Troy University Week 6 Anne Bradstreet the Prologue Discussion Midterm Please answer each of the following discussion questions for me. Go to the Midterm

Troy University Week 6 Anne Bradstreet the Prologue Discussion Midterm

Please answer each of the following discussion questions for me. Go to the Midterm section in the Discussion Board and respond to these questions directly there. Each response should be about 250 words or more. However, I am looking more for a polished, quality response than anything else. If you have any questions, please email me directly.

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For each answer, please remember to respond accordingly:

–Use the words of the question in your response.

–Use your mind, not your feelings.

–If the question has a quotation, focus on it.

–If the question does not have a quotation, find an appropriate one and focus on it instead.

–Always, always stay focused and stay textual.

In Anne Bradstreet’s poem, “The Prologue,” she writes:

I am obnoxious to each carping tongue

Who says my hand a needle fits

A poet’s pen all scorn I should thus wrong

For such despite they cast on female wits:

If what I do prove well, it won’t advance,

They’ll say it’s stol’n, or else it was by chance.

In the context of this poem and the other poems we read, what exactly do you think Bradstreet means here? (10 points)

In the context of her religious situation, what does this poem say about her audience?

2. Find a specific passage in Mary Rowlandson’s A Narrative of the Captivity and Restoration that exemplifies her attitude toward her captives and her religious faith. Then, write it into this exam and explain why it exemplifies her attitude. A Narrative of Captivity and Restoration (Links to an external site.) (10 points)

3. In this course thus far, we have looked at how the Puritans put a definitive stamp on the moral, religious, and intellectual character of this nation. In that context, how does Edgar Allan Poe’s “The Fall of the House of Usher” either explain those Puritan origins or how does it demonstrate a rebellion against those origins. Fall of the House of Usher (Links to an external site.) (10 points)

4. In the context of our readings thus far, how is Hester Prynne a uniquely American heroine? Please remember to be very specific and very textual in your response. (10 points) Welcome, Everyone. I am glad you are here in this class. Together, we will explore and discover
the foundations of American literature. Along the way, you’ll likely learn a lot about our nation’s
history and the key cultural ideas and themes that dominate these early pieces of literature.
As you are likely aware, there is no textbook for this class; instead, you are learning with the
ideas that have been provided as part of the shareware movement. These sources are out of
copyright protection, of course, as they are, well, old! But we are also living in a time when
teachers and thinkers and scholars from around the world can gather together via the internet and
share unique ideas and resources that are only a click away.
In each week’s readings, you will notice there’s an overview, a list of outcomes, and series of
links to our readings (often in written and auditory form) and additional resources. Those are
your tools for this class. Therefore, you may not use or cite sources outside those provided in
this class class for your weekly discussions and midterm and final written exams.
How can we be so sure that you won’t need any more information? Well, the main goal of this
course is to offer some tools to help you read and understand the assigned literature, and from
there, you’ll be asked to write essays that express your reaction and opinion on key themes in the
weekly readings.
To accomplish this goal, we’ll use one basic format for structuring paragraphs. We call that
format the paragraph plan, and it contains three basic elements
main idea (also called the topic sentence of a paragraph–each paragraph has only one main idea
in academic writing)
cited evidence (quotes from the literature and/or facts cited from the additional resources–not:
all evidence must be cited in MLA format)
analysis (where you explain for the reader how and why the main idea and cited evidence fit
together to support your over-arching thesis, the point you’ll argue in answer to each of our
questions and essays in the class.
I realize this concept for writing paragraphs may be new to many of you, and that’s ok. We’ll
learn to master this format together. In fact, you won’t even use the format until week 2, and that
week 2 discussion is only worth 2 points. In week 3, after you’ve had feedback from me on your
week 2 work, the discussion is worth 4 points, and weeks 4 and 5 are also worth 4 points. In
week 6, you will write your midterm essays, and each is worth 10 points. The same rules apply
for those essays–no materials outside the class, and all facts and quotes must be cited in full
MLA format. But by the midterm, you’ll have practiced the format many times and grown in
your knowledge and understanding of the literature and this writing format. By the end of the
course, weeks 7, 8, and 9, you will be very experienced in this format and should find that the
process is actually faster and more efficient than the academic writing process you used before
this class.
So how do you get started in mastering this process?
You may have noticed that all of your discussion and essay questions for the entire term are
already posted. They are there for a reason. At the beginning of class, print or write down each
question–all of them–all the way through the final exam. Keep that list of questions at hand as
you read and take notes. When something occurs to you for one of the questions, jot it
down. This method saves time over the course, but it also allows you to learn the material and
spot key themes and quotes on your own terms. That’s a powerful learning process, and it’s one
we want to mine fully during our time together.
Once you have all of the questions ready to go, the next step involves taking notes. As you are
reading, jot down any key quotes or ideas that pop out to you.
Once you have finished reading, return to your notes. Pull out any key quotes or facts you found
that relate to the discussion questions and plug them into our paragraph plan
main idea
cited evidence (plug in quotes here)
Now, at this point, you may note have the main ideas or analysis in sight. That’s ok. The point is
that you have read, taken notes, and completed a key step in the process–pulling out key quotes.
The next time you return to your work for this class, you will be poised and ready for the next
step–filling out the rest of the paragraph plan for 2-3 body paragraphs for the weekly discussions
and maybe 3-5 body paragraphs for the midterm and final exam essays.
Once you have the evidence in place, use the question you are writing about to guide your
critical thinking process through filling out the rest of the body paragraph–main idea and
analysis. You may discover that not all quotes work or that you need more evidence or that you
want to reorganize quotes. That’s great. Making changes are all signs of an active and engaged
critical learning process.
With the body paragraphs fairly well sketched out, you are ready to move to the introduction and
the conclusion. The introduction should start broad and narrow to a thesis statement, and that
thesis statement shows the reader your over-arching point, or the theme that your body
paragraphs will outline and evidence. Thus, you want to make sure your thesis foreshadows the
main ideas that your body paragraphs will evidence.
For the conclusion, you’ll want to restated what you just evidenced in those body paragraphs,
then maybe look ahead and offer a closing point or an idea for moving forward.
Note that these steps can be executed in any way that makes sense to you. Notice that one week,
you might see the thesis as soon as you get a few quotes in your notes, while for other weeks,
you might not finalize the thesis until the last hours of your process. Be flexible. Use these tools
as a guide to save time and to help you focus your efforts and ideas.
For more on writing academic essays, see
For more on an additional tool for revision, see

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