![An example proposal.html
Patricia A. West
[email protected]
912-358-3356
http://call-for-papers.sas.upenn.edu/node/46242
May 21, 2012
Identities in Displacement: Difference and Dislocations in
Multi-Ethnic Literatures and Cultures (MELUS)
“African flowers are not meant for parlors,” says the Arabic
character Dar in the Edmund Greville’s film, Princess Tam-
Tam. This line expresses the conference theme of displacement
and dislocation better than any other in the film. The year was
1935 and the famed dancer Josephine Baker lived as a displaced
person, one who self-exiled to France in order to escape the
racist ways of life in the United States. The film Princess Tam-
Tam features Baker’s character Alwina as one who is displaced
from her poor home life to that of her rich, white benefactor,
Coton.
Previously written as a seminar paper, this presentation will go
further by examining how difference and dislocation functioned
in a post war world. By drawing on the Orientalism work of the
late Edward Said, I will suggest that session participants
consider Baker’s defiant and heroic acts as ways to represent
herself and counteract media attempts to monopolize her talents.
Critics can read the film as a text about subversion and subtle
resistance disguised in various motifs throughout the mis-en-
scene. By showing brief clips, I will provide conference-goers
the opportunity to judge the significance of Baker’s role and the
message she was trying to send as an actress in exile and a
social activist. If Baker is the African flower, what were the
‘parlors’ surrounding her? How is African culture represented
in the film? More importantly, how does Baker shape her
individual identity and her identity as a transnational African-](https://image.slidesharecdn.com/anexampleproposal-221224144009-b2572928/85/An-example-proposal-htmlPatricia-A-West-email-protected-9-docx-1-320.jpg)
An example proposal.htmlPatricia A. West[email protected]9.docx
- 1. An example proposal.html Patricia A. West [email protected] 912-358-3356 http://call-for-papers.sas.upenn.edu/node/46242 May 21, 2012 Identities in Displacement: Difference and Dislocations in Multi-Ethnic Literatures and Cultures (MELUS) “African flowers are not meant for parlors,” says the Arabic character Dar in the Edmund Greville’s film, Princess Tam- Tam. This line expresses the conference theme of displacement and dislocation better than any other in the film. The year was 1935 and the famed dancer Josephine Baker lived as a displaced person, one who self-exiled to France in order to escape the racist ways of life in the United States. The film Princess Tam- Tam features Baker’s character Alwina as one who is displaced from her poor home life to that of her rich, white benefactor, Coton. Previously written as a seminar paper, this presentation will go further by examining how difference and dislocation functioned in a post war world. By drawing on the Orientalism work of the late Edward Said, I will suggest that session participants consider Baker’s defiant and heroic acts as ways to represent herself and counteract media attempts to monopolize her talents. Critics can read the film as a text about subversion and subtle resistance disguised in various motifs throughout the mis-en- scene. By showing brief clips, I will provide conference-goers the opportunity to judge the significance of Baker’s role and the message she was trying to send as an actress in exile and a social activist. If Baker is the African flower, what were the ‘parlors’ surrounding her? How is African culture represented in the film? More importantly, how does Baker shape her individual identity and her identity as a transnational African-
- 2. American? It will be interesting to re-view this film for its artistic beauty and its messages about displacement. Finally, I hope to add to the quiet conversation about Josephine Baker’s work which one might say is twice displaced. As scholars, we can situate and re-locate Baker and find significance in her legacy. Your Name: Patricia A. West Instructor’s Name: Prof. West Course: ENGL 2222 Assignment: Final Research Essay Date: Spring 2017 Insert an engaging title that includes the literary title or author Example: Movement and Migration: The Trope of Journey in James Weldon Johnson's "Lift Ev'ry Voice and Sing" Part 1- Essay opening Attention-getter _____________________________________________________ ____________________ _____________________________________________________ ____________________ Background information identifying author, work, and genre. Example transition: Such a scene or theme is found in James Baldwin’s short story, “Sonny’s Blues”. Write a clear thesis statement in 1-2 sentences. Introduce your claim. _____________________________________________________ ____________________ _____________________________________________________ ____________________
- 3. For help, see: https://owl.english.purdue.edu/owl/resource/545/01/ Outline Part 2- Providing a social, political, and/or cultural context---6-7 sentences only. No biography of the author! _____________________________________________________ ____________________ _____________________________________________________ ____________________ _____________________________________________________ ____________________ You may use Gates’s chapter introductions from the text and glossary information from studyspace: http://www.wwnorton.com/college/english/africanamericanlit2e/ Outline Part 3- Analysis of first thesis point with examples Write a topic sentence. Add 3-4 supporting sentences: Add literary quotes and examples from the text you are analyzing and provide your analysis. Add quotes from expert sources with in-text citations. Provide analysis. Repeat this process throughout the paper. _____________________________________________________ ____________________ _____________________________________________________ ____________________ Outline Part 4- Analysis of second thesis point with examples Topic sentence 3-4 supporting sentences: Insert Literary quotes and your analysis Insert Quotes from sources with in-text citations _____________________________________________________ ____________________ _____________________________________________________ ____________________ Outline Part 5- Analysis of third thesis point with examples
- 4. Topic sentence Literary quotes and your analysis Quotes from sources with in-text citations _____________________________________________________ ____________________ _____________________________________________________ ____________________ Outline Part 6- Analysis of fourth thesis point (if applicable) with examples Topic sentence Literary quotes and your analysis Quotes from sources with in-text citations _____________________________________________________ ____________________ _____________________________________________________ ____________________ Outline Part 7- Conclusion Raise rhetorical questions Re-engage the reader with a quotation What does the research show? _____________________________________________________ ____________________ _____________________________________________________ ____________________ _____________________________________________________ ____________________ _____________________________________________________ ____________________ Part 8- Works Cited Do not use these headings: References, Bibliography, or Sources. This is the last page of the essay with sources in ABC order according to MLA documentation style.
- 5. O'Neale, Sondra. "A Slave's Subtle War: Phyllis Wheatly's Use Of Biblical Myth And Symbol." Early American Literature 21.2 (1986): 144. Religion and Philosophy Collection. Web. 18 Feb. 2014. MLA Heading Contact information Create a Catchy Title that includes the Author and Text as Subject Example: “What’s Love Got to Do with It: Domestic Abuse in Zora Neale Hurston’s “Sweat” Attention-getter Refer to key words in the course outcomes listed in the syllabus. State your interest: student, English major/Africana Studies, future teacher, public speaking, black history enthusiast, curious scholar, etc. Explain why you chose this particular text and author. Consider style, plot, use of vernacular, characterization, etc.
- 6. Write a claim or thesis referring to one of the class discussion points or add more. What literary devices does the author use to convey the theme or pattern of African-American literature? State the questions you wish to answer. What do you want to show about this text? Propose two to three resources that support the thesis. Where will you look for credible, academic articles? What presentation tools will you use? Describe plans for your audio-visual synopsis of the final paper. Will you have handouts, brochures, or an original rap video? Propose a time-table. When will you pull your research articles, draft your paper, submit to D2L, submit to LiveText? Get a calendar to work out a time-management plan. Suggest benefits. What will participants gain by attending your session? Lastly, bring the proposal to a conclusion with contact information. Express appreciation for consideration of your proposal. ENGL 2222Examples of final paper topics and questions
- 7. Suggested ideas to help you form a claim or viewpoint: Capture these key terms in your thesis statement. Possible texts The landscape of the South-symbols of struggle, and race and gender identification Jean Toomer selections from Cane “Cotton Song” and “Georgia Dusk,”poems; “Fern,” short story “The color line,” intraracialization (prejudice within the race) Charles Chesnutt, Chapters from Plum Bun (Angela, Virginia, and Mrs. Murray) Male-female relationships Abuse Domestic violence “Sweat” by Zora Neale Hurston “Like a Winding Sheet” by Ann Petry Struggles due to a “Negro problem” Charles Chesnut Richard Wright, Black Boy Socio-economic oppression and its impact upon characters Rural versus urban: the impact of the Great Migration as represented by … Richard Wright, Black Boy Religious domination and overbearance James Baldwin, “Sonny’s Blues” Police brutality, and/or the increase of crime in urban areas Richard Wright, Black Boy
- 8. Sin, transgression, repentance, redemption, and salvation James Baldwin, “Sonny’s Blues” along An evangelistic tone James Baldwin, “Sonny’s Blues” The rhetoric of a sermon: teaching James Baldwin, “Sonny’s Blues” along with The Amen Corner if attended Black music and the vernacular James Baldwin, “Sonny’s Blues” along with The Amen Corner if attended Ralph Ellison, Invisible Man Use of biblical allusions and imagery James Baldwin, “Sonny’s Blues” along with The Amen Corner if attended The condition of the African American family through the struggle for civil rights: Father-son relationships Mother-daughter relationships Sister-brother relationships Toni Cade Bambara, “Raymond’s Run,” 2077 The voice of protest in Black arts poetry /fiction: Explain your interpretation of the messages in the lyrics of poetry or rap, or in a short story or chapter. Amiri Baraka: “Preface to a Twenty Volume Suicide Note,” “ A Poem for Black Hearts,” and “Black Art,” p. 1939-1943 The Last Poets, Gil Scott Heron, “The Revolution Will Not Be Televised” Nikki Giovanni Duke Bootee , The Poetics and Legacies of Hip-Hop Literature and Urban Realism
- 9. The use of radical language by Amiri Baraka in “Black Art”: Effective or destructive? Expressions of black power in the poetry/fiction/speeches of… Amiri Baraka: “Preface to a Twenty Volume Suicide Note,” “ A Poem for Black Hearts,” and “Black Art,” p. 1939-1943 Womanism Women’s voices and portrayals Feisty girls Bonding Ann Petry, “Like a Winding Sheet,” Chapter 1 from The Street, “The Apartment” “Raymond’s Run” Toni Cade Bambara, “Raymond’s Run,” 2077, from The Salt Eaters, 2082 Gloria Naylor, The Women of Brewster Place, pp. 2585-2611 Black on black man conflicts Pick a text where applicable Gender differences Ann Petry, “Like a Winding Sheet,” Chapter 1 from The Street, “The Apartment” Gloria Naylor, The Women of Brewster Place, pp. 2585-2611 Sexual identity, lesbianism Angela Weld Grimke
- 10. Gloria Naylor, The Women of Brewster Place, pp. 2585-2611 youngbloods vs. experience, generational differences in the struggle to overcome oppression, racism, etc. Ralph Ellison, Chapter 1 from Invisible Man, “Battle Royal” In what ways does the work articulate a cry for change? Tupac Saul Williams, slam poetry Duke Bootee , The Poetics and Legacies of Hip-Hop Literature and Urban Realism Can contemporary poetry/fiction reflect upon the past? Hip-hop literature, power, social justice, and poetics Natasha Trethewey Rita Dove Harryette Mullen, “The queen of hip-hop hyperbole” (quote by Sandra Cisneros) pp.2636-2644, 2nd ed.; pp. 1382-1391, 3rd ed., Vol. 2 Kendrick Lamar’ as literature The use of imagery in… Revisioning slavery in modern narratives How the desire for freedom and/or bravery functions in the works of … The meaning of motifs in… War and Peace: The impact of World War II on the poetry of the HR Revolutionary thinking in the works of…
- 11. Expressions of black power in the poetry/fiction/speeches of … The blues beat in the poetry of… http://www.wwnorton.com/college/english/africanamerican lit2e/ch/E_Realism/papertopic.aspx http://www.wwnorton.com/college/english/africanamericanlit2e/ ch/F_Blackarts/papertopic.aspx http://www.wwnorton.com/college/english/africanamericanlit2e/ ch/G_1975/papertopic.aspx http://www.bing.com/videos/search?q=the+revolution+will+not +be+televised&FORM=VIRE1#view=detail&mid=C70DCBE87F A7A2447EB8C70DCBE87FA7A2447EB8 Spring, 2019 – HST/AAS 233 – The Rise of Modern China – Instructor: Ryan Yokota Midterm Take Home Essay Prompts The midterm essay is worth 30% of the total grade for the class. Please follow these standards: 1) Include student name, name of class, and instructor name single-spaced at top of first page. 2) Use a double spaced 12-point Times/Times New Roman font for body with 1-inch margins. 3) Use footnotes according to the Chicago Manual of Style (preferred) (http://www.chicagomanualofstyle.org/tools_citationguide.html) or MLA style.
- 12. Answer both of the following essay questions in two separate essays, for a minimum of three pages each, and a grand total of at least six pages for the midterm. Both essays together should be no longer than eight pages in length. Please refer specifically to class readings and lectures, including The Search for Modern China textbook. Outside readings are neither allowed nor are necessary for completing this exercise. Please run a spelling/grammar check before uploading your essay to D2L. Plagiarism is prohibited and will result in a failing grade on the assignment and university administrative action. Essay Prompt 1 The Opium Wars set in motion a fundamental crisis for the 19th century Qing Dynasty which transformed the nature of the East Asian political order. Using the SFMC text, the course readings, and class lectures: 1) Describe the nature of the tribute-trade system as a system of political ordering prior to the Opium Wars, as detailed in the chapter by John Fairbank; 2) Describe the varied approaches to self-strengthening efforts led by reformers such as Zeng Guofan, Feng Guifen, Prince Gong, and Li Hongzhang, and assess their strengths and weaknesses; and finally 3) Describe the rise of popular nationalism according to the
- 13. writings of Kang Youwei, Liang Qichao, Zhang Bingling, and Sun Yat-Sen. Essay Prompt 2 Erez Manela, in his book, The Wilsonian Moment, deals with the question of self-determination, and how Chinese delegates grappled with these views at the Versailles Conference. Using the assigned chapters from Manela’s book, discuss 1) the differences in Lenin’s and Wilson’s views on self-determination; 2) the reception of Wilson’s declarations by Chinese intellectuals and activists in their push for a recovery of Chinese sovereignty; and 3) Describe the betrayal they felt in the Wilsonian liberal moment and its implications for the Chinese revolutionary movement. When possible, include references to reformers and revolutionaries mentioned in class lectures and in the Search for Modern China textbook. In assessing this midterm, the following criteria will constitute a rubric for grading these essays: 1) What is the main thesis of the essay? This should be clearly stated in the first paragraph. 2) What are the main points used to support this thesis? Provide concrete examples and judiciously use selected quotes from the readings. Back up all assertions with
- 14. evidence. 3) What conclusion is reached by this evidence? What does it say about Chinese history? 4) The best essays show strong control over the readings and make them speak to each other. 5) Do not use “I” statements in the essay, and refrain from casual language or passive voice. The midterm essays must be uploaded to the D2L dropbox by noon on Monday, April 29, 2019. No late papers will be accepted. http://www.chicagomanualofstyle.org/tools_citationguide.html