The Weather in San Francisco narrative
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
The Weather in San Francisco narrative
EW #4
Terri Hasseler
LCS 121
For this assignment, choose from one of the 5 following narratives:
Richard Brautigan, “The Weather in San Francisco” (119)
David Brooks, “Blue” (121)
Paule Barton, “Emilie Plead Choose one Egg” (230).
Ann Beattie, “Snow” (286)
Paul Milenski, “Lost Keys” (172) “Dziadz” means “old man” in Polish.
Your task, in this assignment, is to apply all of the skills you have learned so far (creative writing, narrative perspective, plot construction, and close reading) to one of these narratives.
Consider these following questions: (Keep in mind that your answer to these questions, requires close reading, providing concrete and specific textual support.)
1.) Narrative Perspective: What is the narrative perspective, and what is achieved in terms of “meaning” by the use of this narrative perspective? What would be revealed if you changed the narrative perspective in some manner? (Provide an example of what that might sound like.)
Example Thoughts: Ron Carlson’s “Bigfoot Stole my Wife,” is narrated in first person, from the perspective of “Rick,” who claims Bigfoot is responsible for his wife’s disappearance. What is achieved from this perspective is that we are given special insight into the irrationality, denial, and desperation of his character. Textual evidence supports this: (EVIDENCE/INTEPRETATION OF EVIDENCE). On the other hand, if the story were written from Trudy’s perspective, something approaching the truth might be revealed. Trudy might be more inclined to say, “Rick is such a lousy guy, and I have had it up to my neck with his gambling and stupid stories. I am taking the Celica and going back to my mother’s. Her couch is a lot better than his bed.” Textual evidence, which would support these conclusions are revealed in the following examples: (EVIDENCE/INTERPRETAION OF EVIDENCE).
2.) Plot Construction: What are the main elements of the plot? (the what and the what and the what) Does the story (chronology of events) match the presentation of the plot elements, OR are there differences, OR does plot operate in a manner that is perhaps separate from elements of “time”? Explain the impact of these plot order choices in relation to questions of “time.” What would happen if the plots elements were presented in a different order? Explain.
Example Thoughts: In Louisa Valenzuela’s “All about Suicide,” the reader is immediately misled about the plot because the title prepares the reader for Ismael’s suicide. Through the effective use of an ambiguous pronoun, “his,” and the presentation of events in a non-chronological order (EVIDENCE), the reader begins the story quite certain of what has happened, but leaves the narrative confused and tricked. (EVIDENCE). Should the narrative have been presented in a chronological order, beginning with the diaper scene, leading to the first grade friendship, moving towards the betrayal in the ministry, and resulting in the murder, the narrative would be less exciting and uncertain. Because plot elements are juxtaposed against each other, for instance the dirty diaper against the next passage about the first grade, the reader is able to see that betrayal is an important theme in the text—as the child has been betrayed by negligent parents and then by a close friend. Such betrayal is of a profound nature because it is of both family and friend. By placing these plot elements against each other, both out of time in relation to the main plot element of the murder, the reader is able to discern the complex theme of betrayal.
I provide these examples to demonstrate how you might begin to apply a close reading (with evidence) to the concepts of perspective and plot construction. Use this as a guide, not a template. (In other words, do not follow my example word-for-word, but use these examples to think about how you would pull the concepts together with each other.) In this way, we begin to learn how to write parts of a longer paper, which uses theory, evidence, and interpretation.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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