Category: Essay

 
Both, Literature and Popular media and films are a rich source of material addressing psychopathology and mental illness. You will be asked to view a relevant film or read a work of Literature. Then, I would like students to write a paper that addresses a number of relevant themes including the following:

A comprehensive description of psychopathology (symptoms) or particular Psychopathological dynamics (Oedipus complex, Existential Angst) depicted, including a formal DSM/ICD diagnosis of the protagonist or main character. This should include specific and relevant symptoms and biographical information that indicates how the person displays these dynamics or meets criteria for a particular mental disorder.
Identify a minimum of 3 SCENES either in the film or story that best the above points.
A reflection on the positive and negative messages that the film or story portray regarding the particular disorder or psychological dynamics.
Discussion of how well or poorly the movie or Literary work characterizes the particular form(s) of psychopathology depicted.
The paper should be written using APA format ONLY, and it should be minimum 2,500words long NOT counting title page and bibliography. The paper has to have a title page, followed by an Abstract in which summarizes the main idea of your paper. Then you should have an introduction followed by the main body of your paper where you cover numbers 1-4 above each section subtitled. Finally a Conclusion and a Bibliography. Therefore your paper outline should be as follows:

Title Page
Abstract
Introduction
Description of Psychopathology
Description of 3 scenes.
Characterization
Positive and Negative messages
Conclusion
Bibliography.

 
For this assignment i chose Dostoyevsky, Notes from Underground parts one and two to write about

Option 1: Unreliable Narrators
Choose a text with an unreliable narrator and contrast the narrator’s version of what happens with your own reconstruction of events. Your reconstruction of the plot should be based on clues within the text such as contradictions within the narration or impossibilities that the narrator doesn’t account for.
What does the narrator leave out or misinterpret? How do we know?
What lines of text let us know that something is wrong or missing in the narrator’s version?

Option 2: Defamiliarization
Choose one text from the reading list for this course and describe how the author defamiliarizes the content. Define defamiliarization using quotations from the lecture slides or other scholarly source and then describe how the author of your choice does this in a given work of literature.
What would normal readers expect to find?
What in the text does might the reader find surprising or unfamiliar?
What conventional wisdom does the author defamiliarize?
How does the author’s depiction of a person, institution, society, object, etc. force the reader to reconsider it?
What descriptive terms seem unusual or inappropriate? Why?

Option 3: Theory of Mind, Part 2
Discuss the use of theory-of-mind by characters and the effects it has on the plot in one of the texts we have read since essay 1 (Sarmiento, Machado, Coleridge, Rossetti, Hugo, Dostoevsky, or Chekhov).
Describe how one character’s knowledge of another character’s thinking causes events in the plot.
Cite passages of dialogue that reveal the mental states of the characters.
Compare what one character thinks to what another character thinks he/she thinks.
Identify plot events that depend on one character misunderstanding another’s thinking.
You may include the author’s use of theory-of-mind, also. (optional)

Essay Criteria:
Every essay (in this class or any other) must contain an original thesis and support for that thesis.

Thesis: The thesis of a literary essay will be your interpretative claim about one or more texts. Avoid vague generalizations or speculation about what a text means. Your claim must be supportable.
Vague and unprovable thesis: “I believe that Frankenstein is all about how human beings shouldn’t play God.”
Qualified and Provable thesis: “Mary Shelley’s protagonist, Victor Frankenstein expresses noble ambition, but he often fails to consider the long-term effects his actions will have on other people.”

Support: The support for your thesis must come primarily from the text, itself. You may use outside sources, though these are not required.
If you do use outside sources, these should be scholarly sources and not unqualified, general sources such as Wikipedia or Sparknotes.
Simply repeating your claim in different terms does not qualify as support.
Use quotations, and then explain how the quotation supports the claim. Do not use drop-quotes, long quotations that are inserted as if their relevance was self-evident. Describe what that quotation reveals or why it is significant.

Format & Requirements
3 pages
Must be posted online by Tuesday, Oct. 27, at 11am. Class attendance on that day is still mandatory.
File type: Microsoft Word (DOCX) or Adobe PDF
Standard format:
Basic font (Calibri, Cambria, Times New Roman), 11 or 12 point
One inch margins
Use MLA or APA citation format within the text and in the Works Cited or Reference list at the end. Other APA/MLA requirements are not necessary (such as title page).
You will be graded on your ability to formulate an interpretive claim about the reading and support it with quotations from the text. Base your interpretation of the text in the text.Avoid speculation and overgeneralisation.

A Review of Disarmament, Demobilization, and Reintegration in Afghanistan
4 chapters with a case study and literature review. 35 pages.

Please try to use writing level consistent with mine.

Scaffolding Literacy Package for teachers. Chosen book for this task: “Tales from outer suburbia” by Shaun Tan – Pick one story that has enough text to work with for the following: In this assignment you will build a package of materials that will provide the resources to work through one cycle of the Scaffolding Literacy sequence. You are required to read the attached documents and readings to understand what scaffolding literacy is before attempting the task. I have attached two example so you can see and understand what you are required to do and how the perfect assignment would look. The package will contain the following: A coversheet attached and the following sections: An overview of the lessons in the sequence – identifies the lesson sequence and the lesson focus for each lesson (1 page) Text selection – identifies the book under study, lists worthwhile teaching outcomes for the book and indicates which of those outcomes the upcoming lessons will address (no more than 1 page) Contextual understanding – identifies broad cultural and situational contexts in the book which may be challenging for EALD learners and suggests ways in which these may be introduced to the students in preparation for the lessons in the sequence (no more than 1 page) Text orientation – a script for the planned delivery of the lesson, in particular highlighting the words and phrases which are being fore-grounded in preparation for upcoming lessons. Language Orientation – a script for the planned delivery of the lesson, in particular highlighting the ways in which meanings will be elaborated. Transformations – a script for transformations on one or two sentences. Word Study – select five words from your transformation sentence/s and indicate the different ways in which those words could be studied with the children. Patterned writing – construct a writing plan for use by students NB Each of these teaching package components will be both demonstrated in the lectures and prepared by students in the tutorials You are also to include a critical reflection of a scaffolding literacy lesson you have observed in the classroom. It should include a description of what you observed in the lesson, how it reflected your understanding of the purpose of the lesson as described in the literature and in lectures, and how it informed your own construction of the same step in the Scaffolding Literacy sequence. Attach this critical reflection to the lesson in the sequence it describes. For example, if your critical reflection is of a Transformations lesson, place it with your Transformations lesson.