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please see uploads for instructions on how to complete this discussion. I have included      

1. Complete the primary reading assignments (This week, it’s Sinclair/Nield Chew) (I have provide a links with the book for chapter1,2,and 9 which is where this discussion comes from.

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2. Read and study the Writing in Context Presentation and answer the Pause to Ponder questions.  (I have provide all these slides in the attachments files.

3. Answer the Reading Response questions about the assigned readings.

4. Finally, utilizing your work on the above (and any guidance you received from your instructor), answer the Discussion Board question(s) I have provide a attachment with the discussion question.

For each discussion question:

1. Complete the primary reading assignments (This week, it’s Sinclair/Nield Chew)

2. Read and study the  Writing in Context Presentation  and answer the Pause to Ponder questions. 

3. Answer the Reading Response questions about the assigned readings.

4. Finally, utilizing your work on the above (and any guidance you received from your instructor), answer the Discussion Board question(s) below.

The works by Sinclair and Nield Chew share a similar objective of revealing the harsh working conditions found in factories.

· What are the “themes” of these works? Are the messages the same or different?

· How do these themes relate to the world today?

Explain your answer using evidence from the texts.

https://www.history.com/topics/black-history/civil-rights-movement
https://www.history.com/player/history.html?tpid=21098746&autoplay=true
https://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html
https://www.history.com/topics/industrial-revolution/industrial-revolution
https://richmondvale.org/en/blog/second-industrial-revolution-the-technological-revolution
https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/riseind/rural/shaken.html
https://www.sbpsb.org/cms/lib/LA01907342/Centricity/Domain/2209/Westward%20Expansion%20and%20Industrialization.pdf
https://www.history.com/news/second-industrial-revolution-advances
https://www.historycrunch.com/role-of-women-in-the-industrial-revolution.html#/
https://www.history.com/topics/industrial-revolution/child-labor
https://www.loc.gov/classroom-materials/united-states-history-primary-source-timeline/rise-of-industrial-america-1876-1900/rural-life-in-late-19th-century/
https://www.encyclopedia.com/social-sciences-and-law/economics-business-and-labor/labor/industrial-workers-world
https://www.encyclopedia.com/history/encyclopedias-almanacs-transcripts-and-maps/working-conditions-factories-issue
https://www.encyclopedia.com/history/encyclopedias-almanacs-transcripts-and-maps/working-conditions-factories-issue
https://nantwichmuseum.org.uk/permanent-exhibitions/famous-nantwich-people/ada-nield-chew/ada-nield-chew-letters/
https://www.pilotonline.com/opinion/letters/
https://www.pilotonline.com/opinion/
https://www.biography.com/writer/upton-sinclair
https://www.crf-usa.org/bill-of-rights-in-action/bria-24-1-b-upton-sinclairs-the-jungle-muckraking-the-meat-packing-industry.html

Link for book and chapter 1, 2, 9 which this discussion is coming from

https://www.marxists.org/reference/archive/sinclair-upton/works/jungle/index.htm

Writing in Context: Turn of the Century

Directions: Use this document to write your answers to the guiding “Reader Response” questions that have been posed here about each of your readings. Then, use these responses to help you formulate your response to the Quizzes.

“Turning the Century”

1. What did you learn that surprised you?

2. How might this information inform your study of early 20th-century literature?

3. After you finish your readings, consider how does what was written 100 years ago still speak to us today?

4. How do these “texts” serve as a discussion of the issues of the day?

a. Consider that these writers lived in different countries and were of slightly different social classes.

“The Letters of a Crewe Factory Girl”

1. Why do you think Nield Chew uses the letter as her means of expression?

a. Why is her subject appropriate to this form?

b. What does a letter allow her to do that a fictional story would not, and vice versa?

2. How does Nield Chew use detail to tell her story?

a. What might be her purpose in creating general rather than specific descriptions?

3. Who is Nield Chew’s audience?

a. Although she is writing to the Chronicle, her audience is not the paper/the editor? Who might she have in mind?

4. Thinking back on your earlier work in this module, how important is context (the historical and cultural world of the text) to Nield Chew’s story?

a. Given the period, what did Nield Chew hope to accomplish from her letters?

b. How do her efforts to affect change impact us today?

“The Jungle”

1. 1. A story can be told from many points of view. Point of view is like the view through the lens of a camera. Both of us can be looking at something through our own lens and the picture we take of the same thing will be very different as a result of our differing focuses. This is true for the point of view of a story. The “voice” of the person(s) telling the story becomes the lens through which the story is “seen.” Another character may have told the story in a different way with a different focus because their story is from a different perspective. Because the same story can be told from different perspectives, it’s never the same story. The story told depends on who is telling the story. We must consider “point of view,” therefore, when we study a story.

a. How does that point of view, that perspective, affect the story told?

b. How would the story be different if told from a different perspective?

2. Consider the “point of view” of Sinclair’s story.

a. What is the effect of this point of view?

3. Look at the last section of Chapter 9. The paragraph begins, “There were men in the pickle rooms,”

a. Why does the narrator pay such close attention to detail?

b. How are you affected by the way these details are layered?

4. What is the setting of Sinclair’s story?

a. Why is setting (place, time, the circumstance of the story) important to Sinclair’s story?

5. Thinking back on your earlier work in this module, how important is context (the historical and cultural world of the text) to Sinclair’s story?

a. What might be Sinclair’s message to readers?

b. Is Sinclair’s message limited to readers of his period, or is it relevant today

Discussion Board Guidelines

Students must respond individually to the Discussion Board question and forge a discussion with at least two class members.

Discussion Board postings should be “original thought” posting. Unless requested to do so, students should not use the internet to create discussion board responses.

Discussion Board postings should be 300 words minimum in length, provide evidence of reading comprehension through illustrations from the reading assignments, critical thinking, and consideration of others’ views.

When Discussion Board work is assigned on the syllabus schedule, students must post their responses by the appointed time and respond to at least two class members’ posts within 48 hours/at the appointed time.

Discussion Board work is time-sensitive. Late submissions will not be accepted/will receive a zero.

It is STRONGLY suggested that you visit the discussion board frequently after your work is completed to see where the discussion is going and to further respond to your group members (or your instructor) if need be.

Please see the Discussion Board Rubric for grad

Assignment

Grading Rubric

Meets/Exceeds

Expectations

(10 Pts)

Approaches

Expectations

(8 Pts)

Needs Improvement

(6 Pts)

In-complete

and/or not

done correctly

(1 Pt)

No

Marks/Missing

(0 Pts)

Purpose Purpose is clear.

Shows awareness of

purpose.

Shows limited

awareness of purpose. No awareness.

No

Marks/Missing

Main idea Clearly presents a main idea and

supports it throughout

the paper.

There is a main idea

supported

throughout most of

the paper.

Vague sense of a main

idea, weakly supported

throughout the paper.

No main idea.

Student didn’t

turn in

assignment.

Overall and

Style Well-planned and well-

thought out. Includes

title, introduction, and

statement of main

idea, transitions,

conclusion, using

APA standard: correct

font, font size and no

more than 1000

words.

Good overall

organization includes

the main

organizational tools

but font is incorrect

or word count is

more than 1000

and/or line spacing

is not doubled, or no

APA style.

There is a sense of

organization, although

some of the

organizational tools are

missing and/or late.

No sense of

organization.

Student didn’t

turn in

assignment.

Content Exceptionally well- presented and

discussed; ideas are

detailed, well-

developed with

evidence & facts

based on text

information.

Well-presented and

discussed; ideas are

detailed, developed

and supported with

less evidence and

details.

Content not as clear or

solid; some ideas are

present but not

particularly developed

or supported with

minimal evidence of

clear knowledge of

subject.

Content is not

complete.

Student didn’t

turn in

assignment.

Structure Sentences are clear and varied in pattern,

from simple to

complex, with

excellent use of

punctuation.

Sentences are clear

but may lack

variation; a few may

be awkward and

there may be a few

punctuation errors.

Sentences are generally

clear but may have

awkward structure or

unclear content; there

may be patterns of

punctuation errors.

Sentences aren’t

clear.

Student didn’t

turn in

assignment.

Because you will be citing sources in all of your Discussion posts, you need to provide in-text citation for all of them and provide a Works Cited following each post.

Fifth, please, make sure that you double space every single assignment you post or upload into the course. 

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