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Southern New Hampshire University *
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Course
ENGLISH LI
Subject
Communications
Date
Feb 20, 2024
Type
Pages
18
Uploaded by CorporalNewt4022
Started on
Monday, January 15, 2024, 2:38 PM
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Finished
Completed on
Monday, January 15, 2024, 2:49 PM
Time taken
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Grade
21.00
out of 24.00 (
87.5
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Question 1
Correct
1.00 points out of 1.00
Question 2
Correct
1.00 points out of 1.00
During discussion posts with your classmates, it is important to follow forum etiquette. Which of the following statements does NOT use
correct forum etiquette
?
a.
Be careful with humor and sarcasm so that you do not accidentally offend your classmates.
b.
Use proper grammar, an academic tone, and cite sources when you borrow information.
c.
Be respectful in your original posts and replies to classmates.
d.
Write in informal language; use all capital letters, and add exclamation marks for emphasis.
Correct
Your answer is correct.
Which statement best describes a conflict between a person and society?
a.
A young woman drives to work in a snow storm and her car skids off the road due to the ice, hits a group of frozen trees; she remains
trapped in the car until a tow truck arrives.
b.
A young woman’s parents advise her to quit her job and move closer to them as they are aging and cannot travel to visit her, but the
young woman enjoys her work and does not want to move.
c.
A young woman wants a promotion within her company; however, even though she does an excellent job, the
managing partners of the company do not offer a promotion because her colleagues don’t like the college she
graduated from.
Correct
d.
A young woman questions whether her professional choice is the right one for her to continue and struggles with making a decision
about her future.
Your answer is correct.
Question 3
Correct
1.00 points out of 1.00
Read the following excerpt from paragraph 19 of Tim O’Brien’s “The Things They Carried” to answer the question:
They moved like mules
. . . it was just the endless march, village to village, without purpose, nothing won or lost. They marched for the
sake of the march. They plodded along slowly, dumbly, leaning forward against the heat, unthinking, all blood and bone, simple grunts,
soldiering with their legs . . .
O'Brien, Tim. “The Things They Carried.” The Things They Carried
, Houghton Mifflin, New York, 1990. [Used according to 1
7 U.S. Code § 107 - Limitations on exclusive rights: Fair use
(opens in a new window)
].
Using context clues from the excerpt, what thematic statement does Tim O’Brien imply about war?
a.
The excerpt illustrates the idea that war causes individuals to embrace their determined and headstrong nature.
b.
The excerpt emphasizes the dehumanizing elements of war.
Correct
c.
The excerpt highlights the reality that soldiers often smuggle items into countries.
d.
The excerpt showcases the tough mentality of warriors.
Your answer is correct.
Question 4
Correct
1.00 points out of 1.00
Question 5
Correct
1.00 points out of 1.00
When you add multimedia elements into an assignment, you must ensure that the elements are relevant, legal, engaging, and accessible.
Which of the following multimedia elements would NOT represent proper and effective use of multimedia?
a.
A video with a professional journalist interviewing members of a rural community has been embedded into your project. The video is
from a TED Talk, and you have received permission to use the video in your project from the journalist. An MLA citation gives credit to
the source, and the video is easy to open because it does not require access to any potentially blocked sites by your school district.
The link to it in your presentation works.
b.
An infographic with a chart illustrating facts and statistics about the financial costs and benefits of building bridges in rural
communities. The infographic is from Discovery Education, an educational site used by your school district and can be used for
educational purposes. An MLA citation has been included for the infographic. The infographic is formatted so that anyone can open
it.
c.
A photograph of men working together to build a bridge is added to your project. The image illustrates individuals working together
to achieve a community goal and represents a theme from a poem discussed in your assignment. The photograph is from Wikimedia
Commons, which is a free resource for media. An MLA citation gives credit to the source. The photograph is formatted so that anyone
can open it.
d.
A music video found on YouTube Music is embedded into your project. The song relates to a poem and thematic
elements discussed in your assignment. You copy the URL address and leave out an MLA citation. The link to the video
is broken but your audience can search Google and locate the music video if they want to view it.
Correct
Your answer is correct.
Which sentence represents or contains an intentional fragment
?
a.
Little did I know until I worked at the restaurant on the corner of Main that I wanted to be a chef.
b.
The job shadowing experience was incredible!
c.
Let high school students participate in job shadowing opportunities in order to explore potential future careers.
d.
Get up early. Out the door. Prep the kitchen. Create fabulous food. Just another day in the life of a chef!
Correct
Your answer is correct.
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Information
Excerpt from “Two Kinds” from Amy Tan
My mother believed you could be anything you wanted to be in America. You could open a restaurant. You could work for the
government and get good retirement. You could buy a house with almost no money down. You could become rich. You could become
instantly famous.
“Of course, you can be prodigy, too,” my mother told me when I was nine. “You can be best anything. What does Auntie Lindo know?
Her daughter, she is only best tricky.”
America was where all my mother’s hopes lay. She had come to San Francisco in 1949 after losing everything in China: her mother and
father, her family home, her first husband, and two daughters, twin baby girls. But she never looked back with regret. Things could get
better in so many ways. . .
Every night after dinner my mother and I would sit at the Formica-topped kitchen table. She would present new tests, taking her
examples from stories of amazing children that she had read in Ripley’s Believe It or Not or Good Housekeeping, Reader’s Digest, or any
of a dozen other magazines she kept in a pile in our bathroom. My mother got these magazines from people whose houses she cleaned.
And since she cleaned many houses each week, we had a great assortment. She would look through them all, searching for stories about
remarkable children.
The first night she brought out a story about a three-year-old boy who knew the capitals of all the states and even of most of the
European countries. A teacher was quoted as saying that the little boy could also pronounce the names of the foreign cities correctly.
“What’s the capital of Finland?” my mother asked me, looking at the story.
All I knew was the capital of California, because Sacramento was the name of the street we lived on in Chinatown. “Nairobi!” I guessed,
saying the most foreign word I could think of. She checked to see if that might be one way to pronounce Helsinki before showing me the
answer.
The tests got harder—multiplying numbers in my head, finding the queen of hearts in a deck of cards, trying to stand on my head
without using my hands, predicting the daily temperatures in Los Angeles, New York, and London. One night I had to look at a page from
the Bible for three minutes and then report everything I could remember. “Now Jehoshaphat had riches and honor in abundance and . . .
that’s all I remember, Ma,” I said.
And after seeing, once again, my mother’s disappointed face, something inside me began to die. I hated the tests, the raised hopes and
failed expectations. Before going to bed that night I looked in the mirror above the bathroom sink, and when I saw only my face staring
back—and understood that it would always be this ordinary face—I began to cry. Such a sad, ugly girl! I made high-pitched noises like a
crazed animal, trying to scratch out the face in the mirror.
And then I saw what seemed to be the prodigy side of me—a face I had never seen before. I looked at my reflection, blinking so that I
could see more clearly. The girl staring back at me was angry, powerful. She and I were the same. I had new thoughts, willful thoughts—
or, rather, thoughts filled with lots of won’ts. I won’t let her change me, I promised myself. I won’t be what I’m not.
So now when my mother presented her tests, I performed listlessly, my head propped on one arm. I pretended to be bored. And I was.
I got so bored that I started counting the bellows of the foghorns out on the bay while my mother drilled me in other areas. The sound
was comforting and reminded me of the cow jumping over the moon. And the next day I played a game with myself, seeing if my
mother would give up on me before eight bellows. After a while I usually counted only one bellow, maybe two at most. At last she was
beginning to give up hope.
Tan, Amy. “Two Kinds.” The Joy Luck Club
, Ivy Books, New York, 1990. [Used according to 17 U.S. Code § 107 - Limitations on Exclusive Rights: Fair Use (opens in a new window)
].
Read the excerpt from Amy Tan’s short story, “Two Kinds.” Then, answer the related questions.
1
2
3
4
5
6
7
8
9
10
Question 6
Correct
1.00 points out of 1.00
Question 7
Correct
1.00 points out of 1.00
What is the major cause of conflict between the narrator and her mother in the excerpt from Amy Tan’s “Two Kinds?”
a.
The narrator diligently attempts to please her mother to become a child prodigy, but her mother becomes disappointed and does not
believe that the narrator can be successful.
b.
The mother believed that her daughter could become anything that she wanted, but the narrator lacked the confidence to be able to
succeed in anything.
c.
Both the narrator and mother have expectations for the narrator to be successful; however, they did not have the financial means or
resources to reach success.
d.
The mother has hopeful expectations for the narrator to achieve greatness, but the narrator wants to pursue her own
dreams and expectations.
Correct
Your answer is correct.
Which statement best represents a universal theme expressed in the excerpt from Amy Tan’s “Two Kinds?”
a.
Parents are often disappointed in their children.
b.
If children do not follow the guidance of parents, they will later regret their decisions as adults.
c.
When a child’s expectations for individuality conflict with a parent’s expectations, it indicates a difference in opinion
not necessarily a lack of ambition.
Correct
d.
When a child disagrees with a parent, the child may forfeit success.
Your answer is correct.
Question 8
Correct
1.00 points out of 1.00
Which statement best illustrates a clear and defensible claim or thesis statement about the excerpt from Amy Tan’s “Two Kinds?”
a.
In the excerpt from Amy Tan’s “Two Kinds,” the narrator and mother illustrate strong-willed individuals personally
invested in developing the narrator’s character.
Correct
b.
In the excerpt from Amy Tan’s “Two Kinds,” the mother becomes irritated and disappointed with her daughter.
c.
In the excerpt from Amy Tan’s “Two Kinds,” the narrator grows tired and frustrated with her mother’s nightly tests.
d.
In the excerpt from Amy Tan’s “Two Kinds,” the author describes a parent-child relationship.
Your answer is correct.
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“I Sit and Sew” by Alice Moore Dunbar-Nelson
Background
: Alice Moore Dunbar-Nelson (1875–1935) was a “poet, essayist, diarist, and activist.” Born in New Orleans, Louisiana, to
multiracial parents, Dunbar-Nelson's ethnic heritage “contributed to her complex understandings of gender, race, and ethnicity, subjects she
often addressed in her work.” “I Sit and Sew” was written in 1918 at the end of World War I. Before the war, women traditionally worked
within the home and focused on the family and children. They were unable to vote and could not serve in the military. However, during
WWI, while men served abroad, a number of American women began working in manufacturing and agricultural positions, and the roles for
women slowly began to change. As you read “I Sit and Sew,” this historical background can offer insight into the speaker’s attitude and
emotions.
I sit and sew—a useless task it seems,
My hands grown tired, my head weighed down with dreams—
The panoply of war, the martial tred of men,
Grim-faced, stern-eyed, gazing beyond the ken
Of lesser souls, whose eyes have not seen Death,
Nor learned to hold their lives but as a breath—
But—I must sit and sew.
I sit and sew—my heart aches with desire—
That pageant terrible, that fiercely pouring fire
On wasted fields, and writhing grotesque things
Once men. My soul in pity flings
Appealing cries, yearning only to go
There in that holocaust of hell, those fields of woe—
But—I must sit and sew.
The little useless seam, the idle patch;
Why dream I here beneath my homely thatch,
When there they lie in sodden mud and rain,
Pitifully calling me, the quick ones and the slain?
You need me, Christ! It is no roseate dream
That beckons me—this pretty futile seam,
It stifles me—God, must I sit and sew?
Dunbar-Nelson, Alice Moore. “I Sit and Sew.” Poetry Foundation
. Retrieved from Poetry Foundation (opens in a new window)
. [Public Domain].
“Alice Moore Dunbar-Nelson.” Poetry Foundation
. Retrieved from Poetry Foundation (opens in a new window)
.
“Women in WWI.” National WWI Museum and Memorial
. Retrieved from World War (opens in a new window)
.
Carefully read the background information about Alice Moore Dunbar-Nelson and her poem “I Sit and Sew”; then, answer the related
questions.
1
8
15
Question 9
Incorrect
0.00 points out of 1.00
Question 10
Correct
1.00 points out of 1.00
Analyze the following line or lines from “I Sit and Sew.” Which lines best illustrate the poet’s purpose of identifying the narrator’s feelings of
entrapment due to social expectations?
a.
“When there they lie in sodden mud and rain” (line 17)
b.
“My hands grown tired” (line 2)
c.
“That pageant terrible, that fiercely pouring fire / On wasted fields” (lines 9-10)
d.
“I sit and sew—my heart aches with desire—” (line 8)
Your answer is incorrect.
“My hands grown tired, my head weighed down with dreams . . .” (line 2)
Which statement best illustrates the function of the figurative language in Stanza One, line 2 of Alice Moore Dunbar-Nelson's poem?
a.
The poet’s descriptions of the narrator’s head being “weighed down with dreams” indicate that the speaker has not had a good
night’s rest in weeks due to the war.
b.
The poet’s wording of the narrator’s head being “weighed down with dreams” shows that the narrator intends to gather strength after
a recent illness in order to fulfill her dreams.
c.
The poet’s imagery of a head being “weighed down with dreams” illustrates the narrator’s frustrations with being
restricted from pursuing her desired goals in life.
Correct
d.
The poet’s wording represents that the narrator is literally “weighed down” with heavier items than she is used to carrying around the
home during her daily tasks because all the men are at war.
Your answer is correct.
Question 11
Correct
1.00 points out of 1.00
Question 12
Incorrect
0.00 points out of 1.00
Reread Stanza Three and use context clues from that section to determine the meaning of the word “
idle
” in line 15.
Which definition best illustrates the meaning of “
idle
” in the poem?
a.
to be an icon
b.
to be adored or worshipped
c.
to be practical
d.
to be unproductive
Correct
Your answer is correct.
Which group of sentences best illustrates the use of sentence variety?
a.
Poets often acknowledge that a society may need to change its traditional expectations in their fictional work. The poet Alice Moore
Dunbar-Nelson represents one of these poets.
b.
“I Sit and Sew” represents one of Alice Moore Dunbar-Nelson's poems. This poem illustrates a bitter tone in several sections.
c.
Alice Moore Dunbar-Nelson frequently addressed the complex nature of gender, race, and ethnicity in her poems. Dunbar-Nelson
urged modifications in society’s expectations of American women’s roles.
d.
As a poet, Alice Moore Dunbar-Nelson often addressed the complex nature of gender, race, and ethnicity. Perhaps her purpose in
writing was to inspire change in the roles of women in America.
Your answer is incorrect.
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Excerpt from “Ambush” by Tim O’Brien
Background
: Tim O’Brien is an American author who served in the U.S. Army during the Vietnam War. The excerpt below is from a short
story in O’Brien’s book The Things They Carried.
When she was nine, my daughter Kathleen asked if I had ever killed anyone. She knew about the war; she knew I’d been a soldier. “You
keep writing war stories,” she said, “so I guess you must’ve killed somebody.” It was a difficult moment, but I did what seemed right,
which was to say, “Of course not,” and then to take her onto my lap and hold her for a while. Someday, I hope, she’ll ask again. But here I
want to pretend she’s a grown-up. I want to tell her exactly what happened, or what I remember happening, and then I want to say to
her that as a little girl she was absolutely right. This is why I keep writing war stories:
He was a short, slender young man of about twenty. I was afraid of him –afraid of something – and as he passed me on the trail I threw
a grenade that exploded at his feet and killed him.
Or to go back:
Shortly after midnight we moved into the ambush site outside My Khe. The whole platoon was there, spread out in the dense brush
along the trail, and for five hours nothing at all happened. We were working in two-man teams – one man on guard while the other slept,
switching off every two hours – and I remember it was still dark when Kiowa shook me awake for the final watch. The night was foggy
and hot. For the first few moments I felt lost, not sure about directions, groping for my helmet and weapon. I reached out and found
three grenades and lined them up in front of me; the pins had already been straightened for quick throwing. And then for maybe half an
hour I kneeled there and waited. Very gradually, in tiny slivers, dawn began to break through the fog; and from my position in the brush I
could see ten or fifteen meters up the trail. The mosquitoes were fierce. I remember slapping them, wondering if I should wake up Kiowa
and ask for some repellent, then thinking it was a bad idea, then looking up and seeing the young man come out of the fog. He wore
black clothing and rubber sandals and a gray ammunition belt. His shoulders were slightly stooped, his head cocked to the side as if
listening for something. He seemed at ease. He carried his weapon in one hand, muzzle down, moving without any hurry up the center of
the trail. There was no sound at all – none that I can remember. In a way, it seemed, he was part of the morning fog, or my own
imagination, but there was also the reality of what was happening in my stomach. . . .
There was no real peril. Almost certainly the young man would have passed by. And it will always be that way.
Later, I remember, Kiowa tried to tell me that the man would’ve died anyway. He told me that it was a good kill, that I was a soldier and
this was a war, that I should shape up and stop staring and ask myself what the dead man would’ve done if things were reversed.
None of it mattered. The words seemed far too complicated. All I could do was gape at the fact of the young man’s body. Even now I
haven’t finished sorting it out. Sometimes I forgive myself, other times I don’t. In the ordinary hours of life I try not to dwell on it, but
now and then, when I’m reading a newspaper or just sitting alone in a room, I’ll look up and see the young man coming out of the
morning fog. I’ll watch him walk toward me, his shoulders slightly stooped, his head cocked to the side, and he’ll pass within a few yards
of me and suddenly smile at some secret thought and then continue up the trail to where it bends back into the fog.
O'Brien, Tim. “Ambush.” The Things They Carried
, Houghton Mifflin, New York, 1990, pp. 125–127. [Used according to 17 U.S. Code § 107 - Limitations on Exclusive Rights: Fair Use (opens
in a new window)
].
Read the short story excerpt; then, answer the related questions.
1
2
3
4
5
6
7
Question 13
Correct
1.00 points out of 1.00
Question 14
Incorrect
0.00 points out of 1.00
Which lines best illustrate the author’s purpose of highlighting the narrator’s feelings of guilt?
a.
“The mosquitoes were fierce. I remember slapping them, wondering if I should wake up Kiowa and ask for some repellent, then
thinking it was a bad idea, then looking up and seeing the young man come out of the fog. . . .” (paragraph 4)
b.
“For the first few moments I felt lost, not sure about directions, groping for my helmet and weapon” (paragraph 4)
c.
“Even now I haven’t finished sorting it out. Sometimes I forgive myself, other times I don’t” (paragraph 7)
Correct
d.
“I was afraid of him –afraid of something —” (paragraph 2)
Your answer is correct.
Which group of sentences lacks sentence variety in Tim O’Brien’s narrative?
a.
“In the ordinary hours of life I try not to dwell on it, but now and then, when I’m reading a newspaper or just sitting alone in a room,
I’ll look up and see the young man coming out of the morning fog” (paragraph 7)
b.
“Even now I haven’t finished sorting it out. Sometimes I forgive myself, other times I don’t” (paragraph 7)
c.
“When she was nine, my daughter Kathleen asked if I had ever killed anyone. She knew about the war; she knew I’d been a
soldier. “You keep writing war stories,” she said, “so I guess you must’ve killed somebody” (paragraph 1)
d.
“He wore black clothing and rubber sandals and a gray ammunition belt. His shoulders were slightly stooped, his head cocked to the
side as if listening for something. He seemed at ease. He carried his weapon in one hand, muzzle down, moving without any hurry up
the center of the trail” (paragraph 4)
Your answer is incorrect.
Question 15
Correct
1.00 points out of 1.00
Which statement best illustrates the purpose of the fog?
a.
The fog represents the narrator’s confusion and inner conflict.
Correct
b.
The fog represents the soldier’s and the narrator’s depression during the war.
c.
The fog represents the narrator’s dreams.
d.
The fog is simply the weather conditions during the narrator’s flashback.
Your answer is correct.
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“Ode to Cheese Fries” by José Olivarez
Background
: José Olivarez, the son of Mexican immigrants, is an award-winning poet and podcast host of The Poetry Gods. His work has
been featured in The Chicago Tribune, The New York Times, The Paris Review, and other publications.
golden goo of artificial delicious
what probably lines
my stomach with sunlike grease for weeks after
eating the yellow
so yellow it could only be manufactured so what
if it's fake
as much cheese content as Apple Jolly Ranchers
i come from
a city of foreclosure empty lot city
where we got
dollar store brand action figures so what
my Wolverine didn't
have retractable claws or the right uniform
so my joy
at Pano's my favorite fried everything spot
the cashier's voice
a box of Newports filtered through throat
i didn't know
i would miss this home where the patties
come from freezers
and maybe not ever from cows or even animals
i live in
a city that brags about its organic fair trade
quinoa fed beef
of course i miss the '90s pop playing the restaurant
the Backstreet Boys
live in Cal City where the band never breaks up
the song plays
on repeat as the cashier takes my order say it with me
cheese fries please
give me everything artificial including cardboard fries
the bread fresh
out of some Walmart cloning experiment throw in
a cold pop
i want a joy so fake it stains my insides and
never fades away
Olivarez, José. About José Olivarez
. Retrieved from Jose Olivarez (opens in a new window)
.
---. “Ode to Cheese Fries.” Chicago Tribune Digital Edition
. Retrieved from the Chicago Tribune (opens in a new window)
. [Used with written permission].
Read the background information and poem; then answer the related questions.
Question 16
Correct
1.00 points out of 1.00
Question 17
Correct
1.00 points out of 1.00
Throughout the poem, the poet uses terms like “artificial,” “manufactured,” and “fake” as descriptors for the cheese on the fries. After reading
the entire poem, what is the best statement summarizing the speaker’s attitude towards the cheese fries?
a.
The speaker presents a nonchalant attitude towards the cheese fries because the speaker has a variety of food choices from which to
select.
b.
The speaker appears to have an envious attitude towards the cheese fries because the fries have established a glorified reputation
that the speaker doesn’t have himself.
c.
The speaker reveals a bitter attitude towards the cheese fries due to the fabricated, unhealthy aspects of the fast food item.
d.
The speaker illustrates a celebratory attitude towards eating the cheese fries in spite of their unnatural contents.
Correct
Your answer is correct.
Most of us may not know the meaning of Pano’s—from line 15—when reading “Ode to Cheese Fries.” However, with context clues from the
poem, we can determine that Pano’s is most likely _____.
a.
a friend’s house
b.
a song
c.
a fast food restaurant
Correct
d.
a city
Your answer is correct.
Information
Question 18
Correct
1.00 points out of 1.00
Video: Zitkála-Šá: Advocate for the Rights of Native People
0:00
/ 2:32
1x
1x
Films Media Group. “Zitkala-Šá: Advocate for the Rights of Native People.” Learn360
, 2020. Retrieved from Learn360 (opens in a new window)
. [All Rights Reserved].
Watch the animated video; then answer the related questions.
A student plans to use the video, “Zitkala-Šá: Advocate for the Rights of Native People,” to enhance an assignment with multimedia elements;
however, the student wants to be certain that the video aligns with the topic. Which of the following assigned topics would the video most
effectively enhance?
a.
Women Writers and the Autobiographical Truths behind Their Fictional Stories
Correct
b.
The History and Beauty of Native American Jewelry
c.
Preparing Effective Teachers in America
d.
Indigenous Literature Showcasing Native American Chiefs
Your answer is correct.
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Question 19
Correct
1.00 points out of 1.00
Which statement best illustrates a theme referenced in the video, “Zitkala-Šá: Advocate for the Rights of Native People?”
a.
Historically, American citizens value education as an opportunity for learners to acquire knowledge and skills to become successful
members of society.
b.
No matter the place or the time, education is always effective as long as people have access to it.
c.
Even though children did not want to go to the Indian boarding schools in the U.S., once there, they flourished and easily assimilated
into society.
d.
When a person endures traumatic experiences in childhood, those events can inspire them to fight for change so that
other children and marginalized groups do not have to go through that type of adversity.
Correct
Your answer is correct.
Question 20
Complete
5.00 points out of 5.00
In a minimum of four sentences, write a short paragraph directed to your teacher that includes correct subject-verb agreement and at least
one example of engaging syntax like a hortative, cumulative, periodic, or inverted sentence. Your paragraph should rely upon your own words
and ideas to discuss which activity or text from this unit you enjoyed or learned from the most and which one you felt was the least beneficial
toward helping you be successful in this unit.
Doublecheck your paragraph to make sure that it demonstrates an effective academic tone for communicating with others. You may use the
template to make sure that you address each part of the prompt.
During this unit, I discovered that delving into "Two Kinds" by Amy Tan was the most enjoyable and enlightening experience. Tan's intricate
narrative techniques, combined with her poignant portrayal of cultural and generational dynamics, rendered the story not only engaging but
also thought-provoking. The thematic depth and relatable characters facilitated my seamless understanding of complex ideas. Conversely, the
activity centered around "Ode to Cheese Fries" by José Olivarez appeared less beneficial in contributing to the unit's overall success. Although
the poem provided a unique perspective, its focus on artificiality and unhealthy aspects left me yearning for more substantial literary merit.
Nevertheless, the unit as a whole has expanded my comprehension of diverse literary works, and I anticipate further exploration.
Comment:
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