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This week, continue work on your Final Project by completing your draft and subm

by | Jun 22, 2022 | Education | 0 comments

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This week, continue work on your Final Project by completing your draft and submitting it to SmartThinking, our online tutoring service. Part 2: Final Project Draft Due and SmartThinking Report (50 points) Week 7, Day 5/7 STEP 1: Week 7, Day 5: Submit your Work to SmartThinking Online Tutoring. Complete a 6-page draft of your final project in APA format (cover sheet and reference pages are not counted in the total pages), and then submit it to SmartThinking, the online tutoring service. You can reach this system by clicking the blackboard tab “Tutoring Online.” STEP 2: Week 7, Day 7: Submit the Feedback By the end of this week, submit you received from SmartThinking in the week 7 learning activities in Blackboard. You will use this feedback to help guide your revisions during week 8. Write a research-based literary analysis in MLA or APA format (cover sheet and reference pages are not counted in the total pages) responding to one of the pieces of children’s literature studied in class. Source minimum: 5 scholarly sources (for instance, a peer-reviewed journal article or a chapter from an academic book). For more information on this assignment and specific prompts, see the weekly learning activities. Spiritual Roots: As we saw in our Biblical Basis Reflection in Week 1, the spiritual roots in children’s literature are essential to a child’s development. Select one of the texts from class to analyze how it addresses the child’s spiritual development. For instance, you may look at the role of empathy, kindness, faith, a strong moral code, honesty, discernment, or self-sacrifice in the text. Pay attention to the worldview or worldviews this text is representing. Consider writing about The Princess and Curdie, Wonder, The Watsons Go to Birmingham–1963, or The Voyage of the Dawn Treader for this prompt. Gender Roles: Critical theorist Judith Butler compares gender roles to performing in a play. Day by day, the choices we make about how we talk, walk, and dress are part of how we live out these gender roles. Literature is an important space for children to see how to “do” gender. Analyze how one of the texts from class represents what it means to be a boy or a girl, a man or a woman, and how the author communicates this position on gender roles. Does this text rely on stereotypes or move beyond them? Consider writing about The Princess and Curdie, Ella Enchanted, Esperanza Rising, or The Watsons Go to Birmingham–1963 for this prompt. Diversity: In many ways, children’s literature is a mirror that the child looks into searching for herself or himself, which is one of the reasons a diversity of representation in children’s literature is so important. Furthermore, representations of diversity (ethnic, racial, religious, or other forms of diversity) can promote connection across differences and growth in empathy, but it is not only important to represent diversity in children’s literature but also to be sensitive, accurate, and supportive in these representations. Interpret what one of the texts we read for class is saying about diversity and how the narrative, characters, and descriptions bring out this message. Consider writing about Esperanza Rising, Inside Out and Back Again, The Watsons Go to Birmingham—1963, or Wonder for this prompt. Loss: Many works of children’s literature prominently feature trauma, loss, and grief and model responses to this loss. Choose a text from class that features a prominent trauma or loss (such as the death of a loved one, a near-death experience, or a move from home). What is the text saying about the nature of loss/suffering and how does the writer communicate that with the narrative, characterization, and description? Consider to what extent must the child navigate this experience alone and, if helpers and mentors are present, who they are. Consider writing about Esperanza Rising, Ella Enchanted, Inside Out and Back Again, or The Watsons Go to Birmingham—1963 for this prompt. Choose Your Own: You may have a particular research interest that does not fit within the above categories, and you are free to pursue it with your instructor’s approval and guidance. Reach out to your instructor by the middle of Week 6. The draft clearly addresses the chosen prompt and analyzes the primary text with a clear, focused thesis and sufficient textual evidence. The thesis is insightful and offers a compelling interpretation of the text. At least four secondary sources are integrated well.

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