Category: English

The Prompt:
Jane Austen’s work is known for how clearly and thoroughly she portrays and reveals the society of her time. We have spent the unit reflecting on the writing styles and culture elements that took place across Pride and Prejudice. Now, you will become an expert on one facet of the Regency using pointed research and literary argumentation skills you have been developing over the course of the year. you will research and write an argument about an aspect of Regency life and how its inclusion adds textual and thematic depth to Pride and Prejudice.
Aspects of Regency Society to Choose From:
Travel, Letter Writing, The Military, The Clergy, Games, Fashion, Courtship, Gender Roles, Landscapes.
use these links as sources: The Jane Austen Society of North America:
https://jasna.org/publications-2/persuasions/ 
The British Library: https://bll01.primo.exlibrisgroup.com/discovery/search?vid=44BL_INST:BLL01&lang=en
The Morgan Library: https://www.themorgan.org/
NYC DoE Library OneFile: https://go.gale.com/ps/dispBasicSearch.do?userGroupName=nysl_ca_dmvacces&prodId=A ONE  

A. Assignment Overview
Total 30 Points
You’ll be graded on your ability to provide a copy of the written transcript of your recorded interview.
*No external sources. Base your response on the author’s conversation in the assigned book and, as an add-on, you can tie in lectures, multimedia, and your own personal experiences, stories, and examples.
B. Transcription Guidelines (30 Points)
GETTING STARTED
Download and view the class handout on the Oral History Project before attempting to complete the Interview. Record your interview by audio or video. After, begin the transcription process. There are some audio recording apps that will translate much of the interview, if in English.
THE BASICS
Accuracy.
Only type the words that are spoken in the audio file. Phrases or words you don’t understand should not be omitted. Instead, they should be tagged appropriately according to the company’s guidelines.
US English. Use proper US English capitalization, punctuation and spelling. Do not write phonetics or netspeak such as “u” for “you”.
Do Not Paraphrase. Do not correct the speaker’s grammar nor rearrange words. Also, do not cut words that you think are off-topic or irrelevant. Any words not spoken should not be included. Type the actual words spoken.
Do Not Add Additional Information. Do not add additional information such as page numbers, job numbers, titles, or your comments in your submission. Such information can be added in separate fields below the transcript.
“Clean Up” Non-Verbatim Jobs. Verbatim means in exactly the same words as were used originally. Lightly edit non-verbatim work to remove false starts, filler, and stutters. A popular non-verbatim is the “hmm” sound when thinking about what to say next. Remove them only as necessary.
Verbatim Work Should Be Truly Verbatim. When transcribing verbatim work, include every utterance and sound exactly as you hear. Unless directed in the work’s “Notes” section, all filler words should be included. Also, transcribe stutters as accurately as possible.
THE FORMAT
Use speaker labels. These are words used to identify a person speaking in audio. The label is usually the speaker’s name, role, or other identifying attributes.
Assign Timestamps at the top of every page (HH:MM:SS) – Hour, Minutes, Seconds.
Do not use double spaces after sentences or anywhere else. You can use Search & Replace function in your word processor to change all double spaces to single ones.
Follow correct grammar. All sentences should start with a capital letter and have the correct punctuation.
Where possible, break compound sentences into smaller ones. Long sentences should be broken into fragments.
Keep your paragraphs short to a maximum of 400 characters.
Insert a blank line between paragraphs. Also, start a new paragraph at every speaker change.
Do not indent anything.
C. Examples for Review
Curious to know what an interview transcript looks like? Here are a few examples as references. Your submission should look similar but doesn’t have to be identical.

Talk about Langston Hughes and Walt Witman  
Over the course of the semester, we have read a number of works of public intellectual criticism about many poets on our syllabus. Works of public intellectual criticism appear all over: not only in literary magazines like  
the New Yorker, the Atlantic, and the Paris Review, but also in other cultural publications, newspapers, and on social media. For your final assessment in this course, you will compose your own long-form piece of public intellectual criticism.  
Begin by choosing a poet you’d like to work with; you may also write about a pair of poets, or a small set (no more than three, for essay length reasons). If you’d like to write about a poet we’ve come across in our reading but haven’t discussed at length, or a poet who hasn’t come up in our class at all, let me know, and we’ll chat about your ideas.   
In your essay, you will use the skills you developed in the first two essays, and add another:  
* Close read at least one poem in your essay. Please choose a poem by a poet on our syllabus, and try to choose a poem that we have read together. Cite words, phrases, lines, and stanzas (in block quotations) and offer a close reading analysis.  
* Enter into dialogue with at least one other critic. This critic might be a scholar, or another public intellectual. Review the Dialogic Essay assignment for guidance on locating this criticism.  
+ Engage in personal reflection. You might want to comment on past or current historical events that are important to your understanding of this poet, or you might want to offer a memoir-style personal narrative.   
For models, revisit Matthew Zapruder’s Why Poetry, which weaves personal narrative together with close reading analysis, or Adam Gopnik’s “The Double Man,” which relates Auden’s poetry to world historical events: World War II and September 11, 2001. 
In an essay of no fewer than 2,000 words, and no more than 3,500, you will offer your own answer to the question, why poetry? What, in your view, is the value of reading poetry today?  
Note that many of the critics we have read have addressed this question quite implicitly. You will aim to give a more explicit answer—that’s also personal to you!   
You will also write to a broad, generalist public. Show your readers why the poet (or poets) you’ve chosen are important to read today. How does this poet help you understand something about yourself (and how can your readers better understand themselves by reading about your experience)? Or, how does this poet help us better understand the world we live in?  
Required:  
One essay between 2,000 and 3,500 words, complete with in-texts citations and a Works Cited list in the MLA style, submitted by 4:00 p.m. on Monday, May 6.  
Talk about Langston Hughes and Walt Witman  

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Prospect:
The Continued Relevance Of Dystopian Literature:
A Study of The Handmaid’s Tale
Topic:
My research will delve into the enduring relevance of classic dystopian literature, with a particular focus on Margaret Atwood’s The Handmaid’s Tale. I aim to analyze how this novel reflects and comments on contemporary societal trends.
Question:
How do the themes and warnings of The Handmaid’s Tale resonate with our present-day world? What parallels exist between the depicted futures in the novel and modern societal realities?
Thesis:
Through an analysis of The Handmaid’s Tale, both the novel and its adaptations, I will argue that dystopian literature serves as a critical lens through which to interpret and critique contemporary society. The study will illuminate the ways in which the themes and warnings of dystopian fiction, as exemplified by The Handmaid’s Tale, continue to resonate with our present-day world.
(The research will examine the historical context in which Margaret Atwood wrote The Handmaid’s Tale and analyze the societal trends prevalent during that time. It will compare these trends with contemporary societal issues to establish parallels and relevance. The study will explore the portrayal of gender roles and reproductive rights in the novel, examining how it reflects historical and contemporary struggles for gender equality. It will discuss the themes of authoritarianism and control depicted in the novel and draw parallels between the totalitarian regime in the story and modern political movements or regimes. The research will also explore environmental themes present in the novel and their relevance to contemporary ecological issues.)
Needs to use at least three of these sources. Final product must have 3 peer reviewed sources and 2 literary and/or cultural sources. 
Annotated Bibliography
Alwan , R. M. . “The Feminist Dystopian Themes in Margret Atwood’s Handmaid’s Tale: A Reflection of the Social and Political Issues”. Journal of Critical Studies in Language and Literature, vol. 4, no. 5, Aug. 2023, pp. 1-6.DOI: 10.46809/jcsll.v4i5.220 
This article by Rafea Mohsin Alwan explores the feminist themes present in Margaret Atwood’s The Handmaid’s Tale and their relevance to contemporary social and political issues. Through a qualitative approach, the study aims to understand how Atwood’s dystopian narrative reflects the suppression of women’s rights and autonomy, focusing on themes like gender inequality and reproductive rights. The paper employs a multi-step methodology involving close reading and thematic analysis to uncover the novel’s feminist dimensions. Additionally, it discusses the significance of Atwood’s work in fostering awareness and mobilizing societal change, emphasizing the enduring relevance of feminist literature in advocating for gender equality.
Atwood, Margaret, 1939-. The Handmaid’s Tale. New York: Anchor Books, a division of Penguin Random House LLC, 1998.
Margaret Atwood’s The Handmaid’s Tale is a seminal work of speculative fiction that depicts a dystopian society called Gilead, where women are subjugated and stripped of their rights. Set in a near-future America, the novel follows Offred, a Handmaid whose sole purpose is to bear children for the ruling class. Through Offred’s eyes, Atwood explores themes of gender oppression, religious fundamentalism, and the resilience of the human spirit. With its vivid portrayal of a totalitarian regime and its reflection on contemporary social issues, The Handmaid’s Tale has become a classic of feminist literature, sparking discussions about power, autonomy, and the consequences of silence. Atwood’s masterful storytelling and haunting prose continue to captivate readers and provoke thought on the complexities of freedom and identity.
Atwood, Margaret. “Margaret Atwood on What The Handmaid’s Tale Means in the Age of Trump.” The New York Times, 10 March 2017.
In this article, Margaret Atwood reflects on the origins and themes of her novel The Handmaid’s Tale in the context of contemporary political and social issues. She discusses her writing process, drawing on her experiences living in West Berlin during the Cold War and visiting countries behind the Iron Curtain. Atwood explores the parallels between her dystopian vision and real-world historical events, emphasizing the importance of plausibility in speculative fiction. She also addresses questions about feminism, religion, and the novel’s relevance to current political developments, particularly in the United States. Through her analysis, Atwood offers insights into the enduring significance of The Handmaid’s Tale and its potential to inspire readers to confront threats to civil liberties and human rights.
Carrola, Madeline. (2021). Activists in Red Capes: Women’s Use of The Handmaid’s Tale to Fight for Reproductive Justice. Journal for Undergraduate Ethnography. 11. 89-107. 10.15273/jue.v11i1.10869. 
Carrola’s article provides a comprehensive analysis of the use of popular culture references in feminist activism, offering firsthand insights into the experiences and motivations of activists involved in novels’ chapters. By examining the intersection of art, media, and political protest, the study sheds light on the effectiveness of storytelling and performance activism in raising awareness about reproductive rights issues. This research is valuable for scholars and activists interested in understanding the dynamics of contemporary social movements and the role of cultural symbols in mobilizing collective action.
Jadwin, Lisa. (2009). Margaret Atwood’s The Handmaid’s Tale (1985): Cultural and Historical Context.  
This article provides an in-depth exploration of the cultural and historical context surrounding Margaret Atwood’s renowned novel, The Handmaid’s Tale. Jadwin discusses the novel’s reception as a best-seller in the mid-1980s and its subsequent influence on literature and popular culture. The article highlights the novel’s thematic parallels with other dystopian works and its critical acclaim as a cautionary tale. Through Atwood’s own reflections and interviews, Jadwin elucidates the author’s inspirations, including her personal experiences and observations of political upheavals. Furthermore, the article examines Atwood’s method of drawing from real-world events and ideologies to construct the totalitarian society depicted in the novel. Overall, this comprehensive analysis offers valuable insights into the socio-political underpinnings of The Handmaid’s Tale and its enduring relevance in contemporary discourse.
Stuart, T. (2021, May 19). ‘We’ve Seen This Before’: Margaret Atwood on The Handmaid’s Tale and How History Repeats Itself. Rolling Stone.
This article provides a comprehensive exploration of Margaret Atwood’s views on the political resonance of The Handmaid’s Tale during the Trump era. Atwood reflects on the historical roots of her novel and its implications for contemporary society, highlighting parallels between past and present political movements. Through interviews and analysis, the article offers valuable insights into Atwood’s perspective on activism, totalitarianism, and the role of literature in shaping public discourse.
Yousif, Yousif & Yousif, Alyamama & Mohsen, Ruaa. (2024). Modern Feminism and Repercussions on Contemporary Literature: The Handmaid’s Tale an Example. Vol. 23 (2024): GSR. 9. 
This article delves into the impact of modern feminism on literature, using Margaret Atwood’s The Handmaid’s Tale as a focal point. It traces the evolution of feminism from first-wave activism to fourth-wave advocacy against gender-based violence, emphasizing the role of social media. Through an analysis of pivotal moments in feminist history and Atwood’s dystopian narrative, the authors explore themes of patriarchal oppression, reproductive rights, and societal control. They highlight the enduring relevance of Atwood’s work in challenging gender norms and fostering critical dialogue. The article concludes by reflecting on the broader impact of feminism on society, acknowledging progress while noting potential challenges and setbacks. Overall, it offers valuable insights into the intersection of feminism, literature, and social change.

Length: 4 or more pages
The final sequence in Blow-Up begins as we see the Photographer waking up at Ron’s house the morning after the party, and concludes with him being erased from the screen just as the words “The End” appear.   Your essay should offer a close reading of a very few moments from this final sequence, in support of an argument about what they show or suggest, and what they imply about the Photographer.   You should at least consider the key elements below as you shape your argument, and then, for the paper, focus closely on just one or two of those listed.
Shot of Photographer as he retraces his steps to the meadow on the hill-top. The sound of the trees.
The track in to a close-up of the Photographer and his reaction to the now-missing body. The sequence of him looking, the camera looking up at the trees, the overhead shot of the back of his head, etc.
The sign that lights up in behind the photographer as he leaves.
The appearance of the mimes as they come in on a jeep to the lower end of the park.
The imaginary game of tennis and the photographer’s response to it. What is Antonioni’s camera doing in relation to the game? When does it begin to participate in following the imaginary ball, and what does this imply?
The Photographer’s reactions to the game. What should we make of his occasional smiles?
His retrieval of the imaginary ball at the mime’s bidding. What should we understand from his participation in the illusion of the game?
The sounds of the ball emerging on the soundtrack.
9. The high overhead shot of the Photographer. His facial expression.
10. The music, erasure of the Photographer, and THE END and BLOW-UP on screen.

Final Exam: Part 1–Character Map for Go Tell It On the Mountain
Final Exam: Part 2–Social Commentary Mini Essay for Go Tell It On the Mountain
Final Exam: Part 3–Timeline for Go Tell It On the Mountain

answer these questions based off the books. The answers only need to be about 100 words, no plagiarism or AI writing.

We are asked to write about something that should be invented. My idea is teleportation but could be changed and cannot be something currently being developed. We are asked the question of what problem does this solve and the danger and benefits it may come with. They state we need direct quotes in citations with a MLA style works cited page.

Use James Joyce’s Dubliners to revise an essay about the mother-daughter relationship in    his stories “The Boarding House” and “A Mother.” Go into detail about how and why the mothers controlled their daughters in these ways and use specific examples from the text. Use the notes given by the professor to make changes to the original “English Final Draft” and revise  the document. Make sure to go into extensive detail and really analyze the text to explore a deeper meaning. Source is given and already cited, just make the change that the professor has given.