If anyone can help with one of these Prompts. I dont need all three, I just need
ID: 3444022 • Letter: I
Question
If anyone can help with one of these Prompts. I dont need all three, I just need one well written response for one of these.
Primary Prompt 1
Explore the intersections between art, life, suffering, and religion in “Sonny’s Blues.” What theme does “Sonny’s Blues” communicate, and do you agree with the view Baldwin is presenting? Why or why not? Please support your opinion with specific references to the text (some quotes so that you can discuss the language and some events so that you can discuss the plot).
Primary Prompt 2
Research Flannery O’Connor’s views on suffering and seek to learn a bit about her faith. Is it possible to read “A Good Man Is Hard to Find” as a story that challenges or enriches one’s faith? Why or why not? Please support your opinion with specific references to the text (some quotes so that you can discuss the language and some events so that you can discuss the plot).
Primary Prompt 3
Research the Southern Gothic. Identify six elements of the Southern Gothic that can be found in “A Rose for Emily.” Discuss how Faulkner uses the mode of the Southern Gothic to explore human character. Include a works cited reference for the source(s) you use to explore the Southern Gothic. Please do not simply cut and paste from your sources; rather, put the descriptions of the Southern Gothic in your own words.
Explanation / Answer
On beginning my first semester teaching Basic Writing, I created my syllabus by choosing a handful of essays from my textbook and created projects centered on text response and argumentative writing. It was flat and I could feel its depersonalizing effects during the first week of school; I was worried that I wouldn’t be able to really connect with my students because it felt too structured, not even close to approaching learning in a more viable, alive, and humanistic way.
When I got to know my students better, I learned quite a few of them were enrolled in the School of Business with a focus in Sustainability. They began making connections from some of the assigned readings like Gandhi’s On Moral and Economic Progress to conversations about how their own lives fit into the political and economic equation, and how sustainability was factored in. For most of my students, this was their first semester at the university, living in a dorm away from home; we also explored the social and cultural implications of this lifestyle during discussions.
Organically, my projects began to take shape and were re-written into the syllabus. The new accompanying readings were strange and different on purpose, taking after a Surrealist tradition I now know as Ostranenie, or defamiliarization. I gave them poems ranging from contemporary American to Italian Futurist, we looked at photo essays written by young adults from the suburbs of LA, and I made them participate in Autopilot, an activity in which writers deconstruct an automatic movement or thought of their day and become an active participant in changing that routine. My idea was that if I wanted students to arrest their current thought patterns and learned formulaic ways of writing, they needed to be exposed to unique and non-traditional texts and writing activities.