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Write an eight- to ten-page paper, in which you compare and contrast two literary works from this course that share the same theme (using the “Themes & Corresponding Works” list, below, as a guide).
The paper should be organized around your thesis (argument), which is the main point of the entire essay. When developing a thesis for a comparative paper, consider how a comparison of the works provides deeper insight into the topic of your paper (i.e., think about why you have chosen to look at these particular works in relation to one another). In your analysis, consider the relationships among the following elements:


Form (e.g., short story vs. poem)


Assignment Requirements

Topic: Must address one of the topics in the guidelines

Length: Your draft should be eight to ten double-spaced pages in length (excluding title and reference page)

Sources: Utilize at least six scholarly sources to support your thesis (including the course text and at least two sources from the Ashford Online Library).

APA: Your draft must be formatted to APA (6th edition) style.

Separate Title Page: Must include an original title

Separate Reference Page

Proper Citations: All sources must be properly cited, both within the text and in a separate reference page.

Elements of Academic Writing: All academic papers should include these elements.

Introduction with a thesis statement

Supporting paragraphs


Themes & Corresponding Works Choose only two of the works within your selected theme.

Race / Ethnicity

Country Lovers (Gordimer)

The Welcome Table (Walker)

What It’s Like to Be a Black Girl (Smith)

Child of the Americas (Morales)

Gender Roles / Marriage

The Story of an Hour (Chopin)

The Necklace (de Mauppassant)

Country Lovers (Gordimer)

Gift of the Magi (Henry)

How I Met My Husband (Munro)

My Last Duchess (Browning)

Hills Like White Elephants (Hemingway)

Morning Song (Plath)

Creativity / The Creative Process

Poetry (Neruda)

Constantly Risking Absurdity (Ferlinghetti)

You, Reader (Collins)

Death and Impermanence

A Father’s Story (Dubus)

Do Not Go Gentle into that Good Night (Thomas)

Nothing Gold Can Stay (Frost)

In Memoriam (Tennyson)

Because I Could Not Stop for Death (Dickinson)

The Things They Carried (O’Brien)

The Hunger Artist (Kafka)

Ozymandias (Shelley)

Futility (Owen)


Wild Geese (Oliver)

Dover Beach (Arnold)

The Oak (Tennyson)

Hope is a Thing With Feathers (Dickenson)

Home to Roost (Ryan)

Fog (Sandberg)

Symbolism of the Journey

A Worn Path (Welty)

Good Country People (O’Conner)

Hay for the Horses (Snyder)

This question was answered on Jun 24, 2016.Purchase Solution @ 30.00 USD
Tutorial Preview…only xxxxxxxx citizens xx the US xxx colorless, non-judgmental xxxxxx of xxxxxxx xxxxxxxx Lieberson xxxxx Lawrence Santi, xxxxx The people xx America xxx xx charge xx democracy …
ASHFORD_ENG_125_Week_5_Final_Paper.docx (31.41 KB)
Preview: frightened xx change xxxxxxx it’s in xxx professional life xx personal xxxxx xxxxxx is xxxx in most xxxxxxxxx us to xxxxxx not xxxx xxxxxxxx citizens xx the US xxx colorless, non-judgmental xxxxxx of xxxxxxx xxxxxxxx Lieberson xxxxx Lawrence Santi, xxxxx The people xx America xxx xx charge xx democracy Through xxx people’s voice xxxxxx can xx xxxxxxxxx The xxxx purpose of xxxxxxxxx is to xxxx limit xxxxxxxxx xxxxxxxx In xxxxxxxxx we have xxx great power xx not xxxxxx xxxxxx by xxx color of xxxxx body skin xxx by xxxxxxxxx xxxxxxx cultures xxx understanding that xx all may xx different xx xxxxxxxxxxxxx but xxx the same xx humans Brief xxxxxxxxxxxxxxxxxxx many xx xxx people xxxxx that there xx no good xxxxxx that xxxxxxxxx xx not xxxxxxxxx ideal and xxxx can ideally xxxxx society xxxxx xxxxxxxx advocates xxx that at xxx feelings of xxxxxxxxx it xx xxx some xxxxxx that if xxxxxxxxxxxxx is in xxxxxxxxxx it xx xxxxxxxxxx to xxxx the minority xxxxxxxx Lieberson & xxxxxxxx Santi, xxxxx xxxxx are xxxxxx of factors xxxx make changes xx society xxxxx xxxxxxx include; xxxxxxxx factor, conflict, xxxxxxxxxxx political, competition, xxx structural xxxxxxx xxxxx specific xxxxxxxxxxxxx influence how xxxxxx define social xxx family xxxxxxxxxxxxxx xxx they xxxxxxxx and work xx economy, how xxxx govern xxxxxxxxxxx xxx they xxxxxxxx and at xxxx how they xxxx sense xxx xx life xxxxx C Waters, xxxxx Now in xxxxxxx times xxx xxxxxxxx African xxxxxx are continuously xxxxxxx unfairly because xx not xxxx xxxxx color xxx also the xxxxxxx is replicating xxxxxx By xxxx xxxxx and xxxxxx may have xxxxxxxx as dictated xxx in xxxxxxxxx xxxxxxxxx is xxx only model xx political where xxx the xxxxx xxxxxx can xx appreciated by xxx In today’s xxxx our xxxxxxxxxx xx becoming xxxx democratic, receptive xxxxxx to the xxxxxxxx privileged xxx xxx a xxxxxxxxxxx instrument to xxxxxxx disadvantages or xx seem xxx xxx the xxxxxx (Mary C xxxxxxx 1990) This xxxxxxxx paper xxxxxx xxxxxxxxx race xxx ethnicity that xxx obtainable in xxx work xx xxxxxxxx it’s xxxx to be x Black Girl xx Patricia xxxxx xxx literary xx Child of xxx America’s written xx Levin xxxxxxx xxxx we xxxx also compare xxx contrast two xxxxxxxxx literary xxxxx xxxx split xxx same theme xxxxxxxxx of someone’s xxxxxx refers xx xxx source xx one’s ancestor xxxxx on the xxx good xxxxxx xxxxxx the xxxxxxxxx described were xxxxxxx people Americans xxxxx originated xxxx xxxxxxx Still xxxxx racism is xxxxxxx We are xxx people xxxxxx xx a xxxxxxxx time where xxxxxx never evaporates xx society xxxxx xxxxxxxx is xxxxxxxxx part of xxxxxx as an xxxxxxx American xxxxxx xxxxx on xxx history and xx this race xxxx women xxxx xxxxxxx Racism xx a root xxxx is executed xx all xxxxxx xx individuals xx various ethnicities xx we develop xxxx seed, xx xxxx enrage xxx become grow xxxxxxxx Smith, the xxxxxxx is x xxxxx of xxxxxxx American who xxxx in the xxxx 1955 xxxxxx xxx time xxxxx the skin xxxxx was accepted xx recognized xx xxx She xxxxxx well knowing xxxx the black

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