Get help for Strayer-University HUM 111 Assignment Help. This “Assignment 2” writing assignment is a comparative essay focused on topics encountered in our HUM 111 class. The project will be based on research but will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities as an organized, innovative, and critical thinker. If approached properly, it should also be fun! Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that follows instructions and covers each part of the topic. 2. This is a comparative essay. Comparison approached properly will require some critical thinking on your part. Use a point-by-point approach for the essay. 3. Do not try to do everything on your two (2) subjects. You should end up narrowing your focus to a few insights and issues about the subjects being compared. And, from those fairly specific points of comparison, you will develop a thesis and glean some lessons. 4. Follow closely the instructions below for your specific topic. 5. Include a concluding paragraph at the end. This paragraph will, in some way, refer back to the thesis established in your first paragraph, since now you have demonstrated and supported it. It may be here that you also include your observations relating your study to the modern workplace or society (see your topic). Try to finish with flair! 6. Use at least three (3) good quality academic sources, with one (1) source being the class text. Note: Wikipedia and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page. • Qualities of the Hero: Comparing Gilgamesh and Odysseus.
This is followed by 4 or 5 bullets that hit the main assignment requirements, and that break the assignment down point by point. • Paper should be 8-12 pages long, with the works cited page not included in that total, typed and double-spaced, formatted and cited according to MLA style. • Paper should be accompanied by the original annotated bibliography and proposal that you submitted, which includes my comments. • Paper should focus on at least one but no more than two novels from the course syllabus. • Paper should make an original argument about the primary text(s) of your choosing, which is supported with carefully analyzed evidence (quotations, paraphrased material) from the primary text(s). • Paper should support its argument with carefully analyzed secondary sources, including a minimum of four scholarly sources that relate to the primary literary text. Two of those sources should be scholarly, peer-reviewed journal articles; two of those sources should be scholarly, single-author books. Separating each piece of the assignment out into its own bullet point gives students an easy reference for seeing whether their paper is hitting each of the main criteria for the assignment.
That said, I do spend class time – even in advanced undergrad and grad lit courses – to talk about writing and the details of assignments. And I do a lot of modeling of what each major point of an assignment means, giving them “bad” examples and “good” examples. While it means we read one less thing or one shorter thing, it produces much more depth and engagement in their papers, and I think it’s worth it. I’ve told my students about my experience both as an undergraduate and as a graduate student where you would just be told, “a paper of y length is due on x date,” and that was the assignment. Drop me an email or send me a Fb message if you would like to see any of my assignments – I’d be happy to share them. 2 3-5 page papers or 4 2-page papers, midterm, final. I’ve just posted an assignment and I’m struggling with the same thing, so I have no clear idea, but I’m curious. But I’m really not sure they are getting it.
5% of the 100% grade. Eg, not worth their time to overstress. I’ll accept their form without penalty, and showed how my form fulfills the function. I link on assignments and in the syllabus. I’m going to start hammering form vs. ALL my students, having recently discovering that our thesis-writing seniors are panicked about the form and have no sense of judging what form will best fulfill the function of THEIR thesis. When I began teaching I actually modeled several of my assignment handouts on those from my medieval prof, who used an approach such as the one you’ve described. It told me that the professor spent time wording out the project, rather than bellowing “write a paper!” Perhaps that is whats frustrating though–that you spend time meting out instructions which are then completely disregarded. I’m on the right track. I think these students are unavoidable! As my teaching career has progressed, I’ve added in things that Dr. Crazy and Horace mentioned–bullet lists (in addition to the narrative explanations) and a list of objectives.