Author: admin

The Fall of Enron                                 September, 2017                                Name/Uni

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Enron, founded in 1985, collapsed in 2001 in one of the fastest reversal of fortunes in corporate America.  The purpose of this exercise is to evaluate your understanding of the key issues and opportunities missed by Enron’s management team.  Enron had a Blue Chip board and the technical expertise to management its risks so what worked and what led to the rapid failure of Enron’s strategy.

1. In 1985, the U.S gas market was going through a great deal of change through deregulation. How did Enron adapt to these changes?

1. How did Enron use deregulation to improve their trading of gas and other commodity products?

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III. The new president of Enron trading operations, Jeff Skilling, began to refine the trading model regarding “heavy” assets, such as pipelines.  What impact did this have on Enron’s operations? Was it positive or negative and why?

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1. Enron began to make strategic acquisitions in the following countries

Choose all that apply:

1. The United Kingdom
2. India
3. Eastern Europe
4. Tunisia
5. The Middle East
6. Canada
7. Central & South America
8. Alaska
9. None of the above

1. Enron’s strategy depended largely on deregulation and market fragmentation.

Select the strategic and proactive steps taken by Enron to grow their business in deregulated and fragmented markets.  Choose all that apply:

1. Enron made strategic investments in countries with little regulation and were highly fragmented
2. Enron diversified into water and power plants.
3. Enron sold assets in highly regulated markets
4. Enron became a vocal advocate for deregulation of prices in the energy markets (large lobby effort)
5. Enron pushed the envelope in accounting for their complex trading strategy because existing accounting standards did not fully incorporate the assumptions used by Enron and agreed to by their external auditors, Arthur Andersen
6. Only A., C. and E. above
7. All but C. above

1. Enron was known for its risk management practices. Please explain how Enron managed risk?

1. Enron’s Risk Assessment and Control group (RAC) employed Value at Risk (VaR) methods and supplemented that analysis with Monte Carlo simulations to evaluate sudden economic shocks to their model                                   T/F

VII.  How did Enron change the accounting standards to accommodate their interpretation of accounting for their complex trades?  Place an “X” by your choice(s):

__________     Use present value accounting for long-term contracts (mark to market)

__________     Early recognition of revenue based on present value of future income streams

__________     Extensive use of forward contracts with exposure to counterparty credit risks

__________     Extensive use of special purpose entities (SPEs) which allowed off-balance arrangements while permitting income and losses to be recognized in income statements

VIII.  Enron ran a relatively tight ship while managing a great deal of complexity.  In your opinion what key actions led to Enron’s failure?

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NURS 4003 Nursing Research

Fall 2017

Evidence Based Table Template (75 points)

The student will use the template below to develop an Evidence Based Table to be used for the literature review.  The student should include a minimum of 15 articles related to the approved nursing topic of interest (topic approved by instructor for literature review paper). The student will then complete the table below.  Every section of the table must be completed. It is highly recommended to save each article for review.  A research binder would be ideal to save and organize the articles. Organization and grouping of similar articles will help when writing the paper. Complete and submit the table via the BB assignment link

NURS 4003 Evidence Based Practice: Evidence Based Table

(Minimum of 15 Peer-Reviewed, Evidence Based Practice Articles)

Topic:

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ENGL 311: Studies in Contemporary Literature – Semester Paper Assignment ASSIGNMENT EXPLANATION AND REQUIREMENTS:

This semester, I want each of you to research and develop an interpretation of a written work (or works) by a contemporary writer.

There, I got it out in one sentence. And how many pages you ask? Well, I usually ask more for quality than quantity, but to keep everyone together in ambition and scope, I’d say shoot for a 7-8 page semester paper.

By “interpretive,” I mean that you should not exclusively summarize factual information from an encyclopedic source (date of birth, date of death, first crush, first crushing rejection, etc.). It is fine—and perhaps wise—to include factual, biographical information about your author, but only to help illuminate some point you are trying to examine in that author’s written work. I don’t want the whole paper or even a majority of it to become bio or plot summary.

You need to cite a minimum of five sources in this essay. You may document these sources according to either APA or MLA guidelines—I’ve taught long enough to become very familiar with both, and I don’t believe in forcing everyone to use MLA just because that’s what English folks use. You should plan on consulting more than a mere five sources, but I’m only requiring that you end up paraphrasing or directly quoting this minimum in your text. And, yes, the concluding Works Cited (MLA) or References (APA) page can count toward your 7-8 page target range.

I do want the interpretation of your author’s work to be primarily based on your own thoughts, insights, etc., but I also want to see you supporting your interpretations with scholarly sources and / or summarizing some rival interpretations from these outside sources.

RESEARCHING YOUR PAPER:

At this point, I’m hoping you’ll start the thought process and then begin browsing some of the online resources that Drury offers via Olin Library. Remember, everyone needs to submit a tentative thesis or topic statement as part of the midterm at the end of Week Five. I just want you to do some keyword searches via the databases in Olin Library (JSTOR, Academic Search Elite, Google Scholar and ProQuest Central are the best choices for researching contemporary works of literature) so that you can compare your wish-list topic choices to what is actually available in terms of full text articles. If you even start searching this week, you’ll have time to make an informed and hopefully narrowed choice for a semester paper topic instead of just phoning in a “best guess” at the end of Week Five. Never hesitate to send me early questions or topic ideas, either. I’m here to help!

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• Week 1 Individual Project – Starting with Tableau (DUE THIS WEEK)
Please click on the link above to submit this week’s assignment.
Write a report describing a real-world data set using various types of visualizations. More specifically:
  • Find an interesting data set online and download it. You can look for one at the following sources:
    • UCI
    • Data Mining and Data Science
    • UN Data
    • US Census Bureau
    • US Government
  • Load the dataset into Tableau and generate various types of visualizations. These should accurately and clearly show what the data contains and allow the reader to see trends and other interesting patterns. Make sure to take into account what you have learned so far about perception and design considerations.
  • Write the report. The report should include the following:
    • An overall description of the dataset you used (source, number of records and attributes, what it represents?, what was is used for?, etc.)
    • Figures showing the visualizations you generated in Tableau along with descriptions of these figures and any conclusions you can draw from them. You should have at least five different figures, which illustrate the dataset from different points of view.
    • Description of how you used the material covered this week to build the visualizations.
    • Final conclusions you can make about the dataset.
  • You are required to use IEEE format for styling the report, except use single column layout.
  • 

Please read the template for help.

Submission Directions:
  • Submission Directions:
  • Please submit this assignment (a MS Word document containing the report) by Sunday of Week 1 at 11:59pm CT.
  • You will be graded based on the following rubric:

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Includes a sketch of each required page/overall layout (3 pts each)

· Front Cover

· Table of Contents

· Editor’s Note

· Letters to the Editor

· ¼ Page Hawaii Ad

· ½ Page Color Splash Ad

· Full Page Bugle Girl Ad

· Subscription Pages (Front and Back)

· Long Article (3 pages minimum)

· Recipe Article

· Top 10 Article

· Infographic

· Classified/Personal Ads

· Extra Credit (Advice Column, Classified Ads, Author Profile)

· Back Cover

Must have placeholders for images, rough layouts for headlines and subheads

I want the writer to sketch by taking 8 pieces of paper and folding them in half and then sketch. I will also upload a file for him, which will be an example.

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Looking at the overall performance of the US airline industry during the last 20 years of the case study, I want you to think about the extent to which the industry’s low average profitability during this period can be attributed to the structure of the industry rather than just cyclical and situational events. In your analysis apply Porter’s five forces and determine which force(s) has had the biggest impact in depressing industry profitability. Then considering your determinations, think about what the outlook for industry profitability going forward are and what are strategies by the airlines to date that have been effective in moderating the forces of competition. Then develop alternative strategies that the airlines could use to improve their position and or the industry’s profitability in the future.

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Structure of the text

 

The structure of material-based theses (most Master’s theses and material-based Bachelor’ theses) is usually the following: title, abstract(s), table of contents, introduction, material and methods, results, discussion, conclusions, acknowledgements, bibliography and possible appendices. In literature reviews – for example in most Bachelor’s theses –the headings should match the content of the chapter. In work reports, on the other hand, it is possible to deviate from the general structure and, for example, introduce the results and discuss them in one and the same chapter. Decimal points should be used in subheadings (i.e. write the main headings as 1, 2, 3 and subheadings as 1.1, 1.1.1, 1.1.2, 1.2, 1.2.1, 2.1, etc.). Note that no point is used after the final number. Theses need to have a separate table of contents page, and this page should come after the title page. You will find an example of a table of contents at the end of these instructions. Page numbering should start from the table of contents page; however, the page number should be hidden on the first page and become visible from the introduction page (2) onward. The page number should be placed on the bottom of the page and be centred. In work reports with no table of contents, page numbering should start from the introduction page. Main headings should be written in capital letters and be preceded and followed by an empty line. Subheadings should be written in lower case letters and be preceded and followed by an empty line. Headings should not be written in italics or bold (except for scientific names). Line spacing should be set at 1.5: only the abstract, figure and table captions, acknowledgements and references should use single line spacing. A page margin of 2.5 cm should be used on the left, right, top and bottom of the page. Each new paragraph should have an indentation of 0.5 cm (use the tabulator key, not the space key), except for the paragraph following a heading, which should be started without an indentation. The font should be Times New Roman and the font size 12 pt. The text should be justified on both sides, except for the list of references, which should be aligned left.   The language variant to be used in the thesis is British English (English, United Kingdom).

 

The abstract in Master’s and Bachelor’s theses should be placed after the title page. The abstract should be as concise as possible. It should describe the essential content of the thesis (without making references to literature or the text) in no more than 300 words. A good abstract covers all of the following – background, objectives, methods, results and discussion – in a brief and concise manner. The most important things about the study and possibly also the main points of the author’s interpretation of the results should be explained in a few sentences. No statistical variables or significance values (p) should be included in the abstract. You will find an example of an abstract and a title page, as well as more detailed instructions on the abstract page at the end of these instructions.

The introduction chapter presents to the reader the essential aspects of the theme of the study, describes the purpose of the study, presents the question setting and, if the topic is extensive, narrows it down and defines it. The introduction should clearly explain why the topic is important or interesting, and it should help the reader to understand the things to be presented later in the study. The introduction should not be a historical review of the topic. The introduction is short, usually no more than two pages, and no subheadings are used in the introduction. A more detailed literature review of the topic can be included after the introduction. This literature review should have a descriptive heading (as in the example table of contents, “Biology of Ceratodonpurpureus”). After the literature review, the detailed objectives, hypotheses and research questions of the study should be presented in a chapter of their own.

 

The discussion chapter should compare your results to those presented in the field’s literature earlier, and the factors affecting your results should be discussed critically. It is important to make conclusions, to underline the significance of the study, and to give suggestions for further research. Furthermore, the reliability of the results should be assessed. This chapter lays the foundations for the conclusions chapter.

 

The conclusions chapter should briefly describe the main findings of the study and the supporting arguments which are based on your own results and on everything else presented in the discussion chapter. It is not necessary to repeat all of the findings in the conclusions chapter. No references should be used in the conclusions chapter – the necessary references should be made in the preceding chapters. Suggestions for further research can also be presented in the conclusions chapter.

 

The acknowledgements chapter should mention the supervisors of the thesis, the persons who have helped in the process, any possible funding obtained for the study, and any possible equipment or facilities made available to you by other academic departments.   Sources and references

 

The sources of your thesis should mainly comprise peer-reviewed scientific articles.

 

The references in the text should be written as follows: “Aula (1965) states that…” or: “Viruses have been observed to cause chromosome abnormalities (Aula 1965).” The expression “According to Aula (1965)…” should be avoided, unless you wish to place particular emphasis on the author’s role. The sentence “According to studies conducted by Aula (1965),…” has too many self-explanatory words. The referencing technique in which the sources are listed at the end of the paragraph separated by a full stop, should not be used. Furthermore, in references given in figure and table captions, a full stop ends the sentence. Authors’ first names should not be mentioned in the text. If the thesis contains references to works by authors who have the same last name and the same year of publication, the first

 

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letter of the authors’ first name should be given in the reference. When referring to a specific section of an extensive book, the page numbers should be given, e.g. “…terBraak (1986: 624-625)”. Page numbers should not be given when referring to edited books which contain chapters by different authors. If an article or a book has two authors, this should be indicated as “Aula &Gripenberg (1965)”; however, if there are three or more authors, this should be indicated as “Aula et al. (1965)”. All of the authors should nevertheless be mentioned in the bibliography, also in case there are several authors. References should be listed in a chronological order whenever the text has several references in one and the same place. Information which has already become established in the field’s literature or which has been observed in several studies and can thus be referred to by using a variety of references, should be indicated as follows: “…(e.g. Aula et al. 1965, Koikkalainen 1989)”.  In the event of a secondary reference, i.e. when you are referring to an important source which you haven’t read by yourself, this is indicated by first giving the secondary reference followed by the primary one (“Elfing 1932, cited in Koikkalainen 1999”). You can also indicate the secondary nature of a reference by writing it out. For example, you can write: “According to Koikkalainen (1999), Elfing (1932) was the first to report this phenomenon.” By doing this, you don’t need to get a hold of Elfing’s article, nor do you claim to have read it yourself. Both the primary and the secondary reference should be included in the bibliography. As a rule, however, secondary references should be avoided.  In some cases, publications you refer to may not have a named author or editor. Publications given out by administrative bodies (committees, working groups, etc.) and organisations should be referred to as follows: ”…Nature Reserve Working Group (1993)”, “…(World Commission on Environment and Development 1988)”, “…(Government Memo 1993)”, and “…Act on Metsähallitus (1993)”. If the name of the administrative body or organisation is very long, you can abbreviate it the second time you are referring to it, provided that there is no risk of misunderstanding. For example: “…(World Commission 1988)”. Articles and websites published anonymously can be referred to as works by anonymous authors “…(Anon. 1900)”. Articles published in newspapers can be referred to as ”…(Karjalainen 6.9. 1999)”, and maps can be referred to as “Terrain Map 2034 06 (1989)”. References to television programmes should be indicated as “…(TV1 24.12. 1997)”. Information received personally from a scholar should be referred to as “…(PekkaPuska, oral communication 1.4. 1986)”, and information made publicly available as “…(PerttiHuttunen, oral communication 18.3.2006)”. The same technique also applies to all other unpublished information. Oral communications should not be included in the bibliography. Direct quotations should be avoided; however, short quotations can be used when necessary. Direct quotations should always be indicated by quotation marks and they should be accompanied by a relevant reference. Longer quotations can be indicated in the text by making an indentation. Copying of other authors’ texts and partially modifying them constitutes plagiarism, which is absolutely prohibited in all academic theses. Plagiarism can be detected and the department uses tools designed specifically for the purpose. You should become familiar with the materials related to your topic by reading a variety of sources, after which you should write your text in your own words.

 

Reference to a scientific journal:  Goldman, N., Bertone, B., Chen, S., Dessimoz, C., LeProust M.L., Sipos, B., Birney, E. 2013: Towards practical, high-capacity, low-maintenance information storage in synthesized DNA. – Nature 494: 77-80.

 

The issue number of the journal is given only if page numbering starts from 1 in every issue (e.g. 15 (2): 1-7). If the source is so new that the issue number and other information is not available (Just Accepted, Early Access, etc.), the DOI number assigned to all scientific articles published online is given in the bibliography.

 

Agatz, A., Cole, T.A., Preuss, T.G., Zimmer, E.I., Brown, C.D. 2013: Feeding inhibition explains effects of imidacloprid on the growth, maturation, reproduction and survival of Daphnia magna. DOI: 10.1021/es304784t.

 

Reference to a book:  Hegi, G. 1909: Illustrierte Flora von Mittel Europa II. – 405 p. G. Fischer Verlag. [Give the name of the author, the name of the book, number of pages in the book, the publisher and the place of printing.]

 

Reference to an article in an edited book:  Manuu, D. 1976: Insect pests in West Africa. – In: Corley, R.H.V., Hardon J.J. & Wood, B.J. (eds.), Oil Palm Research: 369-383. Kluver Academic Publishers. Amsterdam.  [Give the page numbers of the article, the publisher and the place of printing.]

 

Reference to a publication by an anonymous author:  The Times 2013: Man must mediate to save wildlife – The Times Newspaper 22.5.2013. London, UK. BBC 2013: World News. – British Broadcasting Corporation. 7.6.2013. London. Government Decree on Substances Dangerous and Harmful to the Aquatic Environment 2006: – Translations of Finnish acts and decrees N:o 1022, 10 p. Available online at http://www.finlex.fi/fi/laki/kaannokset/2006/en20061022.pdf. European Parliament (EP), Council of the European Union (CEU) 2009. Regulation (EC) No 1007/2009 of the European Parliament and of the Council of 16 September 2009 on trade

 

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in seal products.  – Official Journal of the European Union L 286/36, 4 p. Available online at http://eur-lex.europa.eu/JOIndex.do. Organisation for Economic Cooperation and Development (OECD). 2007. Guidelines for Testing of Chemicals No 233: Sediment-water Chironomid Life-Cycle Toxicity Test Using Spiked Water or Spiked Sediment. –  OECD Guidelines for the Testing of Chemicals, 34 p. Paris, France. Geographic map 2034 06 (187): Helsinki (1: 20 000). Karttakeskus. Helsinki. World Commission on Environment and Development 1987: Our Common Future. Report of the World Commission on Environment and Development. 347 p. United Nations.

 

Reference to an academic thesis: Juutinen, S. 2004: Methane fluxes and their controls in the littoral zones of boreal lakes. – Doctoral dissertation. University of Joensuu, PhD Dissertations in Biology, n:o 25, 110 p. Joensuu. Penttinen, O.-P. 1997: Effects of anoxia and xenobiotics on the metabolic heat dissipation by freshwater benthic invertebrates. – Doctoral dissertation. University of Joensuu, Publications in Sciences, n:o 43, 37 p + appendices. Joensuu. Valdez, H. 2007: ErilohikantojenalttiusDiplostomumspathaceum ja Tylodelphusclavataimumadoille. – Master’s thesis. Faculty of Biosciences. University of Joensuu. 32 p. Joensuu.

 

Reference to a source on the Internet:  Electronic journal:

 

Cosquer, A., Raymond, R., A.-C. Prevot-Julliard, A.-C. 2012: Observations of everyday biodiversity: a new perspective for conservation? Ecology and Society 17(4): 2. http://dx.doi.org/10.5751/ES-04955-170402

 

If no DOI number is available:

 

Gunderson, L. 1999: Resilience, flexibility and adaptive management – antidotes for spurious  certitude? – Conservation Ecology 3 (1): http://www.consecol.org/vol3/iss1/art7/ 14.2.2013. [Give the website address and the date of accessing the article.]

 

If no page numbering is used in an electronic journal, the running number of the article (7) is given in the bibliography instead of the page numbers. If a volume comprises several issues, the issue number is given in parentheses after the volume number [3 (1)].  If an electronic journal is also published as a printed equivalent, the reference to it is made normally, without a website address and a date of accessing the article, even if the article was read or printed out online. Other websites: Information available online, except for refereed electronic journals, hasn’t usually gone through a similar referee procedure as scientific articles. This is why information available online should be used with caution. The responsibility for assessing the information rests with the user of the information alone. An academic thesis cannot be solely or mainly based on information available online. However, the websites of many (non-commercial) international organisations (such as the UN and its sub-organisations, ministries and state research institutes) contain reliable information. If the source doesn’t have an identifiable author, it should be referred to as “Anon.”, short for anonymous. In the text, the reference is “…(Anon. 1999)”. If the text contains references to several anonymous authors for the same year, the letters a, b, c, etc., are added after the year. For example, “Anon.1999a: Maps of cloudiness over Russia.

 

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http://nffc.infospace.ru/engl/sat_map.htm. 5.9.1999.” Note, however, that it is often possible to use an organisation as the author instead of a person.

 

Taxonomic references Taxonomic references are given either only in the text by mentioning the authority (abbreviations) or as other references. Scientific names denoting genus and species are written in italics both in the text and in the bibliography. Names denoting family and taxons above that are not written in italics. For example “Euphrasiarostkoviana ssp. fennica (Kihlm.) Karlsson”, but “Poaceae plants”. Abbreviations denoting subspecies (ssp.), form (f.) and variant (var.) are not written in italics, nor are the names of persons who have classified the species (authority). Authority names are given after the scientific names when the text involves only a few species. The authority name(s) and the genus of the species are given only when the species is mentioned for the first time, and the abbreviation of the genus is given thereafter. For example the above-mentioned “Euphrasiarostkoviana” is abbreviated as “E. rostkoviana” after its first mention in the text. If the text covers several species, a reference to a list of species or a classification guide can be made. In this case, the authority names do not need to be written in the text and the reader can check them in the list or the guide if he or she so wishes. It is recommended to use the established English-language names of common species. However, this does not remove the need to make authority references. For example, if the thesis deals with the lynx, it should be written as “Lynx lynx L.” in the beginning of the thesis, after which the common English-language word lynx can be used. Latin terms describing methods are written in italics, e.g. in situ, in vivo and in vitro.

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Write a 500-750 word essay. The word count does not include formatting or the works cited page.

Write a critical analysis of Walt Whitman’s “Song of Myself”.

Please utilize one of the below listed approaches:

Described below are nine common critical approaches to the literature. Quotations are from X.J. Kennedy and Dana Gioia’s Literature: An Introduction to Fiction, Poetry, and Drama, Sixth Edition (New York: HarperCollins, 1995), pages 1790-1818.

1) Formalist Criticism: This approach regards literature as “a unique form of human knowledge that needs to be examined on its own terms.” All the elements necessary for understanding the work are contained within the work itself. Of particular interest to the formalist critic are the elements of form—style, structure, tone, imagery, etc.—that are found within the text. A primary goal for formalist critics is to determine how such elements work together with the text’s content to shape its effects upon readers.

2) Biographical Criticism: This approach “begins with the simple but central insight that literature is written by actual people and that understanding an author’s life can help readers more thoroughly comprehend the work.” Hence, it often affords a practical method by which readers can better understand a text. However, a biographical critic must be careful not to take the biographical facts of a writer’s life too far in criticizing the works of that writer: the biographical critic “focuses on explicating the literary work by using the insight provided by knowledge of the author’s life…. [B]iographical data should amplify the meaning of the text, not drown it out with irrelevant material.”
Historical Criticism: This approach “seeks to understand a literary work by investigating the social, cultural, and intellectual context that produced it—a context that necessarily includes the artist’s biography and milieu.” A key goal for historical critics is to understand the effect of a literary work upon its original readers.

3) Gender Criticism: This approach “examines how sexual identity influences the creation and reception of literary works.” Originally an offshoot of feminist movements, gender criticism today includes a number of approaches, including the so-called “masculinist” approach recently advocated by poet Robert Bly. The bulk of gender criticism, however, is feminist and takes as a central precept that the patriarchal attitudes that have dominated western thought have resulted, consciously or unconsciously, in literature “full of unexamined ‘male-produced’ assumptions.” Feminist criticism attempts to correct this imbalance by analyzing and combatting such attitudes—by questioning, for example, why none of the characters in Shakespeare’s play Othello ever challenge the right of a husband to murder a wife accused of adultery. Other goals of feminist critics include “analyzing how sexual identity influences the reader of a text” and “examin[ing] how the images of men and women in imaginative literature reflect or reject the social forces that have historically kept the sexes from achieving total equality.”

4) Psychological Criticism: This approach reflects the effect that modern psychology has had upon both literature and literary criticism. Fundamental figures in psychological criticism include Sigmund Freud, whose “psychoanalytic theories changed our notions of human behavior by exploring new or controversial areas like wish-fulfillment, sexuality, the unconscious, and repression” as well as expanding our understanding of how “language and symbols operate by demonstrating their ability to reflect unconscious fears or desires”; and Carl Jung, whose theories about the unconscious are also a key foundation of Mythological Criticism. Psychological criticism has a number of approaches, but in general, it usually employs one (or more) of three approaches:
An investigation of “the creative process of the artist: what is the nature of literary genius and how does it relate to normal mental functions?”
The psychological study of a particular artist, usually noting how an author’s biographical circumstances affect or influence their motivations and/or behavior.
The analysis of fictional characters using the language and methods of psychology.

5) Sociological Criticism: This approach “examines literature in the cultural, economic and political context in which it is written or received,” exploring the relationships between the artist and society. Sometimes it examines the artist’s society to better understand the author’s literary works; other times, it may examine the representation of such societal elements within the literature itself. One influential type of sociological criticism is Marxist criticism, which focuses on the economic and political elements of art, often emphasizing the ideological content of literature; because Marxist criticism often argues that all art is political, either challenging or endorsing (by silence) the status quo, it is frequently evaluative and judgmental, a tendency that “can lead to reductive judgment, as when Soviet critics rated Jack London better than William Faulkner, Ernest Hemingway, Edith Wharton, and Henry James, because he illustrated the principles of class struggle more clearly.” Nonetheless, Marxist criticism “can illuminate political and economic dimensions of literature other approaches overlook.”

6) Mythological Criticism: This approach emphasizes “the recurrent universal patterns underlying most literary works.” Combining the insights from anthropology, psychology, history, and comparative religion, mythological criticism “explores the artist’s common humanity by tracing how the individual imagination uses myths and symbols common to different cultures and epochs.” One key concept in mythlogical criticism is the archetype, “a symbol, character, situation, or image that evokes a deep universal response,” which entered literary criticism from Swiss psychologist Carl Jung. According to Jung, all individuals share a “‘collective unconscious,’ a set of primal memories common to the human race, existing below each person’s conscious mind”—often deriving from primordial phenomena such as the sun, moon, fire, night, and blood, archetypes according to Jung “trigger the collective unconscious.” Another critic, Northrop Frye, defined archetypes in a more limited way as “a symbol, usually an image, which recurs often enough in literature to be recognizable as an element of one’s literary experience as a whole.” Regardless of the definition of archetype they use, mythological critics tend to view literary works in the broader context of works sharing a similar pattern.

7) Reader-Response Criticism: This approach takes as a fundamental tenet that “literature” exists not as an artifact upon a printed page but as a transaction between the physical text and the mind of a reader. It attempts “to describe what happens in the reader’s mind while interpreting a text” and reflects that reading, like writing, is a creative process. According to reader-response critics, literary texts do not “contain” a meaning; meanings derive only from the act of individual readings. Hence, two different readers may derive completely different interpretations of the same literary text; likewise, a reader who re-reads a work years later may find the work shockingly different. Reader-response criticism, then, emphasizes how “religious, cultural, and social values affect readings; it also overlaps with gender criticism in exploring how men and women read the same text with different assumptions.” Though this approach rejects the notion that a single “correct” reading exists for a literary work, it does not consider all readings permissible: “Each text creates limits to its possible interpretations.”

8) Deconstructionist Criticism: This approach “rejects the traditional assumption that language can accurately represent reality.” Deconstructionist critics regard language as a fundamentally unstable medium—the words “tree” or “dog,” for instance, undoubtedly conjure up different mental images for different people—and therefore, because literature is made up of words, literature possesses no fixed, single meaning. According to critic Paul de Man, deconstructionists insist on “the impossibility of making the actual expression coincide with what has to be expressed, of making the actual signs [i.e., words] coincide with what is signified.” As a result, deconstructionist critics tend to emphasize not what is being said but how language is used in a text. The methods of this approach tend to resemble those of formalist criticism, but whereas formalists’ primary goal is to locate unity within a text, “how the diverse elements of a text cohere into meaning,” deconstructionists try to show how the text “deconstructs,” “how it can be broken down … into mutually irreconcilable positions.” Other goals of deconstructionists include (1) challenging the notion of authors’ “ownership” of texts they create (and their ability to control the meaning of their texts) and (2) focusing on how language is used to achieve power, as when they try to understand how a some interpretations of a literary work come to be regarded as “truth.”

Your essay should be formatted in MLA style, including double spacing throughout. All sources should be properly cited both in the text and on a works cited page. As with most academic writing, this essay should be written in third person. Please avoid both first person (I, we, our, etc.) and second person (you, your).

In the upper left-hand corner of the paper, place your name, the professor’s name, the course name, and the due date for the assignment on consecutive lines. Double space your information from your name onward, and don’t forget a title. All papers should be in Times New Roman font with 12-point type with one-inch margins all the way around your paper. All paragraph indentations should be indented five spaces (use the tab key) from the left margin. All work is to be left justified. When quoting lines in literature, please research the proper way to cite short stories, plays, or poems.

Should you choose to use outside references, these must be scholarly, peer-reviewed sources.

Be careful that you don’t create a “cut and paste” paper of information from your various sources. Your ideas are to be new and freshly constructed. Also, take great care not to plagiarize.

Whatever topic you choose you will need a debatable thesis. A thesis is not a fact, a quote, or a question. It is your position on the topic. The reader already
knows the story; you are to offer him a new perspective based on your observations. Since the reader is familiar with the story, summary is unnecessary.

Rather than tell him what happened, tell him what specific portions of the story support your thesis.

Please follow these instructions. The last time that I ordered a paper the instructions were not followed and I had to basically re-write the paper due to not having enough time to have it fixed through the website.

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