not allow the information to reach Mrs. Mallard through some “less careful, less tender friend” to be the deliverer of such message to Mrs. Mallard (Chopin n.p). According to Richards, Mrs. Mallard is fragile, and the news may break her. Thus, Richards decides that he has to personally deliver the message to Mrs. Mallard in the presence of her sister. Just like it would be the case with anybody else who receives such a message, it is notable that Mrs. Mallard was initially shocked and devastated. Mrs. Mallard makes a request to her sister and Richards to allow her to get into her room, alone. Ordinarily, there is no reason to worry when a person asks for privacy during times of mourning. It would have been easy to imagine that Mrs. Mallard may have wanted to have some private time to mourn and reconcile with her new life. It is while she is in her room that Mallard gets a new perspective of her predicament. In her pain and devastation, Mrs. Mallard suddenly feels some level of freedom. She feels as if some heavy load has just been removed from her back. Apparently, the demise of her husband has made her feel free again. “When she abandoned herself, a little whispered word escaped her slightly parted lips. She said it over and over under the breath: "free, free, free!" (Chopin n.p). Suddenly, the tension and anguish that had captured Mrs. Mallard dissipated, and her face brightened. Her blood cooled, and his heart stops racing. In this story, the primary idea which Chopin wanted to pass was the beauty of freedom. Apparently, at the time when Chopin was writing this story, women were significantly controlled by men, and they may not have had space and life of their own. Their lives appeared to have been attached to the life of their husbands, and that might have had adverse effects on women (Rosen 19). Perhaps it is the feeling that she would ever be controlled by a man that made Mrs. Mallard have a sigh of relief. A break from a male-chauvinist society As indicated in the introduction of this analysis, death is designed to hit people hard. When an individual loses a loved one, such as a husband, as it is in the case of Mrs. Mallard, they are likely to feel disoriented, confused, and devastated for quite some time. The problem with death is that it permanently plucks people from society, and it may take time to reconcile with the development. Thus, when it appears that an individual is not adversely affected by the demise of a person who may be classified as a 'loved one,' one is tempted to think that there is a significant problem. While it is notable that Mrs. Mallard is initially shaken and saddened by the untimely death of her husband, a new feeling creeps into her soul when she is alone in her room. She suddenly feels free and happy. It is surprising that this feeling is happening just a short while after receiving the news. This new development in the perspective of Mrs. Mallard concerning the demise of her husband tells of the presence of deeply-entrenched problems in society. There is a sense in which the death of Mr. Mallard has opened the eyes of Mrs. Mallard. When she is sitting in her room, it appears as if Mrs. Mallard can quite clearly see things she has not been able to see before. She can suddenly see the serene and alluring vegetation. Chopin records that “she could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below, a peddler was crying his wares. The notes of a distant song which someone was singing reached her faintly and countless sparrows were twittering in the eaves” (Chopin n.p). Her eyes have suddenly opened, and she can see the beauty of the environment in which she lives. It rings a bell that these new realities are emerging after she has lost her husband. Perhaps there is a way in which the existence of her husband had prevented her from having a clear picture of her environment. That makes it incredibly important to conduct a critical analysis of the society in which Chopin lived and the extent to which the characteristics of this society affected her writing of this work. Chopin lived in a patriarchal society. This is a society that was controlled by men, and women had little to say. Since this work was originally published in 1894, it is incredibly important to look at the place of women in American society in the 19th century. For a long time, the social space of the United States has been characterized by the limitation of women. In much of the century, women were considered to be emotionally driven and weak, and therefore, they were not allowed to take part in mainstream society (Stearns 37). Society made sure that women were always confined to domestic responsibilities, such as taking care of the children. Women were not given an opportunity to take part in political and economic activities, and as a result, they ended up depending on men for a wide range of things. The oppressive nature which characterized the relationship between men and women in American society might have caused the apparent reaction of Mrs. Mallard. She might have felt relieved after learning of the death of her husband because it is possible that she was no longer going to be under the control of her husband. She was going to be free to make independent choices without looking over her shoulders to get the views of her husband. The reaction of Mrs. Mallard also reflects on the nature of the institution of the family in the United States at the time. While the family is an incredibly important social institution that plays an important role in the development of communities, there is evidence in this story that the American families in this period were founded on very weak foundations. It is easy to conclude that the power balance among the sexes in American society permeated the families and affected the relationship between men and women in the families (Norwood 18). The tradition where women were under the control of their husbands might have created an unwanted weight on women in the families, especially as a result of the fact that they felt treated like less important members of society. Coming from the larger feminist group of writers of the time, it is easy to understand why Chopin wrote this story. The message in this story clear; it was intended to inform the male-dominated society that time had come for women to get space in society (Finke 47). Women felt that men were the primary source of their tribulations, and they would even do better when they can make independent choices. While it is not prudent to imagine that Chopin wanted men to die so that they could reclaim their place in society, it is evident that the women wanted to chart their course away from the dictates of men. It is important to note that during the time when this story was published, women’s awakening was on the rise, and a significant number of women were coming up to voice the frustrations of women. The story is also a demonstration of the irresistibility of the changes which were going to take place in society. It is important to note that as Mrs. Ballard starts to see things from a new perspective, there is an element in her that seeks to resist it. Chopin records that “There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air” (Chopin). While it is notable that even Mrs. Ballard, who was a victim of a male-dominated society, was reluctant to accept the change, it is also notable that the force was so strong that nothing could stop it. She accepts the change and allows the change to settle in her. Another perspective in understanding this story is that the time when women were under the domination of men was coming to a stop. The death of Mr. Mallard was symbolic of the death of a male-dominated society, and women were going to be free, the same way Mrs. Mallard felt free when her husband died. True to the perspective of Chopin, contemporary American society has changed so much that women have as much chance as men in pursuing economic interests as well as taking part in the political space. In conclusion, in the story, the story of an hour, the primary idea which Chopin wanted to pass was the beauty of freedom. Apparently, at the time when Chopin was writing this story, women were significantly controlled by men, and they may not have had space and life of their own. Their lives appeared to have been attached to the life of their husbands, and that might have had adverse effects on women. The oppressive nature which characterized the relationship between men and women in American society might have caused the apparent reaction of Mrs. Mallard. While it is notable that even Mrs. Ballard, who was a victim of a male-dominated society, was reluctant to accept the change, it is also notable that the force was so strong that nothing could stop it (Kusuma n.p). She accepts the change and allows the change to settle in her. Freedom was finally on the horizon for women. Works Cited Chopin, Kate. The story of an hour. (1894). Finke, Laurie A. Feminist theory, women's writing. Cornell University Press, 2018. Kusuma, Panji Ari. Liberal Feminism Values in Kate Chopin’s Story of an Hour. Diss. Dian Nuswantoro University, 2015. Norwood, Vera. Made from this earth: American women and nature. UNC Press Books, 2014. Rosen, Ruth. The world split open: How the modern women's movement changed America. Tantor eBooks, 2013. Stearns, Peter N. Gender in world history. Routledge, 2015.