A large portion of your grade this semester will come from a final research project.• Research Paper—Author’s Style. Choose an author we have studied this semester and write a five toseven page research paper discussing this author’s style. Look at three to five primary sources (these caninclude some of the literature we covered in class, though you should also address some of the author’sother contributions as well) and use three to five secondary sources (be sure they are reputable, whichmeans no Wikipedia or SparkNotes) as support.I would like the paper to be written over Kate Chopin, the famous feminist American writer. You have writtena few papers for me in the past and wrote over Kate Chopin once before. This paper is a little differentthough.Finally, as you have probably noticed, I have repeatedly stated above that I am looking for further study inthis project. If your project involves literary interpretation (all projects aside from the creative writing option),you are expected to look further into the author and/or movement and address works that we did not coverthis semester. I do not simply want a regurgitation of what we studied together in class nor am I looking forregurgitation of the critics you’ve read. I am expecting several works beyond what we touched upon in classor, if you are looking at a time period, several authors we did not study and your opinion of these worksexpressed through reasoned argument.Grading Terms. Your final project for this class is worth 300 points. Regardless of the type of project youchoose to do, you will be graded on the following terms:• Literary Analysis and Author Contribution. At least fifty percent of your project should relate to an analysisof the literature, regardless of whether or not you choose to write about an author. The purpose of this classis to learn to read, relate to, and understand literature, so, in turn, you can interpret the literature intelligentlyand relate your findings to others. Equally important is understanding how the authors of the time periodcontributed overall to the development of American literature.
Gloucestershire: Illuminate Publishing Ltd. Graham, H. (2015). Re-engaging with Education as an Older Mature Student: Their Challenges, Their Achievements, Their Stories. Masters Dissertation, Dublin Institute of Technology. Green, A. (2017). The Advantages Of An Interview Over A Questionnaire. Retrieved from: https://bizfluent.com/info-8220458-advantages-interview-over-questionnaire.html Gross, R. (2014). THEMES, ISSUES AND DEBATES IN PSYCHOLOGY. (4th ed.). London: Hodder Education. Howitt, D. & Cramer, D. (2017). Research Methods in Psychology. (5th ed.). UK: Pearson Kerr, H. (1995). Teaching literacy: From theory to practice. Minerva Press. Milheim, K. L. (2005). Identifying and Addressing the Needs of Adult Students in Higher Education, Australian Journal of Adult Learning. 45(1), pp. 119-128. O’Dochartaigh, N. (2007). How to Do Your Literature Search and Find Research Information Online, (2nded.). London: Sage Publications. Ridley, D. (2008). The Literature Review: A Step-by-Step Guide for Students. London: Sage Publications. Rogers, J. (2004). ADULTS LEARNING (4th ed.). UK: Open University Press. Russell, M. (1999). ‘The assumptions we make: How learners and teachers understanding writing.’ National Center for the Study of Adult Learning and Literacy. Focus on Basics 3, pp. 1–4 (4D). Sabell, H. (2017). Adult Learning. Retrieved from: https://collegeforadultlearning.edu.au/top-common-concerns-of-adult-learners/ Shaughnessy, M. P. (1977). Errors and expectations: A guide for the teaching of basic writing. New York: Oxford University Press. Schweterman, K., & Corey, M. (1989). Writing processes and behaviors of adult literacy students: An ethnographic case study. New York: The New York Public Library Centers for Reading and Writing. Wallace, S. (2002). Managing Behaviour and Motivating Students in Further Education. Exeter: Learning Matters Ltd.>GET ANSWER Let’s block ads! (Why?)