Essay 2: Analysis of Colonization in “Whereas” and from Unincorporated Territories: [guma’] and at least one reading of your choice assigned during weeks 1, 2, 3, 4, 5 or 6.
Worth 100 points
Word Count 1,250-2,500 words; not counting works cited
Select one of the following five prompts to complete your essay. You must include in the upper left hand corner of your paper, where your name and the date go, that this is Analytical Essay #2 and the letter of which prompt you have chosen to attempt. This could be written like “Analytical Essay #2B”
a. In both “Whereas” and from Unincorporated Territories: [guma’], we can see that there is engagement and resistance to writings of and by the US Federal Government—a colonizing force if there ever was one—as well as from interaction with individuals who are colonizers, whether they want or mean to be. How do Long Soldier and Perez and a poet of your choice who has been assigned to you during weeks 1-6 engage with the conventions of the contemporary and ancient colonial style and frameworks of writing in their own artistic writing?
And in no more than a page, explain how you might attempt your own resistance and why. If you have space, you may provide a brief example—no longer than a page.
b. We understand that the meaning of any given word or text is established through a continuing process of social interaction, negotiation, consensus, and dissent, so: how do Long Soldier, Perez and a poet of your choice who we’ve read during weeks 1-6 participate in this social construction of meaning under the restrictions of colonialism?
c. Long Solder, Perez and several other writers we’ve read so far allude to or discuss outright Generational Trauma, an atypical neurological disability related to Post Traumatic Stress Disorder—what is Generational Trauma, and analyze the discussion of it in these texts.
d. Analyze “Whereas” and from Unincorporated Territories: [guma’] and a poem of your choice from the work assigned to you during weeks 1-6 through a Post-colonial theoretical lens, define that lens with one or more of the nonfiction texts we’ve read on the subject of colonialism, decolonialization, postcolonialism, or sovereignty.
e. If you found a way to talk about “Whereas” and from Unincorporated Territories: [guma’] and another poem of your choice that I’ve assigned throughout week 1,2,3,4,5, or 6—you may do so.
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