Thematic-Synthesis-Essay-English-homework-help

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PLEASE COMPLETE PLANNING WORKSHEET ALSO!

This assignment ask to compare 2 pieces that we read. Attached below are 3 descriptions and titles that I have read please research those titles and choose any two for this assignment.

Purpose: The thematic synthesis essay will be based on two of the pieces students have read thus far in the course or on two pieces the instructor chooses. The essay should identify and discuss how the authors convey the themes presented in the two pieces through use of nonfiction elements.

Instructions: First, identify the theme of both pieces. Next, create a comparison chart to explore how both authors use nonfiction elements to convey the theme. Decide whether that use is effective or ineffective. As previously mentioned, students can use the chart as a tool to collect information about both pieces—information that can then be used in the essay.

Introduction: In the first paragraph, identify the titles and authors of the selected essays. The opening paragraph must provide a broad, but accurate, synopsis of the two essays as well as a clearly defined thesis statement. The thematic synthesis essay thesis statement should state the theme and nonfiction elements to discuss in the body paragraphs. Also, the thesis statement should clarify how the nonfiction elements effectively or ineffectively convey the theme.

Body Paragraphs: When comparing and/or contrasting two pieces, students should strive for an organization that helps the reader establish relationships among the information. Two common methods for comparing and/or contrasting items in an essay are block format and point by point. Block format allows students to discuss one piece completely before discussing the other piece. The following sample outline provides a general overview of the way in which one could organize the essay with the block method.

  1. Introduction
  2. Body paragraphs
    1. Nonfiction piece A (block 1)
      1. Nonfiction element 1
      2. Nonfiction element 2
      3. Nonfiction element 3
    2. Nonfiction piece B (block 2)
      1. Nonfiction element 1
      2. Nonfiction element 2
      3. Nonfiction element 3
  3. Conclusion

The point-by-point method allows the student to move back and forth between two or three nonfiction elements being compared and/or contrasted, as in the following sample outline.

  1. Introduction
  2. Body paragraphs
    1. Nonfiction element 1 (point 1)
      1. Nonfiction piece A
      2. Nonfiction piece B
    2. Nonfiction element 2 (point 2)
      1. Nonfiction piece A
      2. Nonfiction piece B
    3. Nonfiction element 3 (point 3)
      1. Nonfiction piece A
      2. Nonfiction piece B
  3. Conclusion

The key to using these organizational methods is to be consistent in the ideas presented. For example, with the block format, make sure to discuss nonfiction elements 1, 2, and 3 for nonfiction piece A and then nonfiction elements 1, 2, and 3 for nonfiction piece B. In point-by-point format, discuss nonfiction element 1 for both nonfiction pieces A and B before moving on to nonfiction element 2. Another important consideration with both organizational methods is to use transitional words and phrases to help the reader understand connections among the ideas.

Choose the organizational method that supports the essay’s purpose. To give a reader a complete, overall picture of each nonfiction piece, use the block format. However, to present a number of distinct points from both pieces for the reader to consider individually, use point by point. Regardless of the paper’s organization, present a balanced, objective analysis of both nonfiction pieces.

Conclusion: The closing paragraph should restate the main ideas discussed in the essay but should not repeat the language in the introduction or body paragraphs verbatim. For the writer, the conclusion is the final opportunity to make a lasting impression in the reader’s mind. Keep in mind that a strong conclusion resonates with the reader. Writing about themes, which tend to address broader issues, presents students with a unique opportunity to make a statement or observation about the larger world.

Format Requirements

  • Write 500-600 words, five paragraph minimum
  • Follow standard MLA style format requirements

Refer to the Write and MLA Style sections in The Little Seagull Handbook for guidance in writing and formatting your essay. A planning worksheet is included to use in developing the essay.________________________________________________________________________________________________________________

RESEARCH

I agree that an essay, even though written for a certain theme or purpose can always be interpreted in many different ways depending on the person reading the piece of literature. Everyone has a different way of viewing things and process information differently. Reading Sabrina Rubin Erdely’s short story “School of Hate”, you could take it as the theme is about bullying and the results that come of it if no one intervenes, homosexuality, suicide, kids rights, or even school polices and why teachers may react to situations a certain way. There is so many different themes that people can come up with depending how they took the information they read and which parts they thought were the most important details. This story also covers different beliefs on the subject of people who are homosexual. Whether you are for it or against also will play a role in how you interpret the reading. Someone who is against it could view the story as children who are dysfunctional or sick taking their life for that reason and that the schools made the right choices. People who are for the different types of sexuality could see it as these children where bullied to death and had no one there to support them or defend them, leaving them alone or feeling that taking their life was the only resort. “There was another common thread: Four of the nine dead were either gay or perceived as such by other kids, and were reportedly bullied.” (Erdely, 256) This line in this story leaves you to decide if the children where killing themselves due to bullying for being perceived a certain way. Was it for being bullied alone or for being bullied for their sexuality.

Just like in Dexter Filkins’s short story “Atonement”, the themes that come to mind are guilt, forgiveness, PTSD (Post Traumatic Stress Order), and human morals. Lu Lobello was a Marine sent to Iraq where him, and his fellow marines in Fox Company killed innocent people because they thought they were Iraqis coming to kill them. At the time it was “normal” to shoot first if in fear and ask questions later so to speak, but because of that way of thinking they shot and killed innocent people more certainly a father and his two sons and also wounding a woman that stuck and haunted Lobello. While reading the story you can tell Lobello feels guilt over what he and the other marines had done. He reached out to the Kachadoorian family to see how they were and for forgiveness for his actions but wavered because to apologize seemed as though he would be admitting guilt in a situation that seemed to have no other option and made it to human to bare. “Lobello might have said “I’m sorry” in the video, but quickly became clear that his views of his culpability were tangled.” (Filkins 289) The story also touches on other soldiers and how that day effected their lives as well which each were effected differently. This is another story depending on your view will be how you determine what the stories main point/theme is. For someone who has been in the service they can relate better then someone who has never served. Reading this I look at it from my point of view and my fiancées who has been in the service and had to go through some of these encounters and what it has done to him.

In the short story “18 Tigers, 17 Lions, 8 Bears, 3 Cougars, 2 Wolves, 1 Baboon, 1 Macaque, and 1 Man Dead in Ohio” written by Chris Heath’s I view the theme as being animal rights, suicide, and tragedy. This story could be viewed as a prime example why wild animals should be only maintained in zoos or just left in the wild.This one incident ended in the murder of 50 beautiful creatures that had to be put down because of one man’s poor choice of taking his own life. For a reader like me this is sad because I love animals and don’t believe these animals should suffer because humans want to play God and feel they have the right to do whatever they want. For other readers they read the same story and to them, they’re just animals so what does it matter. Other readers are mad because this man’s choice may cost them to lose their privilege to have a tiger as a pet or whatever the case may be. “Only once you slide up and down these slippery moral slopes can you see how much easier it is for all of these owners to believe they are acting with kindness to animals that they love, and that their love is on some level reciprocated.” (Heath 162) This story can be perceived in many different ways it just depends on the reader’s state of mind. Just like the state of mind of the people in this story. Some people believe by owning these animals they are helping them and showing them more love then can be imagined. They believe they are treating their pets better than any zoo could and that these animals truly care about them as well. While other people would look at them and say it’s just an animal that could care less about you all they care about is where they will get their next meal.

Everyone has their own unique way of thinking and viewing the world and what goes on around them. Everyone perceives things in their own way. It’s no different than watching a movie and some think it’s the best movie ever and others think it sucked. Same with books it all depends how you relate to the literature and how you perceive it in which you may think the theme is guilt and I may think it is forgiveness. Everyone has their opinion and how they view it, which doesn’t make it wrong or right, just means it’s different then our own way of thinking.

Erdley, Sabrina Rubin. “School of Hate.” Bennet, James. The Best American Magazine Writing. New York: Columbia University Press, 2013. 254; 253.

Filkins, Dexter. “Atonement.” Bennet, James. The Best American Magazine Writing. New York: Columbia University Press, 2013. 277; 278.

Heath, Chris. “18 Tigers, 17 Lions, 8 Bears, 3 Cougars, 2 Wolves, 1 baboob, 1 Macaque, and 1 Man Dead in Ohio.” Bennet, James. The Best American Magazine Writing. New York: Columbia University Press, 2013. 149.

I completely agree with the statement that an essay can be open to multiple interpretations. In the last module, we learned that the theme of an essay can be depicted as more than one specific theme depending on the reader. Authors may decide to use one theme to capture the reader’s attention but use another to capture a different reader’s attention. An example of this would be an adult reading a story and then a child or younger adult reading the same story. They may both interpret the same exact themes or they may both interpret something different. In this week’s readings this is what I have found to support the above:

In Sabrina Rubin Erdely’s “School of Hate”, I feel there are two themes to this story. The first is bullying and on the second page of the story it covers just that, “By age thirteen, she’d been taunted as a “cunt” and “cock muncher” long before such words had made much sense. When she told administrators about the abuse, they were strangely unresponsive, even though bullying was a subject often discussed in school-board meetings” (Erdley 254).

The next theme is discrimination, an example of that is: “When Christian activists who considered gays an abomination forced a measure through the school board forbidding the discussion of homosexuality in the district’s public schools, kids like Brittany were unknowingly thrust into the heart of a clash that was about to become intertwined with tragedy” (Erdley 253)

In Dexter Filkins’ “Atonement”, I think the theme of this story is guilt. “Lobello couldn’t sleep, couldn’t stop thinking about his time in Iraq. Around San Diego, he’d see a baby—in a grocery store, in a parking lot—and the image would come back to him: the blood-soaked Iraqi infant, his mother holding him aloft by one foot. “Why did you shoot us?” the woman demanded over and over” (Filkins 277).

The other theme in this story is regret. A quote that displays this is as follows: “Lots of the people I was with that day,” he said, “they don’t do too good sometimes.” At one point he started to cry. “I’m so sorry for your loss,” he said, composing himself” (Filkins 278).

In Chris Heath’s “18 Tigers, 17 Lions, 8 Bears, 3 Cougars, 2 Wolves, 1 Baboon, 1Macaque, and 1 Man Dead in Ohio” the theme is helplessness. “Her son remained trapped in the bard. From there, looking through a north-facing window, he watched the menagerie grow” (Heath 149).

Works Cited

Erdley, Sabrina Rubin. “School of Hate.” Bennet, James. The Best American Magazine Writing. New York: Columbia University Press, 2013. 254; 253.

Filkins, Dexter. “Atonement.” Bennet, James. The Best American Magazine Writing. New York: Columbia University Press, 2013. 277; 278.

Heath, Chris. “18 Tigers, 17 Lions, 8 Bears, 3 Cougars, 2 Wolves, 1 baboob, 1 Macaque, and 1 Man Dead in Ohio.” Bennet, James. The Best American Magazine Writing. New York: Columbia University Press, 2013. 149.

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