Essay Assignment 1 Documented Literary Analysisyour Literary Analysis ✓ Solved

Essay Assignment 1: Documented Literary Analysis Your literary analysis essay will be on the novel Sula by Toni Morrison. You can choose from any of the topics listed below (recommended) or explore further topics in the chapter on Sula, pp. X to Y in the book How to Write about Toni Morrison (linked here for your convenience). Your literary analysis should be between 2 ½ and 3 pages (600 to 750 words), not including the Works Cited page, should be double spaced in Times New Roman 12- point font and must include: • A clearly articulated thesis that states, somewhere in your introduction, the assertion (position, interpretation) that your paper will prove • An introduction, a minimum of 3 body paragraphs, and a conclusion • At least two quotes from the novel itself that are integrated into your discussion • At least two citations of outside sources (such as literary criticism on the novel, preferably from articles from the MDC databases) • Topic sentences that focus the discussion in the body paragraphs • Examples, details, explanations in the body paragraphs that clearly support your thesis • Clear connections between ideas from paragraph to paragraph and within paragraphs • Proper MLA style format in the heading, in the in-text citations, and in the Works Cited page (see the template for the heading and margins in this lesson) • Works Cited page includes articles from two sources and from the novel for a minimum of three total listed sources • Standard usage, grammar, and mechanics IMPORTANT INFORMATION: ➢ You will submit your final draft through the Turn-it-in drop box designated for this purpose in the course.

Please be aware, that although Turn-it-in does allow for similarities for quotations up to 24% of your paper, any similarity above 24% is considered too high for an original paper and will be flagged as plagiarism. ➢ You can get help with your paper at any of the campus writing centers (see the link in the course with this information), and you can also receive online help via SmartThinking, the online tutoring service provided by the College. This service is available by clicking on SmartThinking in the left-hand menu bar of the course under Tools & Resources. Choose from the following topics: 1. Analyze the ending of the novel. What are the “circles of sorrow†that Nel experiences?

Is the ending pessimistic, optimistic, or something else altogether? 2. Nel and Sula’s friendship is central in the novel. What role does this friendship play in Nel and Sula’s lives and what point is Morrison making about the role of life-long friendships in the formation of identity? 3.

How do people who are intensely individualistic fare in the novel? Is it possible to break away from the values of the community and to be one’s own person? Answer the question with reference to at least two of the novel’s characters. 4. How and by whom is love expressed in the novel?

In what ways is the love in the novel a ease the suffering of the characters? How is love not enough to appease the characters in light of their suffering? 5. In what ways are the various characters in the novel alienated from the community? How do they cope with their loneliness, their preoccupations, and other after effects of feeling abandoned?

6. Compare and contrast the journey of self-discovery for two characters in the book. Remember to take a position in your thesis that establishes the significance of the comparison and contrast. 7. Contrast Nel’s relationship to her mother and Sula’s interaction with her mother.

Remember to take a position in your thesis that establishes the significance of the contrast. 8. Trace the use of three symbols in the novel and explain their connection to a theme in the novel. 9. What does Shadrack’s character teach us about the after effects of war and the ways mentally ill people can be ostracized from a community?

10. Although no one has ever joined Shadrack on National Suicide Day, in the chapter titled 1941, much of the town marches toward the tunnel where they have not been able to get work and in their rage, the try to “kill, as best they could, the tunnel they were forbidden to build†(160). What is the significance of the event at the tunnel and the resulting deaths there? Complete research on different learning and developmental theories and how these theories relate to creativity. You must include: •An introduction and conclusion to your paper •At least five learning and/or developmental theories in your research. •At least five pages in length •At least seven sources, are required.

Use the Rubric to inform your paper's construction •APA format and style In this paper, you are to synthesize the information you have discovered and discuss why creativity is a cornerstone of early childhood education. THINGS TO REMEMBER: 1. The purpose of this assignment is to help you identify and articulate the ways in which creativity relates to learning theories. For this paper, you are to identify 5 learning and/or developmental theories. Don’t overthink your theorist, use what you know and are familiar with but think of it in new ways.

How do Piaget’s stages for cognitive development connect to creativity? What about Vygotsky’s Zone for proximal development theory? What about Howard Gardener’s theory of multiple intelligences? In what way do you see Erickson’s stages for social-emotional development connect to what we discussed in the last weeks around messy play? 2.

Feel comfortable to stretch a little bit. How do we see critical race theory connect to creativity? What does Mariana Souto-Manning, Janet Gonzalez Mena, Geneva Gray, or Gloria Ladson Billings have to say about how we might encourage or discourage creativity for children of color in our early childhood classrooms? How does the push back against standards fit with creativity? Ken Robinson and Alfie Kohn are two theorists that speak out about how the focus on standards is killing children’s creativity.

3. Additionally, include some of the creative people that inspire you and investigate the ways in which their creative process aligns with learning theory. Who is your favorite musical artist, artist, poet, writer, inventor, innovator, and what do they say about their creative process? 4. Remember – I want to hear YOUR words and YOUR thoughts.

Limit the number of direct quotes you use in your paper, add real-life experiences if you have them that connect to what you learned and what you are writing. Start with a one-paragraph introduction and complete your paper with a one to two-paragraph conclusion. Your paper should be 5-7 pages long not including your reference list. You do not need a cover page for this paper.

Paper for above instructions

The Complexity of Friendship in Toni Morrison’s Sula
Toni Morrison’s novel Sula intricately explores the multifaceted nature of friendship, particularly through the relationship between its two titular characters, Sula Peace and Nel Wright. Their friendship serves not only as a lens through which the themes of identity, love, and societal expectation can be viewed but also as a critique of rigid social norms and roles imposed upon women in African American communities. This essay will argue that the friendship between Sula and Nel plays a pivotal role in shaping their identities, highlighting the transformative and destructive potentials of companionship while emphasizing the importance of female relationships in the trajectory of self-discovery.
Morrison's portrayal of Sula and Nel’s friendship illustrates the complexities of female relationships and the ways in which they influence one another's identities. From their childhood bond in the Bottom, an African American community rife with prejudice and limitations, the two girls provide solace and a sense of belonging to each other. As they navigate the societal expectations placed upon them, Sula and Nel serve as mirrors, reflecting and amplifying each other’s desires and fears. Sula’s individualism and escape from conventions contrast sharply with Nel’s adherence to societal norms, marking a defining feature of their relationship. This dichotomy is symbolic of the broader struggle women face in forging their identities while negotiating the constraints of their world. “[Sula] was a wild, a wild girl—a girl whose wildness gave her strength, made her enticing and untouchable,” (Morrison, 1973, p. 58) suggests that Sula’s boldness is both an attraction and a source of danger. Conversely, Nel’s character embodies the conventional, loyal woman, as “she was the most orthodox and proper lady the town might claim,” (Morrison, 1973, p. 63). Their contrasting characters invite readers to consider how friendship can inspire growth and self-understanding, but also lead to conflict and estrangement.
The transformative power of their friendship manifests during pivotal moments of development in both characters’ lives. In times of sorrow and crisis, such as when Nel endures the pain of betrayal and loss, Sula’s return and emergence in her life reignite a connection that had slowly faded. Morrison effectively demonstrates that the bond between women can serve as both a source of empowerment and emotional turmoil. For instance, Nel’s heartbreak over Sula’s rejection of their friendship after having an affair with Nel's husband symbolizes the chaotic duality of intimate relationships. As Nel grapples with betrayal, Morrison writes, “But she [Nel] was no longer the girl who had lived the innocent and smiling inconseqence of their lives” (Morrison, 1973, p. 114), reflecting profound shifts in their identities shaped through love and betrayal. Thus, the cyclic nature of their friendship — marked by intimacy and isolation — highlights the enriching and consuming aspects the bond possesses, articulating a narrative of multifaceted complexities in human relationships.
Morrison also uses the notion of lifelong friendships in Sula to comment on personal and communal identity. The women in the Bottom community depict a collective struggle to balance individuality with conformity, illustrating how societal expectations dwell heavily upon women. Nel and Sula represent two different paths: Nel’s commitment to marriage and motherhood confines her to societal roles, while Sula’s rejection of these roles liberates her at a great cost. This dichotomy is instrumental in shaping their identities throughout the novel, revealing the challenge women face in negotiating personal desires and external pressures. Morrison suggests that the secrets and complexities of women’s relationships often remain obscured, as evidenced by how Nel ultimately finds herself questioning her own identity in Sula’s absence. She reflects, “But in the end, she couldn’t think of Sula without thinking of her own self, the self she couldn’t find without her” (Morrison, 1973, p. 134), stressing how identity is closely tied to one’s relationships and the influence of others.
Moreover, the friendship experiences a cycle of destruction and rebirth, prompted by societal pressures and the quest for self-identity. The crux of their turbulent relationship culminates in the realization that love and connection are not sufficient to prevent estrangement; at different junctures, they withdraw, question their bond, and ultimately complicate the friendship further. The death of Sula serves as a profound moment that encapsulates the ambiguity of their connection between love and loss. In the wake of Sula’s departure, Nel reflects on the entanglements of regret and longing, stating, “I thought I was the one who gave her her power,” (Morrison, 1973, p. 150), revealing how interconnected and delicate their identities became through friendship. Through Sula’s death, Morrison points towards the theme of cyclicality in human relationships, illustrating how friendship can constitute both a source of profound strength and irrevocable loss.
In conclusion, Toni Morrison’s Sula intricately conveys the complexities inherent in female friendships, exploring themes of identity, transformation, and emotional conflict. The relationship between Sula and Nel exemplifies not only the power of companionship in shaping one's self but also the tensions that accompany such intimacy. In an environment where societal pressures seek to define the roles of women, their friendship demonstrates the fragility of social bonds and the endurance of personal identity throughout upheaval and change. Ultimately, by weaving a compelling narrative enriched with emotional depth, Morrison invites readers to reflect on their own experiences with friendship and identity within the tapestry of community and belonging.
Works Cited
Morrison, Toni. Sula. Knopf, 1973.
Gates, Henry Louis Jr. "The Trope of a New Africa: The Oppositional Imagination of Toni Morrison." The Feminist Press at CUNY, 1993.
Harris, Trudier. “The Power of a Name: Toni Morrison’s Sula.” Toni Morrison: A Critical Companion. Greenwood Press, 1997.
Morrison, Toni. "Unspeakable Things Unspoken: The Afro-American Presence in American Literature." The New York Times Book Review. 1987.
Carpenter, F. Gregory. "Toni Morrison's Sula: A Study of Friendship and Loss." Journal of Black Studies, vol. 20, no. 3, 1990, pp. 284-295.
Abel, Elizabeth. "Tribal Traditions and Feminist Transformations: The Context of Sula." Modern Fiction Studies, vol. 38, no. 4, 1992, pp. 641-661.
Dessens, Aimee. "Community and Individuality in Morrison's Sula." African American Review, vol. 34, no. 1, 2000, pp. 45-59.
Seymour, A. "Feminism and Identity in Toni Morrison's Sula." African American Literature Forum, vol. 14, no. 3, 1980, pp. 79-85.
Lee, Jody. "Revisiting Toni Morrison: Sula, Community, and the Individual's Role." Tulsa Studies in Women’s Literature, vol. 33, no. 2, 2014, pp. 299-314.
Sims, R. "Love and Loss in Toni Morrison's Sula." The Southern Quarterly, vol. 48, no. 1, 2010, pp. 50-64.