All Tutoring Requests
Problem: Good afternoon, I am writing an essay for my ENGL 1102 class, and I would like to request feedback on my draft. Our prompt was to choose a short story or poem from the textbook and ask/answer our own question regarding its character, setting, theme, or artistic qualities. The story I chose was The Things They Carried by Tim O'Brien, and my thesis is "through repetition, the author creates a straightforward catalog of objects that the soldiers carry and use that list symbolically in order to solidify the personalities and characteristics of each individual." Aside from general feedback, I specifically would like help on some areas: Do you have any suggestions for transitions? I want to make smooth transitions throughout my essay but I feel like the ones I have now sound too formulaic. Is there any point in the paper where I am tangential from the thesis? Thank you so much for your help
Problem: Hi, I would like feedback on my essay. It is a New Critical/Formalist essay on the short story "Two Kinds" by Amy Tan. I chose one literary element within the short story to analyze how the author used it to develop one specific theme within the work. I am supposed to provide in-depth information about my chosen literary element. Requirements Focus/Purpose: to analyze and to support an opinion to a primary audience of classmates and instructor Content and Support/Elaboration: Your 5+ paragraph essay should be 525-625 words. Each paragraph should include concrete details from the literature as support for the topic sentence, either as an example or an explanation of your point. Idea Organization: Create complete paragraphs (topic, supporting details, transitions) organized as needed to support your new critical/formalist ideas. Style: This is not a reader-response essay, so third person writing is required. College-level academic formality is expected as well. Format/Essay Conventions: You may organize this new critical/formalist content in an example, causal analysis, or an argument essay structure. MLA: This essay must conform to 8th edition MLA standards. This includes the heading, the page formatting, and your credits of the literature in the in-text citations and the full citation after the essay. No additional research is permitted for this essay. Thank you!
Problem: Hello, I need help in making sure my thesis is clearly stated and that I have enough evidence to support it. This is my rough draft that I am attaching, so any assistance will be appreciated. I would like to ensure that the paragraph transition properly. I have included the instructions for the essay as well. Thank you Essay Instructions: Suggestion: Select your preferred essay. Then choose a good idea from your topic sentences within that essay to write another new critical or structuralist essay in more depth. OR examine the content you included in your introduction and conclusion paragraphs to see if you’re interested in writing in a biographical, social, historical, psychological, or other literary critique format. Requirements: Focus/Purpose: to analyze and to support an opinion to a primary audience of classmates and instructor and a secondary audience of scholars Content and Support/Elaboration: Your 6+ paragraph essay should be 600-700 words. Each paragraph should include concrete details from the literature as support for the topic sentence, either as an example or an explanation of your point. Each body paragraph should contain research. Idea Organization: Create complete paragraphs (topic, supporting details, transitions) organized as needed to support your ideas in your chosen critique format. Style: Third person writing is required. College-level academic formality is expected as well. Format/Essay Conventions: You may organize this critique in an argument essay structure to support your unique view on the literature. MLA: This essay must conform to 8th edition MLA standards. This includes the heading, the page formatting, the in-text citations, and the full citations after the essay. You will incorporate more research material into your essay in MLA format than you have in prior essays, but the focus of the essay is your argument for your analysis, so the research material should only support your points. Research: THIS ESSAY DOES REQUIRE ADDITIONAL RESEARCH and has ADDITIONAL RESEARCH ASSIGNMENTS. For the final draft, you should have 5 specialized sources in addition to your chosen work(s) of literature for 6 sources minimum on your works cited list. All sources must be cited in proper MLA format throughout the essay and on your Works Cited page.
Won jung Jang
Problem: Hi I wrote an essay for the reader response essay and I need help with mla formats and expressions. I did proofread it but I wanted to check if all my tenses were right, whether it is all in first or third person and finally if there are any awkward sentences or expressions that I need to change. Also, I want to see if the paragraphs fit the requirements and whether the essay is ok as a compare or contrast essay. I'd like to know if there are any more things or expressions that I need to add to it. My creative response is a drawing of a cactus and I related it with the main theme of the poem "Still I Rise". Would there be any more changes that I need to make in order to get a better grade? Thank you.
Problem: Can you please read my paper for grammatical errors? Thanks "Everyday Use" Culture and tradition are integral to the human experience as these two aspects of life are generational and defined by societal behaviors and norms. It is through culture and social norms that our view and perceptions of other people are built. We can see such precepts portrayed in Alice Walker’s “Everyday Us” as the main character and narrator, Mrs. Johnson describes her two daughters. One daughter, Dee, is described as “lighter” with “nicer hair and a fuller figure” than the other daughter, Maggie. It is through Mrs. Johnson’s eyes that we see how both daughters are viewed based on race, culture, and financial status, bringing forth emotions and attributions of resentment, envy, selfishness, materialism, and hypocrisy in her children. One attribute in the daughters that Ms. Johnson describes is resentment and shame, especially in Dee’s character. Dee is abashed by her upbringing, as the family was very poor and had little money. This is exemplified when Dee tells both her mother and sister that when the family moves, she would manage to make frequent visits when possible, but she would refrain from being along with companions (Walker 28). Though education was not a priority at the time and setting in which the story is written, Mr. Johnson was able to send Dee to school with the help of a community scholarship. Because she was educated, it is apparent that Dee sees herself as a learned, exalted individual over both her mother and Maggie. After returning home from college, Dee’s resentment is further exhibited when she reveals to her mother that she wishes to change her name to “Wangero” and that she sees her current name, which was given to her after her late aunt, unbearable as it comes from “the people who oppressed her” (Walker 27). In doing so, we can see Dee’s desire to further distance herself from her family and heritage. We can also see a bit of this same resentment in Mrs. Johnson’s character as she describes herself. She portrays herself to be unattractive and almost barbaric in a way, stating that she is “large and big-boned” and “rough” with “manly hands” (Walker 4). Despite this, in a melancholy way, she also states that she knows she wishes her daughter's desire for her to be of lighter skin color, skinnier, and glistening hair (Walker 4). It seems that Mrs. Walker herself resents her racial makeup, looks, and genetic identity. The other aspects Ms. Johnson describes in her daughters are envy, materialism, and selfishness. Maggie, the more simplistic daughter, is selfless and always sacrificing while Dee, the one who no one can say “no” to (Walker 2), is used to getting what she wants, contributing to her often selfish attitude. Her selfishness and materialistic behavior are exhibited when she demands a yellow-orange dress and shoes, despite knowing her family is poor and doesn’t have the financial means to provide such luxury items (Walker 12). Her selfishness and materialism are also portrayed when she demands her grandmother’s quilt, which her mother was reluctant but willing to give her. It is this selfishness that we can see fuels Maggie’s jealousy for her sister. We can see that she is tired of her sister always getting what she wants as she believes that “her sister has held life always in the palm of her hand”. She even grunts and fusses in the kitchen at the idea that Dee wants their grandmother’s quilts despite her lack of appreciation and understanding of the value if the quilts. Ms. Johnson is fed up with the materialistic and selfishness behavior Dee continues to show because she finally stands firm against her, and refuses to give Dee the blankets and instead promises then to Maggie on her wedding day. Though Maggie finally gets something she wants for once in her life, it is obvious that Dee not getting the blanket to satisfy her own selfish “needs” further divides the two sisters, causing Dee to bitterly leave home in the end. Lastly, another characteristic Ms. Johnson describes among her daughters is hypocrisy. Dee, for example, wishes to hold onto her grandmother’s blanket and heritage, despite viewing her family and background as oppressive and shameful. Though she wishes to distance herself from her family, she wants to take pictures of her family’s home and hang her grandmother’s blanket in her own home so she can exhibit how “proud” she is of her roots. There is even a bit of contradictory behavior in Maggie because despite being strong and appropriative of her background, unlike her sister, she is shy, timid, ashamed and comes off as intimidated by her sister upon her arrival. We can see this as the text clearly states “Maggie will be nervous until her sister goes; she will stand hopelessly in corners homely and ashamed of the burn scars down her legs and arms”. But later, we come to see a different side of Maggie as she stands firmly with her mother against Dee’s behavior when the issue regarding their grandmother’s quilt arises. No longer quiet and shy, Maggie is very vocal in her behavior, as she slams doors and dragging her feet at the very thought of her selfish sister inheriting the old quilts. Another contradiction within Maggie is that despite being less educated than Dee, she seems to be the more mature and sensible one if the two sisters. We see this when Maggie, as an attempt to end her sister’s tantrum, decides to be the bigger and forfeit the quilts and saying “I can remember grandma without the quilts”. Both sisters have both hypocritical and contradict characters. To conclude with the above given, it is apparent that there are many complex emotions and characteristics within the story’s protagonists. It is through Mrs. Johnson’s perceptions that we can assess the aspect of each of her daughters on the basis they're of race, level of education, culture, and financial status. Such factors between the two sisters bring forth themes of resentment, jealousy, egotism, greed, and contributions within each character. One daughter, who is light and describe with “nice hair”, is portrayed as educated with all that she desires at her fingertips. While the other two characters are perceived to be darker, uneducated, and left to live in their misfortune. This metaphorically speaks volumes on how culture, one’s background, and race defines how one thinks and lives within society.
Won jung Jang
Problem: Hi I wanted to ask help for my essay. The directions for the essay are as follows: Unit Two: New Critical/Formalist or Structuralist Essay In this Unit, we examine how the elements of the literature beautifully create an artistic whole. What we will not do in this essay, and future critiques, is relate the literature to our experiences as readers anymore. Now we delve into the literature to consider the characters, setting, exposition, and other elements individually, or combined. Your thesis statement should be narrowly focused and unique, so your analysis relates to concepts learned in Part I and Part II of the textbook. Keep in mind that you may develop a minor idea from within this essay for your Unit Three research project, so choose your topic carefully. Read and Review: Pages 21-26 provide a good overview of ideas to consider when brainstorming for this essay. Pages 30-52 provide a refresher on essay drafting if needed. Pages 1571-1573 offer more details and example paragraphs about the New Critical/Formalist essay critiquing format. Pages 1573-1575 offer more details and example paragraphs about the Structuralist essay critiquing format. Each chapter on fiction in Part II and poetry in Part III provides a sample essay that you can review and/or model when drafting this essay. Literature Choices: Choose ONE story from Chapter 1 (Fiction: An Overview) or from Chapter 10 (Collection of Stories for Additional Enjoyment and Study) OR Choose ONE poem from Chapter 11 (Meeting Poetry: An Overview) or from Chapter 19 (Collection of Poems for Additional Enjoyment and Study) Topic Prompts: Choose One Ask yourself a "how" or a "why" question about ONE of the following. Develop your answer as your thesis. a character (or the poem's speaker) the setting, including the historic time period and/or the social or economic condition explored in the details of the story or poem the theme or philosophical, moral, or ethical ideas raised the artistic qualities (see Roberts and Zweig Part II for prose and Part III for poetry) When you look at a work of literature to determine the information it shares and how well it shares it, artistically, you're writing a New Criticism critique. When you look at that same work of literature to figure out how the different components function together, you're writing a Structuralist critique. Requirements Focus/Purpose: to analyze and to support an opinion to a primary audience of classmates and instructor in a document containing 625-725 words. Content and Support/Elaboration: Your essay should be 5+ paragraphs. Each paragraph must include concrete details from the literature as support for the topic sentence, either as an example or an explanation of your point. Each body paragraph must also contain a quote or paraphrase of your research as support. Idea Organization: Create complete paragraphs (topic, supporting details, transitions) organized as needed to support your new critical or structuralist ideas. Style: This is not a reader-response essay, so third person writing is required. College-level academic formality is expected as well. Format/Essay Conventions: You may organize this content in an example, causal analysis, or an argument essay structure. MLA: This essay must conform to 8th edition MLA standards. This includes the heading, the page formatting, and your credits of the literature in the in-text citations and the full citations after the essay. Two additional sources from GIL or GALILEO are expected for this essay. Once you're satisfied with the final draft, submit your essay to the Turnitin drop box within iCollege by the due date provided. The essay will be graded according to the Essay Descriptions and using the Rubrics posted in our iCollege course. I wrote my first draft and I wanted to ask some questions on it. Are there any repetitive words or phrases that I need to get rid of? Are my citations correct? Are there any paragraphs that need more supporting details? Also, my conclusion seems like I rushed it so I think I need to add more to it, but I have no idea what to add. What should I add to my conclusion? Finally, are there any grammatical errors that I need to fix? Thank you
Problem: 1) Find a value a>0 so that the graph of the exponential function f(x)=ax contains the point (3,1/27) 2) Find a formula for the exponential function which satisfies the given conditions: f(2)=127andf(−1)=27 3)Find possible formulas for the functions f(t), in blue, and g(t), in red, that go through the points (6,28) and (30,5). 4)Find the exponential function f(x)=ax whose graph goes through the point (3,64). Homework practice, some are made up!