Native American Literature Midterm Essay from Linda Hogan's book Power

Native American Literature Midterm Essay from Linda Hogan’s book Power

Order Number	65363737383
Type of Project	ESSAY/DISERTATION
Writer Level	PHD/MASTERS CERTIFIED
Format	APA/MLA/HARVARD/OXFORD
Academic Sources	10 -20
Page Count	4-8 PAGES

Instructions/Descriptions

Native American Literature Midterm Essay from Linda Hogan’s book Power

One of the best ways to demonstrate that you have understood, engaged with, and critically analyzed a literary text is through writing. This assignment is designed to prompt you to produce and sustain an argumentative interpretation of a long-form literary text; and it is designed to provide me with an opportunity to assess the development of your ability to analyze and interpret a literary text, to use evidence in support of a thesis, and to incorporate and use additional evidence as support for your interpretations.

Audience:

Assume that your audience for this essay has read the text and is familiar with the plot and the basic conflicts, themes, and ideas presented throughout the narrative. Your audience is interested in the general area of Native American Literature, but they haven’t thought about Power as a text that participates in conversations about sovereignty and self-determination. Your task in the paper is to persuade your audience of Power’s importance in this conversation, and to show them how Power offers us ways to think about the questions and issues related to Indigenous sovereignty.

To convince your audience, you should offer and sustain interpretive arguments that make claims about meaning and significance of textual detail, rather than merely discussing textual detail; and you should also relate textual detail to the larger conversation about sovereignty and self-determination.

Assignment Requirements:

Promt I chose:

How does Power imagine what sovereignty and self-determination mean? And how does the novel represent its understanding of self-determination and sovereignty through Omishto and her relationships with her mother and Ama?

Your essay should draw extensively on the text for support, offering ample evidence in the form of quotations and paraphrases to support your claims about the text’s meaning and significance.

In addition to developing an argument in response to one of the questions above, your essay must meet the following requirements:

Length: 1250-1750 words (approx. 4-6 pages)

Sources: Linda Hogan’s Power, and

Helen Makhdoumian’s essay “Rewriting Billie and Asserting Rhetorical Sovereignty in Linda Hogan’s Power” or Jesse Peters’ essay, “‘Everything the World Turns On’: Inclusion and Exclusion in Linda Hogan’s Power”

No other sources should be included in your discussion (i.e. nothing from the internet nor from library resources).

Argument: Your essay must assert and develop an arguable, complex thesis that identifies and responds to the conversation signaled in the prompt.

Citations: In-text references to sources (including the novel) must be cited using MLA-style in-text citations. All information cited in the text must have a corresponding entry on an MLA-formatted list of works cited at the end of the essay. For more on MLA style, visit this linkLinks to an external site. or see me.

Paper Format: Standard MLA (1” margins, 12 pt. Times New Roman, double-spaced, last name and page number in the upper-right header).

File Format: Microsoft Word (.doc or .docx only). No other file types will be accepted.

Outcomes:

Your final, revised essay should demonstrate the ability to:

Construct and advance an arguable, defensible, interpretive claim about a literary text;

Support an interpretive claim about a literary text with clear, purposefully chosen evidence from a literary text;

Clearly and logically connect direct evidence from a literary text to abstract claims about meaning and significance;

Explain and develop the significance of interpretative claims about a literary text (i.e. answer the “so what?” question);

Construct a coherently organized, logically connected essay that conforms to the conventions of Standard English.

Assessment:

Your essay will be evaluated based on three principle criteria–argument, organization, and writing conventions–as outlined below. Note that the descriptions below are targets for performance, and that successful essays should meet or exceed the targets. Keywords in the descriptions are linked to internet resources that may be helpful as you write and revise your essay. I encourage you to follow them.

Additional Helpful Resources for Writing about Literature:

Hacker_WritingAboutLiterature_L3.pdfDownload Hacker_WritingAboutLiterature_L3.pdf

Hacker_SampleCloseReading.pdfDownload Hacker_SampleCloseReading.pdf

Researching and Writing About Literature.pdfDownload Researching and Writing About Literature.pdf

Category A: Argument, Evidence, Explanation/Explication

Criteria and Targets:

a) Argument/Thesis: The essay presents and develops an arguable thesis (as opposed to a pseudo thesis), and leaves readers with a clear sense of the significance of the argument with respect to the text and to the conversation about the text.
b) Evidence: All claims are supported through direct analysis of ample, relevant, direct textual evidence. All evidence is appropriately framed and incorporated, and is treated and considered in context.
c) Explication: The essay demonstrates a clear and logical relationship between evidence and claims through analysis and discussion of textual detail. Use and discussion of evidence throughout the essay demonstrates knowledge and understanding of the text.

Category B: Organization, Clarity, and Conventions

Criteria and Targets

a) Organization: The essay organizes a coherent progression of ideas. Major points and paragraphs are clear and related to the main idea. Paragraphs develop from clear, argumentative topic sentences and coordinate (rather than list) arguments and evidence. The essay is organized around the writer’s main claims and ideas (i.e. does not merely follow the order of events in the text), and develops those claims through a logical progression.
b) Clarity and Coherence: The writer’s ideas and arguments are conveyed in well-constructed sentences that would be understood by peer and advanced readers without need for excessive re-reading. Transitions between sections and paragraphs smoothly coordinate ideas, and make clear to the reader why one paragraph follows another through signposting. Paragraphs demonstrate internal coherence and development (i.e. avoid listing, “another example…”).
c) Genre Conventions: The essay follows conventions of academic essays in literary studies: opening with an introduction that culminates in a thesis, establishing context for claims and arguments, and discussing significance and relevance of claims in relation to existing scholarship. All evidence is appropriately introduced, smoothly incorporated into the writer’s prose, and discussed and analyzed as appropriate.

Category C: Writing Conventions (Grammar, Mechanics, and MLA Style)

Criteria and Targets

a) Grammar and Mechanics: The essay conforms to the conventions of standard written English. Sentences are clear and communicative. Readers would have no trouble reading and comprehending the essay. The essay contains few-to-no mechanical or punctuation errors and demonstrates careful and consistent editing/proofreading.
b) Citations and Academic Standards: All material referenced in the essay is appropriately and correctly documented in MLA style. A correctly formatted Works Cited page that includes entries for all material cited in the essay is included at the end.Mid-Term Essay

Purpose:

One of the best ways to demonstrate that you have understood, engaged with, and critically analyzed a literary text is through writing. This assignment is designed to prompt you to produce and sustain an argumentative interpretation of a long-form literary text; and it is designed to provide me with an opportunity to assess the development of your ability to analyze and interpret a literary text, to use evidence in support of a thesis, and to incorporate and use additional evidence as support for your interpretations.

Audience:

Assume that your audience for this essay has read the text and is familiar with the plot and the basic conflicts, themes, and ideas presented throughout the narrative. Your audience is interested in the general area of Native American Literature, but they haven’t thought about Power as a text that participates in conversations about sovereignty and self-determination. Your task in the paper is to persuade your audience of Power’s importance in this conversation, and to show them how Power offers us ways to think about the questions and issues related to Indigenous sovereignty.

To convince your audience, you should offer and sustain interpretive arguments that make claims about meaning and significance of textual detail, rather than merely discussing textual detail; and you should also relate textual detail to the larger conversation about sovereignty and self-determination.

Assignment Requirements:

Your essay should offer an argument that examines and analyzes Linda Hogan’s Power in response to one of the following questions and issues related to sovereignty and self-determination:

How does Power imagine what sovereignty and self-determination mean? And how does the novel represent its understanding of self-determination and sovereignty through Omishto and her relationships with her mother and Ama?

How does Power understand self-determination and sovereignty in the context of the law? How does the novel’s representation of Ama’s trial raise questions about Federal law’s relationship to sovereignty and self-determination and about the limits of that relationship?

How does Power represent the differences between U.S. law and “old law,” especially the consequences of those different forms of justice and understanding? How do those differences illustrate the novel’s understanding of self-determination and sovereignty?

How does Power represent the parallels between the Florida Panther, the Taiga people, and the environmental pressures that the Panther and the Taiga feel? What could these parallels suggest about how Power represents the relationship between the environment and Native self-determination and sovereignty?

Your essay should draw extensively on the text for support, offering ample evidence in the form of quotations and paraphrases to support your claims about the text’s meaning and significance.

In addition to developing an argument in response to one of the questions above, your essay must meet the following requirements:

Length: 1250-1750 words (approx. 4-6 pages)

Sources: Linda Hogan’s Power, and

Helen Makhdoumian’s essay “Rewriting Billie and Asserting Rhetorical Sovereignty in Linda Hogan’s Power” or Jesse Peters’ essay, “‘Everything the World Turns On’: Inclusion and Exclusion in Linda Hogan’s Power”

No other sources should be included in your discussion (i.e. nothing from the internet nor from library resources).

Argument: Your essay must assert and develop an arguable, complex thesis that identifies and responds to the conversation signaled in the prompt.

Citations: In-text references to sources (including the novel) must be cited using MLA-style in-text citations. All information cited in the text must have a corresponding entry on an MLA-formatted list of works cited at the end of the essay. For more on MLA style, visit this linkLinks to an external site. or see me.

Paper Format: Standard MLA (1” margins, 12 pt. Times New Roman, double-spaced, last name and page number in the upper-right header).

File Format: Microsoft Word (.doc or .docx only). No other file types will be accepted.

Outcomes:

Your final, revised essay should demonstrate the ability to:

Construct and advance an arguable, defensible, interpretive claim about a literary text;

Support an interpretive claim about a literary text with clear, purposefully chosen evidence from a literary text;

Clearly and logically connect direct evidence from a literary text to abstract claims about meaning and significance;

Explain and develop the significance of interpretative claims about a literary text (i.e. answer the “so what?” question);

Construct a coherently organized, logically connected essay that conforms to the conventions of Standard English.

Assessment:

Your essay will be evaluated based on three principle criteria–argument, organization, and writing conventions–as outlined below. Note that the descriptions below are targets for performance, and that successful essays should meet or exceed the targets. Keywords in the descriptions are linked to internet resources that may be helpful as you write and revise your essay. I encourage you to follow them.

Additional Helpful Resources for Writing about Literature:

Hacker_WritingAboutLiterature_L3.pdfDownload Hacker_WritingAboutLiterature_L3.pdf

Hacker_SampleCloseReading.pdfDownload Hacker_SampleCloseReading.pdf

Researching and Writing About Literature.pdfDownload Researching and Writing About Literature.pdf

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Native American Literature Midterm Essay from Linda Hogan’s book Power

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.