ENG 201 CUNY Need for Social Contact in any COVID 19 Recovery Plan Paper I’d like you to–mostly–write an essay on the topic of your choice (as long as yo

ENG 201 CUNY Need for Social Contact in any COVID 19 Recovery Plan Paper I’d like you to–mostly–write an essay on the topic of your choice (as long as you have a thesis and discuss/quote from at least one class reading). At the end, though, I’d like you to add a section on how and why you decided to use a certain mode (or combination of modes), or what modes you ended up seeing in operation once you looked back at what you had written. Basically, you want to explain your thought and writing processes here. What did choosing/using one or more mode end up doing for you as a writer? How did it help you to create the paper you wanted to write? Hi all,
Here’s an explanation of, and some suggestions for the second paper. As I believe I said when going over the syllabus on the first night of
class, the only absolute requirements for this one are the following:
–discussing and quoting from at least one class reading
–writing a section at the end in which you discuss which of the rhetorical modes you seem to be using, whether or not you started out with any
of these modes in mind
For the first, main, part, I’m basically asking you for a regular old college paper. The idea is to take at least one class reading and write a thesis
essay in which, as I write above, you discuss and quote from it (or them). You could see this as either making a point about your chosen
reading(s) or using the reading(s) as evidence to make a point about something in life. 🙂 As in the case of the credits assignment,
you could figure out what direction your paper will take by choosing your reading(s), asking yourself, “O.K., why did I make this choice?” and
using your answer to come up with your thesis.
Then, I’m asking for a section, or meta-section, at the end on how modes ended up figuring into your paper and your process when writing it.
You’re perfectly welcome to start out by just writing the paper you want without even thinking about modes and dealing with them later. But if
you did start out with an intention to use any of them, what was that experience like, how did it help you to know you’d be dealing with this
mode, and what other modes also seem involved when you read the paper again? (While doing that re-reading, you could scroll through one or
both of the two lists below, the way we did with the Picasso and Marshall paintings, if that’s helpful:
Hope’s link: http://wikifoundryattachments.com/tHS-TwdVow_1LGyTkA7gAg95013
Grow’s link: http://www.write.armstrong.edu/handouts/Modes.pdf)
If you didn’t start out with any in mind, which one(s) are you now seeing upon re-reading, and what does that realization do for you as a writer?
I’m attaching four sample papers:
1. In one, I compare “Marigolds” to another story, “Over the Hill”: https://books.google.com/books?
id=MGOqfTz7fuoC&pg=PT151&lpg=PT151&dq=over+the+hill+lynne+sharon+schwartz&source=bl&ots=MscfFZH3r-
&sig=ACFU3U2QZW8FxiTvQrp06Uxxqc5ohuU9VQ&hl=en&sa=X&ved=2ahUKEwjX2Nzm9oXIAWnl-AKHTX-
DOgQ6AEwEnoECAKQAQ#v=onepage&q=over%20the%20hill%20lynne%20sharon%20schwartz&f=false.
2. Another is on the story “Easy Go,” which is listed on the syllabus for Monday.
3. A third is on a poem also listed for Monday, “I Go Back to May 1937.”
4. The fourth involves a 50 page novella, The Death of Ivan Illych, which I no longer use in English 201. (I’m sure you’re really disappointed. :))
Now, here are some ideas, which you are completely free to ignore or reject. Some of them, as do two of my sample papers, refer to upcoming readings,
by the way.
Comparison/Contrast:
“Orientation” and “My Life with R.H. Macy”
Any two first-person narrators so far (such as Sylvia in “The Lesson,” Lizabeth in “Marigolds,” the mother in “Who’s Irish,” the unnamed
narrator–probably Shirley Jackson herself–in “My Life with R.H. Macy,” and the also-unnamed narrator of “Easy Go”)
The sisters’ relationship in Bernarda Alba and the Cuomo brothers’ relationship as seen in the following Daily
Show video: http://www.cc.com/video-clips/ros7v7/the-daily-show-with-jon-stewart-the-hurt-brother
The original Spanish version of “Gacela of the Flight” and the provided English translation
Any two poems by the same poet
The Living with Music excerpt and your own experiences with noisy neighbors and/or music you’ve heard that it wasn’t your choice to listen to
“The Day, and Its Splendid Parts” and your own family get-togethers
Malcolm Gladwell’s “The Ketchup Conundrum” and his TED talk, which I’ll try to fit into a class session
(http://new.ted.com/talks/malcolm_gladwell_on_spaghetti_sauce)
Definition:
“Orientation” and “My Life with R.H. Macy” (the world of work, unhealthy work environments)
“One Art” and “Gacela of the Flight” (loss)
“Hanging Fire” and “Marigolds” (adolescence)
“The Lesson” (education)
“The Ketchup Conundrum” (taste)
“The Day, and Its Splendid Parts” (family)
“The Lesson,” “Marigolds,” “Lessons from a Mirror,” “The Yellow Wallpaper,” “Ain’t I a Woman?” and “Declaration of Sentiments” (social
inequality)
Cause and Effect
as seen in:
“The Lesson”
“One Art”
The House of Bernarda Alba
“Marigolds”
“Lessons from a Mirror”
“Exit”
Argument/Persuasion
Use one or more readings to try to convince a reader of something.
Narration
Tell one or more stories about your life, the life of anyone you know, something that’s happening (or might happen) in the world, etc. in relation
to one or more class readings. For example, what experiences with noise-making neighbors, etc. have you had that you might connect to
the Living with Music excerpt?
Classification
Use Bernarda Alba, “Who’s Irish?”, “Hanging Fire,” “The Transparent Man,” “Before the Flood,” “The Morning Baking,” “I Go Back to May
1937,” “High School Senior,” and/or “The Lesson” to categorize and discuss different types of parenting.

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