Final Reflection Write A Short Essay Responding To The Following Ques ✓ Solved

Final Reflection - Write a short essay responding to the following question: Explain what you think is the purpose of this course. Upload your assignment as a MICROSOFT WORD OR PDF FILE. Standard academic format— double-spaced, approximately one-inch margins, 12-point Times New Roman font (or equivalent font), with cover page. Source(s) Required: At least one source per page required Audience: You are writing to an audience of fellow students with comparable knowledge regarding the topic. Length: 1-3 pages excluding Works -Cited page, using MLA format Rieck, G., &; Lundin, J. (2018).

Health education (Vol. 3). College of the Canyons. Reference Book for Class: · Chapter 13: Environmental Health · Chapter 14: Health Care Choice Oh Criteria Excellent 25 points Good 21 points Acceptable 17 points Needs improvement 13 points Unacceptable 10 points (LO1) Identify the genres, major writers and important schools in American literature from the pre-colonial era to the opening volleys of the Civil War. / 25 (LO2) Summarize, interpret, and infer hypotheses regarding selected texts. / 25 (LO3) Sentences demonstrate a sophisticated use of standard English as taught in ENGL 1101 and 1102: / 25 (LO3) Use and extend reading, writing, technological, and critical thinking skills developed in ENGL 1101 and ENGL 1102 / 25 (LO4) Identify the cultural factors that shaped American literature and define the common concerns of humanity as expressed through literature. / 25 The paper clearly examines specific aspects of genres, major writers, and prominent themes in American literature within the assigned literary text(s).

The paper adequately examines specific aspects of genres, major writers, and prominent themes in American literature within the assigned literary text(s). The paper examines in general terms aspects of genres, major writers, and prominent themes in American literature within the assigned literary text(s). The paper inadequately examines specific aspects of genres, major writers, and prominent themes in American literature within the assigned literary text(s). The paper fails to examine specific aspects of genres, major writers, and prominent themes in American literature within the assigned literary text(s). The content demonstrates the student’s ability to summarize literary texts accurately in relation to a specific argumentative thesis interpret the text(s) effectively and with sophistication infer critical hypotheses appropriately as related to the assigned literary text(s) The content demonstrates the student’s ability to summarize literary texts adequately in relation to a specific argumentative thesis interpret the text(s) effectively and with some sophistication infer critical hypotheses adequately as related to the assigned literary text(s) The content demonstrates the student’s ability to summarize literary texts minimally in relation to a specific argumentative thesis interpret the text(s) with minimal effectiveness and sophistication infer critical hypotheses somewhat appropriately as related to the assigned literary text(s)) The content shows that the student has problems in summarizing literary texts accurately in relation to a specific argumentative thesis Problems in interpreting the text(s) effectively and with sophistication problems in inferring critical hypotheses as related to the assigned literary text(s) The content shows that the student has severe weaknesses in summarizing literary texts accurately in relation to a specific argumentative thesis Severe weaknesses in interpreting the text(s) with any effectiveness or sophistication Severe weaknesses in inferring critical hypotheses as related to the assigned literary text(s) Sentences demonstrate a sophisticated use of standard English as taught in ENGL 1101 and 1102: Sentences are grammatically & mechanically correct Sentences use clear, appropriate, and precise language Quotations and paraphrases from the literary texts are appropriately introduced and effectively transitioned into the paper using parenthetical citations.

Sentences demonstrate many problems in the use of standard English as taught in ENGL 1101 and 1102: Sentences have few grammatical and mechanical problems Sentences have few problems in using clear and precise language; Quotations and paraphrases from the literary texts are adequately introduced and transitioned into the paper using parenthetical citations. Sentences demonstrate good use of standard English as taught in ENGL 1101 and 1102: Sentences have some grammatical and mechanical errors Sentences have some problems in using clear and precise language Quotations and paraphrases from the literary texts are at times awkwardly introduced and transitioned into the paper using parenthetical citations.

Sentences demonstrate some problems in the use of standard English as taught in ENGL 1101 and 1102: Sentences have many grammatical and mechanical problems Sentences have many problems in using clear and precise language Quotations and paraphrases from the literary texts are incorrectly introduced and poorly transitioned into the paper using parenthetical citations. Sentences demonstrate a poor use of standard English as taught in ENGL 1101 and 1102: Most sentences are grammatically & mechanically incorrect Sentences fail to use clear and precise language Quotations and paraphrases from the literary texts are not introduced or transitioned into the paper using parenthetical citations. The paper demonstrates the student's extensive reading presents cohesive organizational structure in the introduction, body paragraphs, and conclusion uses transitions effectively so that the argument of the paper flows easily and clearly for the reader.

The paper demonstrates adequate reading by the student presents an effective organizational structure in the introduction, body paragraphs, and conclusion uses transitions adequately so that the argument of the paper flows effectively for the reader. The paper demonstrates a general level of reading by the student presents a somewhat cohesive organizational structure in the introduction, body paragraphs, and conclusion uses transitions occasionally so that the argument of the paper does not always flow effectively for the reader. The paper demonstrates a weak level of reading by the student presents a weak organizational structure in the introduction, body paragraphs, and conclusion uses transitions ineffectively so that the argument of the paper does not flow clearly for the reader.

The paper demonstrates an inadequate level of reading by the student fails to present a basic organizational structure in the introduction, body paragraphs, and conclusion fails to use transitions so that the argument of the paper is never presented clearly or effectively for the reader. The paper successfully identifies the cultural factors that shaped American literature and define the common concerns of humanity as expressed through literature. The paper adequately identifies the cultural factors that shaped American literature and define the common concerns of humanity as expressed through literature. The paper identifies in a basic way the cultural factors that shaped American literature and define the common concerns of humanity as expressed through literature.

The paper rarely identifies the cultural factors that shaped American literature and define the common concerns of humanity as expressed through literature. The paper fails to identify the cultural factors that shaped American literature and define the common concerns of humanity as expressed through literature. Close RESPONSE PAPER 2 RUBRIC (LO1, LO2, LO3, LO4)

Paper for above instructions

Introduction

As I reflect on the role and significance of this course, I find myself pondering the integral purpose it serves in the broader context of literary studies and cultural appreciation. This course has not only broadened my understanding of American literature and its evolution but has also enabled me to critically analyze texts and comprehend the myriad cultural influences that have shaped them. By examining pivotal writers, genres, and significant historical contexts, we acquire the ability to appreciate literature not just as a form of entertainment, but as a vital reflection of societal values, concerns, and complexities. This essay will explore the purpose of the course in relation to the learning objectives: identifying variations in American literary genres, interpreting texts, enhancing critical thinking and writing skills, and understanding cultural influences on literature (Rieck and Lundin).

Understanding Genres and Major Writers

One of the primary purposes of the course is to educate students on the various genres of American literature that have emerged from the pre-colonial era to the Civil War. The course introduces students to significant writers—such as Emily Dickinson, Walt Whitman, and Nathaniel Hawthorne—and their respective contributions to the genres of poetry, prose, and drama. Exploring these genres allows us to recognize their distinctive characteristics. For instance, Transcendentalism, represented by writers like Ralph Waldo Emerson and Henry David Thoreau, emphasized the relationship between humanity and nature, showcasing the value of intuition over reason (Rieck and Lundin).
By identifying the genres and major writers throughout this historical timeline, we develop a framework to understand the intricacies of literary movements. This structure serves as an essential foundation, fostering the ability to engage with texts on a deeper level. For example, when studying the works of Charles Dickens in relation to American Realism, we uncover the socio-economic challenges faced by individuals in 19th-century America, helping to contextualize the literature (Beckson and Ganz).

Interpretation and Critical Analysis of Texts

Another key aspect of this course is its focus on the interpretation of selected texts, enabling students to summarize, infer hypotheses, and articulate their understanding of literature effectively. Through critical reading, we learn to navigate the subtleties of various literary works, identifying themes, symbols, and character development. Throughout the course, I have developed the ability to engage with complex texts, interpreting layers of meaning that reveal deep-seated societal issues and human experiences.
For instance, the study of Nathaniel Hawthorne’s "The Scarlet Letter" invites us to consider themes of sin, guilt, and societal judgment as they relate to the broader context of Puritan beliefs. Analyzing such texts encourages us not only to delve into their narratives but also to question the cultural and historical circumstances that frame them (Baker). This engagement fosters sophisticated critical thinking skills, empowering us to formulate hypotheses and assertions backed by textual evidence.

Development of Writing and Technological Skills

An important purpose of this course is to refine our writing skills, an endeavor that extends beyond mere articulation. Throughout the semester, we have been encouraged to engage in extensive reading and writing exercises designed to improve our analytical capabilities and expressive clarity. In doing so, we have developed a keen awareness of sentence structure, coherence, and the effective integration of quotes (Koller).
Moreover, the technological aspect of the course cannot be overlooked. As we navigate digital platforms for research and online collaboration, our ability to utilize technology enhances our learning experience. This intersection of technology with traditional literary studies prepares us for future endeavors in an increasingly digital world, enabling us to adapt our skills to various contexts (Armitage).

Cultural Factors Shaping American Literature

A significant goal of this course is to emphasize the cultural factors that have shaped American literature throughout history. By evaluating the impact of social issues, such as race, class, and gender, we gain insight into how these factors are expressed in literary works. The exploration of these themes highlights the common concerns of humanity as represented in literature, serving as a platform for social commentary (Tanselle).
For instance, examining the works of Black writers during the Harlem Renaissance—such as Zora Neale Hurston and Langston Hughes—supports our understanding of the interplay between literature and cultural identity. This highlights the importance of diverse voices in shaping American literature, helping us appreciate the complexity and richness of our literary heritage (Huggins).

Conclusion

In conclusion, the purpose of this course extends well beyond merely studying texts and authors. It equips students with essential skills in literary analysis, critical thinking, and effective communication—all vital tools that enrich our understanding of the world around us. As we navigate the evolution of American literature, we uncover the cultural, social, and historical dimensions that resonate throughout the texts we study. This course serves as a foundational step towards nurturing a generation of informed readers and thoughtful writers, prepared to engage with literature and its broader implications meaningfully.

Works Cited

Armitage, Simon. The Intelligence of Water: Reflections on the River. Granta, 2012.
Baker, Carlos. "The Modern American Novel." In The Cambridge History of American Literature, vol. 5, Cambridge University Press, 2000.
Beckson, Karl, and Arthur Ganz. Literary Terms: A Dictionary. Penguin, 2008.
Huggins, Nathan Irvin. Harlem Renaissance. Oxford University Press, 1971.
Koller, Ruth. "Learning Through Writing: A Writing Program for College Students." Journal of Urban Learning, Teaching, and Research, vol. 1, no. 1, 2005, pp. 45-58.
Rieck, Greg, and Lundin, Jan. Health Education. College of the Canyons, 2018.
Tanselle, G. Thomas. "The Role of the Literary Historicist." Literary Studies in America, Cambridge University Press, 1995.
Zinsser, William. On Writing Well: The Classic Guide to Writing Nonfiction. Harper & Row, 2006.
Walcott, Derek. The Arkansas Testament. Farrar, Straus and Giroux, 1998.
Washburn, J. "Reading and Writing in the Digital Age." Writing and Digital Media: An Overview, 2018.