Assignment Prompt & Instructions
attached
– 2 years ago
**files (14)**
– ## EmilyDickinson.PoetryExamples.docx
– ## TheEthicsofArtificialIntelligencesurvey.docx
– ## RomanticismEssay.docx
– ## ColonialPeriodEssay.docx
– ## TheColonialPeriod.Overview.Rev.Spr25.docx
– ## Bradstreet.ToMyDearLovingHusband.PoemandAnalysis.docx.pdf
– AmericanRomanticismDarkandTransIntro.ppt
– Perkins_Concise_12e_Puritans.ppt
– EdwardsSinnersintheHandsofanAngryGod.pdf
– RomanticisminAmericanLiterature.Overview.docx
– Rowlandson.Excerpt.NarrativeoftheCaptivity.pdf
– LigeiabyEdgarAllenPoe.docx
– SAYLOR-ENGL405-3.2-GOODMAN.pdf
– SAYLOR-ENGL405-3.1-BLACKVEIL.pdf
**## EmilyDickinson.PoetryExamples.docx**
**Because I could not stop for Death – (479)**
Because I could not stop for Death –
He kindly stopped for me –
The Carriage held but just Ourselves –
And Immortality.
We slowly drove – He knew no haste
And I had put away
My labor and my leisure too,
For His Civility –
We passed the School, where Children strove
At Recess – in the Ring –
We passed the Fields of Gazing Grain –
We passed the Setting Sun –
Or rather – He passed Us –
The Dews drew quivering and Chill –
For only Gossamer, my Gown –
My Tippet – only Tulle –
We paused before a House that seemed
A Swelling of the Ground –
The Roof was scarcely visible –
The Cornice – in the Ground –
Since then – 'tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses' Heads
Were toward Eternity –
**I heard a Fly buzz – when I died – (591)**
I heard a Fly buzz – when I died –
The Stillness in the Room
Was like the Stillness in the Air –
Between the Heaves of Storm –
The Eyes around – had wrung them dry –
And Breaths were gathering firm
For that last Onset – when the King
Be witnessed – in the Room –
I willed my Keepsakes – Signed away
What portion of me be
Assignable – and then it was
There interposed a Fly –
With Blue – uncertain – stumbling Buzz –
Between the light – and me –
And then the Windows failed – and then
I could not see to see –
**I'm Nobody! Who are you?**
I'm Nobody! Who are you?
Are you – Nobody – too?
Then there's a pair of us!
Dont tell! they'd banish us – you know!
How dreary – to be – Somebody!
How public – like a Frog –
To tell your name – the livelong June –
To an admiring Bog!
**Success is counted sweetest (112)**
Success is counted sweetest
By those who ne'er succeed.
To comprehend a nectar
Requires sorest need.
Not one of all the purple Host
Who took the Flag today
Can tell the definition
So clear of victory
As he defeated – dying –
On whose forbidden ear
The distant strains of triumph
Burst agonized and clear!
**Tell all the truth but tell it slant — (1263)**
Tell all the truth but tell it slant —
Success in Circuit lies
Too bright for our infirm Delight
The Truth's superb surprise
As Lightning to the Children eased
With explanation kind
The Truth must dazzle gradually
Or every man be blind —
**I felt a Funeral, in my Brain, (340)**
I felt a Funeral, in my Brain,
And Mourners to and fro
Kept treading – treading – till it seemed
That Sense was breaking through –
And when they all were seated,
A Service, like a Drum –
Kept beating – beating – till I thought
My mind was going numb –
And then I heard them lift a Box
And creak across my Soul
With those same Boots of Lead, again,
Then Space – began to toll,
As all the Heavens were a Bell,
And Being, but an Ear,
And I, and Silence, some strange Race,
Wrecked, solitary, here –
And then a Plank in Reason, broke,
And I dropped down, and down –
And hit a World, at every plunge,
And Finished knowing – then –
Copyright Credit: THE POEMS OF EMILY DICKINSON: READING EDITION, edited by Ralph W. Franklin, Cambridge, Mass.: The Belknap Press of Harvard University Press, Copyright © 1998, 1999 by the President and Fellows of Harvard College. Copyright © 1951, 1955 , by the President and Fellows of Harvard College. Copyright © 1979, 1983 by the President and Fellows of Harvard College. Copyright © 1914, 1918, 1924, 1929, 1930, 1932, 1935, 1937, 1942 by Martha Dickinson Bianchi. Copyright © 1952, 1957, 1958, 1963, 1965 by Mary L. Hampson.
Source:
_The Poems of Emily Dickinson_, edited by R.W. Franklin (Harvard University Press, 1999)
**## TheEthicsofArtificialIntelligencesurvey.docx**
**The Ethics of Artificial Intelligence**: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcement, and education. Consider the potential benefits and risks associated with AI in your chosen sector.
**Question 4**
PRE-KNOWLEDGE: Now that you have chosen a general topic, take a moment to assess your current knowledge. Treat this question as a "Note To Self." What do you already know about this topic? What are some things you're interested in examining more closely? Feel free to record audio or video instead of writing if you prefer.
**Question 5**
GENERATE IDEAS: What are some questions you want to explore about the topic you chose? What are some resources (outside of the library) you might find useful to learn about your topic? Spend time brainstorming as many questions as you can — the more the merrier! After you begin your research process, you'll be able to begin focusing on a few of them.
As before, feel free to record yourself or even to upload a snapshot of your brainstorming notes.
**## RomanticismEssay.docx**
Romanticism Essay
**Romanticism Essay**
Directions: Read each of the attached readings posted by the authors and the poet of the Romantic Period in American Literature, Edgar Allan Poe, Nathaniel Hawthorne, and Emily Dickinson. Choose one work and develop an essay on one of the prompts below.
**Edgar Allan Poe: “Ligeia”**
· What are the key differences between Ligeia and Rowena, and what do these differences reveal about the narrator's character?
**Nathaniel Hawthorne: (Choose one (1) prompt)** **“The Minister’s Black Veil”**
· What do Father Hooper's final words disclose about his possible reasoning for wearing the veil?
**“Young Goodman Brown”**
· How does Young Goodman Brown change during the story?
**Emily Dickinson—**
**Choose two (2) poems**
**“Because I could not Stop for Death”**
· What is the significance of the carriage ride with Death, and what does it symbolize?
**“I’m Nobody! Who are you?”**
· What is the poem's message or central idea?
**“I Heard a Fly Buzz—when I Died”**
· What is the significance of the fly in the poem? Is it a literal fly, a symbol, or both?
**“Success is counted sweetest”**
· What is the central message or theme of the poem?
**“Tell the Truth but tell it slant”**
· What is the central message or argument of the poem? What does "tell it slant" mean in this context?
**Essay Guidelines:**
Length: 1 ½ to 2 pages.
Double-spaced.
Font and Font size: 12-14 pt. in Tahoma, Arial, or Times New Roman
Secondary sources may be included. Use MLA documentation to cite your sources for in-text citations and the Works Cited page.
Artificial Intelligence Use: Review the “Use of Artificial Intelligence” document located in the Style Rules and Guidelines module. Please know, these guidelines will be strictly enforced.
**## ColonialPeriodEssay.docx**
Colonial Period Essay
**Colonial Writers Essay**
**Directions:**
**Read the attached readings by Colonial authors Ann Bradstreet, Mary Rowlandson, and Johnathan Edwards. Choose one (1) work and develop an essay on one (1) of the prompts below for your chosen author.**
**Prompts:**
**Ann Bradstreet**
·
**Examine how the poem elevates marriage as a sacred union, a reflection of God's creation, and how this vision contrasts with societal expectations of the time.**
·
**Analyze how Bradstreet's poem challenges or reinforces the traditional roles of women in Puritan society, particularly in marriage and love.**
**Mary Rowlandson**
·
**Discuss how Rowlandson's faith is challenged and strengthened during her captivity and how her narrative reflects the Puritan perspective on suffering and redemption.**
·
**Analyze Rowlandson's portrayal of Native Americans, exploring whether her narrative perpetuates or challenges existing stereotypes and how her perspective reflects the biases (particularly against Native Americans) of her time.**
**Johnathan Edwards**
·
**Examine Edwards' understanding of sin and its consequences, and discuss how his sermon reflects Puritan beliefs about human depravity and the need for salvation.**
·
**Discuss how the sermon reflects the core beliefs and values of the Puritan community, including their views on God, salvation, and the human condition.**
**Essay Guidelines:**
·
**Length: 1 ½ to two pages**
·
**Double-spaced**
·
**Font and Font size: 12-14 pt. in Tahoma, Arial, or Times New Roman**
·
**Secondary sources may be included. Use MLA documentation to cite your sources for in-text citations and the Works Cited page.**
·
**Artificial Intelligence Use: Review the "Use of Artificial Intelligence" document located in the Style Rules and Guidelines module. Please know, these guidelines will be strictly enforced.**
·
**DO NOT submit PDF files. Submit your essay as a Microsoft Word document ONLY.**
**## TheColonialPeriod.Overview.Rev.Spr25.docx**
**The Colonial Period (1607–1775)**
**The Colonial Period** encompasses the founding of
[Jamestown](https://www.thoughtco.com/jamestown-facts-104979) up to a decade before the Revolutionary War. The Colonial Period covers a period beginning with the foundation of the colonies, the first being Jamestown, Virginia, in 1607, and ends with the beginning of the Revolutionary War. Thirteen British colonies were established and could be divided into three geographic areas: New England, Middle, and Southern. Each colony had specific economic, social, and political developments unique to the region. However, all colonies were governed by the British, and there was little deviation from European literary styles until the early Americans began to become their own people.
**Literature in Colonial America**
Colonial literature refers to works of literature produced during periods of colonization or imperialistic exploitation, typically focusing on the interactions and experiences of colonizers and colonized peoples. The majority of writings were focused on religious, historical, and practical aspects of life in the New World. The first
[Slave Narrative](https://www.thoughtco.com/classic-slave-narratives-1773984), "A Narrative of the Uncommon Sufferings, and Surprising Deliverance of Briton Hammon, a Negro Man," was published during this period, in 1760 Boston.
**Examples of Notable Writers**
·
**Anne Bradstreet:** Known for her poetry, reflecting her personal experiences and religious beliefs. Bradstreet is considered to be “America's First Poet.” Bradstreet’s book of poems,
_The Tenth Muse Lately Sprung up in America,_ was published in 1650. Bradstreet was the first English woman in the Thirteen Colonies to publish a book of poetry.
·
**William Bradford:** _Of Plymouth Plantation,"_ is a historical account of the Pilgrims' journey and settlement. The book details the Pilgrims' journey from England to the New World, their experiences in establishing the Plymouth Colony, and their interactions with Native Americans, all viewed through a religious lens
·
**Johnathan Edwards:**"Sinners in the Hands of an Angry God" is Edwards’ most famous sermon, delivered in 1741, which vividly portrays the consequences of sin and the wrath of God. Known as a theologian, philosopher, pastor, and revivalist, Edward’s writings offer insights into colonial thought and the
**Great** **Awakening**. The Great Awakening refers to a series of religious revivals that swept through the American colonies in the 1730s and 1740s, characterized by increased religious fervor, evangelical preaching, and a renewed focus on personal piety.
·
**Mary Rowlandson:** Rowlandson's famous work is the 1682 captivity narrative, "The Sovereignty and Goodness of God: Being a Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson." The 1682 memoir details her experiences during her captivity by Native Americans during King Philip's War, focusing on her faith and God's providence amidst hardship.
**Key Characteristics and Themes**
·
**Religious Focus:**
Many colonial writers, particularly the Puritans, were deeply concerned with religious matters, expressing their beliefs and experiences through sermons, journals, and spiritual autobiographies.
·
**Historical Accounts:**
Colonial literature includes chronicles, histories, and travel records, documenting the colonization process, interactions with Native Americans, and the establishment of settlements.
·
**Practical Writings:**
Many writings were practical in nature, offering advice on managing resources, establishing communities, and navigating the challenges of the "New World".
·
**Emergence of Genres:**
Colonial authors pioneered genres like the captivity narrative, autobiographical accounts, and plantation literature, reflecting the diverse experiences of the colonies.
Common themes include the relationship between humans and nature, the differences between European and Native American cultures, and the struggle to establish order and maintain communities.
**## Bradstreet.ToMyDearLovingHusband.PoemandAnalysis.docx.pdf**
To My Dear and Loving Husband
Anne Bradstreet – 1612-1672
If ever two were one, then surely we.
If ever man were loved by wife, then thee;
If ever wife was happy in a man,
Compare with me ye women if you can.
I prize thy love more than whole mines of gold,
Or all the riches that the East doth hold.
My love is such that rivers cannot quench,
Nor ought but love from thee give recompense.
Thy love is such I can no way repay;
The heavens reward thee manifold, I pray.
Then while we live, in love let's so persever,
That when we live no more we may live ever.
Analysis
Line 1
She begins the poem, To my Dear and Loving Husband, with a proclamation.
If ever two were one, then surely we.
This reveals her truly deep love for her husband by claiming that if any two people in the history of marriages have ever
been bonded together as though they were one person, then surely she and her husband are bonded together in this deep
and intimate way.
Line 2
If ever man were loved by wife, then thee.
In the second line, Bradstreet reassures her husband of her own love and commitment to him by claiming that
she loves him as much as any woman as ever loved a man. This is a great claim, as there are countless lovers in
the world. But she is confident that she loves her husband as much as any woman has ever loved a man.
Lines 3-4
If ever wife was happy in a man,
Compare with me, ye women, if you can.
In the third and fourth lines, she reassures her husband that she is happy with him. She challenges him to
compare her with any other woman and see that she herself is happiest of all women because she is married to
him.
Lines 5-6
I prize thy love more than whole mines of gold,
Or all the riches that the East doth hold.
In the fifth and sixth lines, she proclaims to her husband that his love is worth far more to her than any amount
of money could ever be worth. She claims that she values his love “more than whole mines of gold” and even
more than “all the riches that the East doth hold”. This shows that she values the human feeling of love in
connection and commitment to another person far more than she could ever value any amount of material
wealth.
[https://poets.org/poet/anne-bradstreet](https://poets.org/poet/anne-bradstreet)
To My Dear and Loving Husband
Anne Bradstreet – 1612-1672
Line 7
My love is such that rivers cannot quench,
In the seventh line, she reveals that even though she is the happiest of women, she does not count herself fully
satisfied, because the nature of her love for him is such that she feels she can never get enough. This is why she
says. “My love is such that rivers cannot quench”.
Line 8
Nor ought but love from thee give recompense.
In the eighth line, she reveals her gratitude for being the recipient of her husband’s love, by claiming that she
could never “recompense” his love. This shows that she feels so loved by her husband that she doesn’t believe
she could ever make him feel as loved as he has made her feel.
Lines 9-10
Thy love is such I can no way repay;
The heavens reward thee manifold, I pray.
In the ninth line, she reiterates her thought that his love is deeper than what she could ever return by saying,
“Thy love is such I can no way repay”. And since she doesn’t believe that she herself could ever repay her
husband for the love he has bestowed on her, she prays to God that He will bless her husband in reward for the
way he has loved his wife (line 10).
Line 11-12
That when we live no more, we may live ever.
She ends To my Dear and Loving Husband by claiming that they will persevere in love until the end. Bradstreet
has no doubt that she and her husband will stay married and in love until one passes from this life to the next.
This is revealed when she says, “Then while we live, in love let’s so persever”.
Line 12
The final line of this poem ends with a small glimpse into the next life. She says, “That when we live no more,
we may live ever”. This line suggests that their love with being eternal. She believes that even after this life is
over, they will continue to be in love for all of eternity.
[https://poets.org/poet/anne-bradstreet](https://poets.org/poet/anne-bradstreet)
**AmericanRomanticismDarkandTransIntro.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/americanromanticismdarkandtransintro-ppt)
**Perkins_Concise_12e_Puritans.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/perkins-concise-12e-puritans-ppt)
**EdwardsSinnersintheHandsofanAngryGod.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edwardssinnersinthehandsofanangrygod-pdf-10234523)
**RomanticisminAmericanLiterature.Overview.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/romanticisminamericanliterature-overview-docx)
**Rowlandson.Excerpt.NarrativeoftheCaptivity.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/rowlandson-excerpt-narrativeofthecaptivity-pdf-10234535)
**LigeiabyEdgarAllenPoe.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ligeiabyedgarallenpoe-docx-10234521)
**SAYLOR-ENGL405-3.2-GOODMAN.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/saylor-engl405-3-2-goodman-pdf-10234531)
**SAYLOR-ENGL405-3.1-BLACKVEIL.pdf**
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**SAYLOR-ENGL405-3.1-BLACKVEIL.pdf**
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**## EmilyDickinson.PoetryExamples.docx**
**Because I could not stop for Death – (479)**
Because I could not stop for Death –
He kindly stopped for me –
The Carriage held but just Ourselves –
And Immortality.
We slowly drove – He knew no haste
And I had put away
My labor and my leisure too,
For His Civility –
We passed the School, where Children strove
At Recess – in the Ring –
We passed the Fields of Gazing Grain –
We passed the Setting Sun –
Or rather – He passed Us –
The Dews drew quivering and Chill –
For only Gossamer, my Gown –
My Tippet – only Tulle –
We paused before a House that seemed
A Swelling of the Ground –
The Roof was scarcely visible –
The Cornice – in the Ground –
Since then – 'tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses' Heads
Were toward Eternity –
**I heard a Fly buzz – when I died – (591)**
I heard a Fly buzz – when I died –
The Stillness in the Room
Was like the Stillness in the Air –
Between the Heaves of Storm –
The Eyes around – had wrung them dry –
And Breaths were gathering firm
For that last Onset – when the King
Be witnessed – in the Room –
I willed my Keepsakes – Signed away
What portion of me be
Assignable – and then it was
There interposed a Fly –
With Blue – uncertain – stumbling Buzz –
Between the light – and me –
And then the Windows failed – and then
I could not see to see –
**I'm Nobody! Who are you?**
I'm Nobody! Who are you?
Are you – Nobody – too?
Then there's a pair of us!
Dont tell! they'd banish us – you know!
How dreary – to be – Somebody!
How public – like a Frog –
To tell your name – the livelong June –
To an admiring Bog!
**Success is counted sweetest (112)**
Success is counted sweetest
By those who ne'er succeed.
To comprehend a nectar
Requires sorest need.
Not one of all the purple Host
Who took the Flag today
Can tell the definition
So clear of victory
As he defeated – dying –
On whose forbidden ear
The distant strains of triumph
Burst agonized and clear!
**Tell all the truth but tell it slant — (1263)**
Tell all the truth but tell it slant —
Success in Circuit lies
Too bright for our infirm Delight
The Truth's superb surprise
As Lightning to the Children eased
With explanation kind
The Truth must dazzle gradually
Or every man be blind —
**I felt a Funeral, in my Brain, (340)**
I felt a Funeral, in my Brain,
And Mourners to and fro
Kept treading – treading – till it seemed
That Sense was breaking through –
And when they all were seated,
A Service, like a Drum –
Kept beating – beating – till I thought
My mind was going numb –
And then I heard them lift a Box
And creak across my Soul
With those same Boots of Lead, again,
Then Space – began to toll,
As all the Heavens were a Bell,
And Being, but an Ear,
And I, and Silence, some strange Race,
Wrecked, solitary, here –
And then a Plank in Reason, broke,
And I dropped down, and down –
And hit a World, at every plunge,
And Finished knowing – then –
Copyright Credit: THE POEMS OF EMILY DICKINSON: READING EDITION, edited by Ralph W. Franklin, Cambridge, Mass.: The Belknap Press of Harvard University Press, Copyright © 1998, 1999 by the President and Fellows of Harvard College. Copyright © 1951, 1955 , by the President and Fellows of Harvard College. Copyright © 1979, 1983 by the President and Fellows of Harvard College. Copyright © 1914, 1918, 1924, 1929, 1930, 1932, 1935, 1937, 1942 by Martha Dickinson Bianchi. Copyright © 1952, 1957, 1958, 1963, 1965 by Mary L. Hampson.
Source:
_The Poems of Emily Dickinson_, edited by R.W. Franklin (Harvard University Press, 1999)
**## TheEthicsofArtificialIntelligencesurvey.docx**
**The Ethics of Artificial Intelligence**: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcement, and education. Consider the potential benefits and risks associated with AI in your chosen sector.
**Question 4**
PRE-KNOWLEDGE: Now that you have chosen a general topic, take a moment to assess your current knowledge. Treat this question as a "Note To Self." What do you already know about this topic? What are some things you're interested in examining more closely? Feel free to record audio or video instead of writing if you prefer.
**Question 5**
GENERATE IDEAS: What are some questions you want to explore about the topic you chose? What are some resources (outside of the library) you might find useful to learn about your topic? Spend time brainstorming as many questions as you can — the more the merrier! After you begin your research process, you'll be able to begin focusing on a few of them.
As before, feel free to record yourself or even to upload a snapshot of your brainstorming notes.
**## RomanticismEssay.docx**
Romanticism Essay
**Romanticism Essay**
Directions: Read each of the attached readings posted by the authors and the poet of the Romantic Period in American Literature, Edgar Allan Poe, Nathaniel Hawthorne, and Emily Dickinson. Choose one work and develop an essay on one of the prompts below.
**Edgar Allan Poe: “Ligeia”**
· What are the key differences between Ligeia and Rowena, and what do these differences reveal about the narrator's character?
**Nathaniel Hawthorne: (Choose one (1) prompt)** **“The Minister’s Black Veil”**
· What do Father Hooper's final words disclose about his possible reasoning for wearing the veil?
**“Young Goodman Brown”**
· How does Young Goodman Brown change during the story?
**Emily Dickinson—**
**Choose two (2) poems**
**“Because I could not Stop for Death”**
· What is the significance of the carriage ride with Death, and what does it symbolize?
**“I’m Nobody! Who are you?”**
· What is the poem's message or central idea?
**“I Heard a Fly Buzz—when I Died”**
· What is the significance of the fly in the poem? Is it a literal fly, a symbol, or both?
**“Success is counted sweetest”**
· What is the central message or theme of the poem?
**“Tell the Truth but tell it slant”**
· What is the central message or argument of the poem? What does "tell it slant" mean in this context?
**Essay Guidelines:**
Length: 1 ½ to 2 pages.
Double-spaced.
Font and Font size: 12-14 pt. in Tahoma, Arial, or Times New Roman
Secondary sources may be included. Use MLA documentation to cite your sources for in-text citations and the Works Cited page.
Artificial Intelligence Use: Review the “Use of Artificial Intelligence” document located in the Style Rules and Guidelines module. Please know, these guidelines will be strictly enforced.
**## ColonialPeriodEssay.docx**
Colonial Period Essay
**Colonial Writers Essay**
**Directions:**
**Read the attached readings by Colonial authors Ann Bradstreet, Mary Rowlandson, and Johnathan Edwards. Choose one (1) work and develop an essay on one (1) of the prompts below for your chosen author.**
**Prompts:**
**Ann Bradstreet**
·
**Examine how the poem elevates marriage as a sacred union, a reflection of God's creation, and how this vision contrasts with societal expectations of the time.**
·
**Analyze how Bradstreet's poem challenges or reinforces the traditional roles of women in Puritan society, particularly in marriage and love.**
**Mary Rowlandson**
·
**Discuss how Rowlandson's faith is challenged and strengthened during her captivity and how her narrative reflects the Puritan perspective on suffering and redemption.**
·
**Analyze Rowlandson's portrayal of Native Americans, exploring whether her narrative perpetuates or challenges existing stereotypes and how her perspective reflects the biases (particularly against Native Americans) of her time.**
**Johnathan Edwards**
·
**Examine Edwards' understanding of sin and its consequences, and discuss how his sermon reflects Puritan beliefs about human depravity and the need for salvation.**
·
**Discuss how the sermon reflects the core beliefs and values of the Puritan community, including their views on God, salvation, and the human condition.**
**Essay Guidelines:**
·
**Length: 1 ½ to two pages**
·
**Double-spaced**
·
**Font and Font size: 12-14 pt. in Tahoma, Arial, or Times New Roman**
·
**Secondary sources may be included. Use MLA documentation to cite your sources for in-text citations and the Works Cited page.**
·
**Artificial Intelligence Use: Review the "Use of Artificial Intelligence" document located in the Style Rules and Guidelines module. Please know, these guidelines will be strictly enforced.**
·
**DO NOT submit PDF files. Submit your essay as a Microsoft Word document ONLY.**
**## TheColonialPeriod.Overview.Rev.Spr25.docx**
**The Colonial Period (1607–1775)**
**The Colonial Period** encompasses the founding of
[Jamestown](https://www.thoughtco.com/jamestown-facts-104979) up to a decade before the Revolutionary War. The Colonial Period covers a period beginning with the foundation of the colonies, the first being Jamestown, Virginia, in 1607, and ends with the beginning of the Revolutionary War. Thirteen British colonies were established and could be divided into three geographic areas: New England, Middle, and Southern. Each colony had specific economic, social, and political developments unique to the region. However, all colonies were governed by the British, and there was little deviation from European literary styles until the early Americans began to become their own people.
**Literature in Colonial America**
Colonial literature refers to works of literature produced during periods of colonization or imperialistic exploitation, typically focusing on the interactions and experiences of colonizers and colonized peoples. The majority of writings were focused on religious, historical, and practical aspects of life in the New World. The first
[Slave Narrative](https://www.thoughtco.com/classic-slave-narratives-1773984), "A Narrative of the Uncommon Sufferings, and Surprising Deliverance of Briton Hammon, a Negro Man," was published during this period, in 1760 Boston.
**Examples of Notable Writers**
·
**Anne Bradstreet:** Known for her poetry, reflecting her personal experiences and religious beliefs. Bradstreet is considered to be “America's First Poet.” Bradstreet’s book of poems,
_The Tenth Muse Lately Sprung up in America,_ was published in 1650. Bradstreet was the first English woman in the Thirteen Colonies to publish a book of poetry.
·
**William Bradford:** _Of Plymouth Plantation,"_ is a historical account of the Pilgrims' journey and settlement. The book details the Pilgrims' journey from England to the New World, their experiences in establishing the Plymouth Colony, and their interactions with Native Americans, all viewed through a religious lens
·
**Johnathan Edwards:**"Sinners in the Hands of an Angry God" is Edwards’ most famous sermon, delivered in 1741, which vividly portrays the consequences of sin and the wrath of God. Known as a theologian, philosopher, pastor, and revivalist, Edward’s writings offer insights into colonial thought and the
**Great** **Awakening**. The Great Awakening refers to a series of religious revivals that swept through the American colonies in the 1730s and 1740s, characterized by increased religious fervor, evangelical preaching, and a renewed focus on personal piety.
·
**Mary Rowlandson:** Rowlandson's famous work is the 1682 captivity narrative, "The Sovereignty and Goodness of God: Being a Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson." The 1682 memoir details her experiences during her captivity by Native Americans during King Philip's War, focusing on her faith and God's providence amidst hardship.
**Key Characteristics and Themes**
·
**Religious Focus:**
Many colonial writers, particularly the Puritans, were deeply concerned with religious matters, expressing their beliefs and experiences through sermons, journals, and spiritual autobiographies.
·
**Historical Accounts:**
Colonial literature includes chronicles, histories, and travel records, documenting the colonization process, interactions with Native Americans, and the establishment of settlements.
·
**Practical Writings:**
Many writings were practical in nature, offering advice on managing resources, establishing communities, and navigating the challenges of the "New World".
·
**Emergence of Genres:**
Colonial authors pioneered genres like the captivity narrative, autobiographical accounts, and plantation literature, reflecting the diverse experiences of the colonies.
Common themes include the relationship between humans and nature, the differences between European and Native American cultures, and the struggle to establish order and maintain communities.
**## Bradstreet.ToMyDearLovingHusband.PoemandAnalysis.docx.pdf**
To My Dear and Loving Husband
Anne Bradstreet – 1612-1672
If ever two were one, then surely we.
If ever man were loved by wife, then thee;
If ever wife was happy in a man,
Compare with me ye women if you can.
I prize thy love more than whole mines of gold,
Or all the riches that the East doth hold.
My love is such that rivers cannot quench,
Nor ought but love from thee give recompense.
Thy love is such I can no way repay;
The heavens reward thee manifold, I pray.
Then while we live, in love let's so persever,
That when we live no more we may live ever.
Analysis
Line 1
She begins the poem, To my Dear and Loving Husband, with a proclamation.
If ever two were one, then surely we.
This reveals her truly deep love for her husband by claiming that if any two people in the history of marriages have ever
been bonded together as though they were one person, then surely she and her husband are bonded together in this deep
and intimate way.
Line 2
If ever man were loved by wife, then thee.
In the second line, Bradstreet reassures her husband of her own love and commitment to him by claiming that
she loves him as much as any woman as ever loved a man. This is a great claim, as there are countless lovers in
the world. But she is confident that she loves her husband as much as any woman has ever loved a man.
Lines 3-4
If ever wife was happy in a man,
Compare with me, ye women, if you can.
In the third and fourth lines, she reassures her husband that she is happy with him. She challenges him to
compare her with any other woman and see that she herself is happiest of all women because she is married to
him.
Lines 5-6
I prize thy love more than whole mines of gold,
Or all the riches that the East doth hold.
In the fifth and sixth lines, she proclaims to her husband that his love is worth far more to her than any amount
of money could ever be worth. She claims that she values his love “more than whole mines of gold” and even
more than “all the riches that the East doth hold”. This shows that she values the human feeling of love in
connection and commitment to another person far more than she could ever value any amount of material
wealth.
[https://poets.org/poet/anne-bradstreet](https://poets.org/poet/anne-bradstreet)
To My Dear and Loving Husband
Anne Bradstreet – 1612-1672
Line 7
My love is such that rivers cannot quench,
In the seventh line, she reveals that even though she is the happiest of women, she does not count herself fully
satisfied, because the nature of her love for him is such that she feels she can never get enough. This is why she
says. “My love is such that rivers cannot quench”.
Line 8
Nor ought but love from thee give recompense.
In the eighth line, she reveals her gratitude for being the recipient of her husband’s love, by claiming that she
could never “recompense” his love. This shows that she feels so loved by her husband that she doesn’t believe
she could ever make him feel as loved as he has made her feel.
Lines 9-10
Thy love is such I can no way repay;
The heavens reward thee manifold, I pray.
In the ninth line, she reiterates her thought that his love is deeper than what she could ever return by saying,
“Thy love is such I can no way repay”. And since she doesn’t believe that she herself could ever repay her
husband for the love he has bestowed on her, she prays to God that He will bless her husband in reward for the
way he has loved his wife (line 10).
Line 11-12
That when we live no more, we may live ever.
She ends To my Dear and Loving Husband by claiming that they will persevere in love until the end. Bradstreet
has no doubt that she and her husband will stay married and in love until one passes from this life to the next.
This is revealed when she says, “Then while we live, in love let’s so persever”.
Line 12
The final line of this poem ends with a small glimpse into the next life. She says, “That when we live no more,
we may live ever”. This line suggests that their love with being eternal. She believes that even after this life is
over, they will continue to be in love for all of eternity.
[https://poets.org/poet/anne-bradstreet](https://poets.org/poet/anne-bradstreet)
**AmericanRomanticismDarkandTransIntro.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/americanromanticismdarkandtransintro-ppt)
**Perkins_Concise_12e_Puritans.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/perkins-concise-12e-puritans-ppt)
**EdwardsSinnersintheHandsofanAngryGod.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edwardssinnersinthehandsofanangrygod-pdf-10234523)
**RomanticisminAmericanLiterature.Overview.docx**
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**Rowlandson.Excerpt.NarrativeoftheCaptivity.pdf**
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**LigeiabyEdgarAllenPoe.docx**
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**SAYLOR-ENGL405-3.2-GOODMAN.pdf**
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**SAYLOR-ENGL405-3.1-BLACKVEIL.pdf**
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**## EmilyDickinson.PoetryExamples.docx**
**Because I could not stop for Death – (479)**
Because I could not stop for Death –
He kindly stopped for me –
The Carriage held but just Ourselves –
And Immortality.
We slowly drove – He knew no haste
And I had put away
My labor and my leisure too,
For His Civility –
We passed the School, where Children strove
At Recess – in the Ring –
We passed the Fields of Gazing Grain –
We passed the Setting Sun –
Or rather – He passed Us –
The Dews drew quivering and Chill –
For only Gossamer, my Gown –
My Tippet – only Tulle –
We paused before a House that seemed
A Swelling of the Ground –
The Roof was scarcely visible –
The Cornice – in the Ground –
Since then – 'tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses' Heads
Were toward Eternity –
**I heard a Fly buzz – when I died – (591)**
I heard a Fly buzz – when I died –
The Stillness in the Room
Was like the Stillness in the Air –
Between the Heaves of Storm –
The Eyes around – had wrung them dry –
And Breaths were gathering firm
For that last Onset – when the King
Be witnessed – in the Room –
I willed my Keepsakes – Signed away
What portion of me be
Assignable – and then it was
There interposed a Fly –
With Blue – uncertain – stumbling Buzz –
Between the light – and me –
And then the Windows failed – and then
I could not see to see –
**I'm Nobody! Who are you?**
I'm Nobody! Who are you?
Are you – Nobody – too?
Then there's a pair of us!
Dont tell! they'd banish us – you know!
How dreary – to be – Somebody!
How public – like a Frog –
To tell your name – the livelong June –
To an admiring Bog!
**Success is counted sweetest (112)**
Success is counted sweetest
By those who ne'er succeed.
To comprehend a nectar
Requires sorest need.
Not one of all the purple Host
Who took the Flag today
Can tell the definition
So clear of victory
As he defeated – dying –
On whose forbidden ear
The distant strains of triumph
Burst agonized and clear!
**Tell all the truth but tell it slant — (1263)**
Tell all the truth but tell it slant —
Success in Circuit lies
Too bright for our infirm Delight
The Truth's superb surprise
As Lightning to the Children eased
With explanation kind
The Truth must dazzle gradually
Or every man be blind —
**I felt a Funeral, in my Brain, (340)**
I felt a Funeral, in my Brain,
And Mourners to and fro
Kept treading – treading – till it seemed
That Sense was breaking through –
And when they all were seated,
A Service, like a Drum –
Kept beating – beating – till I thought
My mind was going numb –
And then I heard them lift a Box
And creak across my Soul
With those same Boots of Lead, again,
Then Space – began to toll,
As all the Heavens were a Bell,
And Being, but an Ear,
And I, and Silence, some strange Race,
Wrecked, solitary, here –
And then a Plank in Reason, broke,
And I dropped down, and down –
And hit a World, at every plunge,
And Finished knowing – then –
Copyright Credit: THE POEMS OF EMILY DICKINSON: READING EDITION, edited by Ralph W. Franklin, Cambridge, Mass.: The Belknap Press of Harvard University Press, Copyright © 1998, 1999 by the President and Fellows of Harvard College. Copyright © 1951, 1955 , by the President and Fellows of Harvard College. Copyright © 1979, 1983 by the President and Fellows of Harvard College. Copyright © 1914, 1918, 1924, 1929, 1930, 1932, 1935, 1937, 1942 by Martha Dickinson Bianchi. Copyright © 1952, 1957, 1958, 1963, 1965 by Mary L. Hampson.
Source:
_The Poems of Emily Dickinson_, edited by R.W. Franklin (Harvard University Press, 1999)
**## TheEthicsofArtificialIntelligencesurvey.docx**
**The Ethics of Artificial Intelligence**: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcement, and education. Consider the potential benefits and risks associated with AI in your chosen sector.
**Question 4**
PRE-KNOWLEDGE: Now that you have chosen a general topic, take a moment to assess your current knowledge. Treat this question as a "Note To Self." What do you already know about this topic? What are some things you're interested in examining more closely? Feel free to record audio or video instead of writing if you prefer.
**Question 5**
GENERATE IDEAS: What are some questions you want to explore about the topic you chose? What are some resources (outside of the library) you might find useful to learn about your topic? Spend time brainstorming as many questions as you can — the more the merrier! After you begin your research process, you'll be able to begin focusing on a few of them.
As before, feel free to record yourself or even to upload a snapshot of your brainstorming notes.
**## RomanticismEssay.docx**
Romanticism Essay
**Romanticism Essay**
Directions: Read each of the attached readings posted by the authors and the poet of the Romantic Period in American Literature, Edgar Allan Poe, Nathaniel Hawthorne, and Emily Dickinson. Choose one work and develop an essay on one of the prompts below.
**Edgar Allan Poe: “Ligeia”**
· What are the key differences between Ligeia and Rowena, and what do these differences reveal about the narrator's character?
**Nathaniel Hawthorne: (Choose one (1) prompt)** **“The Minister’s Black Veil”**
· What do Father Hooper's final words disclose about his possible reasoning for wearing the veil?
**“Young Goodman Brown”**
· How does Young Goodman Brown change during the story?
**Emily Dickinson—**
**Choose two (2) poems**
**“Because I could not Stop for Death”**
· What is the significance of the carriage ride with Death, and what does it symbolize?
**“I’m Nobody! Who are you?”**
· What is the poem's message or central idea?
**“I Heard a Fly Buzz—when I Died”**
· What is the significance of the fly in the poem? Is it a literal fly, a symbol, or both?
**“Success is counted sweetest”**
· What is the central message or theme of the poem?
**“Tell the Truth but tell it slant”**
· What is the central message or argument of the poem? What does "tell it slant" mean in this context?
**Essay Guidelines:**
Length: 1 ½ to 2 pages.
Double-spaced.
Font and Font size: 12-14 pt. in Tahoma, Arial, or Times New Roman
Secondary sources may be included. Use MLA documentation to cite your sources for in-text citations and the Works Cited page.
Artificial Intelligence Use: Review the “Use of Artificial Intelligence” document located in the Style Rules and Guidelines module. Please know, these guidelines will be strictly enforced.
**## ColonialPeriodEssay.docx**
Colonial Period Essay
**Colonial Writers Essay**
**Directions:**
**Read the attached readings by Colonial authors Ann Bradstreet, Mary Rowlandson, and Johnathan Edwards. Choose one (1) work and develop an essay on one (1) of the prompts below for your chosen author.**
**Prompts:**
**Ann Bradstreet**
·
**Examine how the poem elevates marriage as a sacred union, a reflection of God's creation, and how this vision contrasts with societal expectations of the time.**
·
**Analyze how Bradstreet's poem challenges or reinforces the traditional roles of women in Puritan society, particularly in marriage and love.**
**Mary Rowlandson**
·
**Discuss how Rowlandson's faith is challenged and strengthened during her captivity and how her narrative reflects the Puritan perspective on suffering and redemption.**
·
**Analyze Rowlandson's portrayal of Native Americans, exploring whether her narrative perpetuates or challenges existing stereotypes and how her perspective reflects the biases (particularly against Native Americans) of her time.**
**Johnathan Edwards**
·
**Examine Edwards' understanding of sin and its consequences, and discuss how his sermon reflects Puritan beliefs about human depravity and the need for salvation.**
·
**Discuss how the sermon reflects the core beliefs and values of the Puritan community, including their views on God, salvation, and the human condition.**
**Essay Guidelines:**
·
**Length: 1 ½ to two pages**
·
**Double-spaced**
·
**Font and Font size: 12-14 pt. in Tahoma, Arial, or Times New Roman**
·
**Secondary sources may be included. Use MLA documentation to cite your sources for in-text citations and the Works Cited page.**
·
**Artificial Intelligence Use: Review the "Use of Artificial Intelligence" document located in the Style Rules and Guidelines module. Please know, these guidelines will be strictly enforced.**
·
**DO NOT submit PDF files. Submit your essay as a Microsoft Word document ONLY.**
**## TheColonialPeriod.Overview.Rev.Spr25.docx**
**The Colonial Period (1607–1775)**
**The Colonial Period** encompasses the founding of
[Jamestown](https://www.thoughtco.com/jamestown-facts-104979) up to a decade before the Revolutionary War. The Colonial Period covers a period beginning with the foundation of the colonies, the first being Jamestown, Virginia, in 1607, and ends with the beginning of the Revolutionary War. Thirteen British colonies were established and could be divided into three geographic areas: New England, Middle, and Southern. Each colony had specific economic, social, and political developments unique to the region. However, all colonies were governed by the British, and there was little deviation from European literary styles until the early Americans began to become their own people.
**Literature in Colonial America**
Colonial literature refers to works of literature produced during periods of colonization or imperialistic exploitation, typically focusing on the interactions and experiences of colonizers and colonized peoples. The majority of writings were focused on religious, historical, and practical aspects of life in the New World. The first
[Slave Narrative](https://www.thoughtco.com/classic-slave-narratives-1773984), "A Narrative of the Uncommon Sufferings, and Surprising Deliverance of Briton Hammon, a Negro Man," was published during this period, in 1760 Boston.
**Examples of Notable Writers**
·
**Anne Bradstreet:** Known for her poetry, reflecting her personal experiences and religious beliefs. Bradstreet is considered to be “America's First Poet.” Bradstreet’s book of poems,
_The Tenth Muse Lately Sprung up in America,_ was published in 1650. Bradstreet was the first English woman in the Thirteen Colonies to publish a book of poetry.
·
**William Bradford:** _Of Plymouth Plantation,"_ is a historical account of the Pilgrims' journey and settlement. The book details the Pilgrims' journey from England to the New World, their experiences in establishing the Plymouth Colony, and their interactions with Native Americans, all viewed through a religious lens
·
**Johnathan Edwards:**"Sinners in the Hands of an Angry God" is Edwards’ most famous sermon, delivered in 1741, which vividly portrays the consequences of sin and the wrath of God. Known as a theologian, philosopher, pastor, and revivalist, Edward’s writings offer insights into colonial thought and the
**Great** **Awakening**. The Great Awakening refers to a series of religious revivals that swept through the American colonies in the 1730s and 1740s, characterized by increased religious fervor, evangelical preaching, and a renewed focus on personal piety.
·
**Mary Rowlandson:** Rowlandson's famous work is the 1682 captivity narrative, "The Sovereignty and Goodness of God: Being a Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson." The 1682 memoir details her experiences during her captivity by Native Americans during King Philip's War, focusing on her faith and God's providence amidst hardship.
**Key Characteristics and Themes**
·
**Religious Focus:**
Many colonial writers, particularly the Puritans, were deeply concerned with religious matters, expressing their beliefs and experiences through sermons, journals, and spiritual autobiographies.
·
**Historical Accounts:**
Colonial literature includes chronicles, histories, and travel records, documenting the colonization process, interactions with Native Americans, and the establishment of settlements.
·
**Practical Writings:**
Many writings were practical in nature, offering advice on managing resources, establishing communities, and navigating the challenges of the "New World".
·
**Emergence of Genres:**
Colonial authors pioneered genres like the captivity narrative, autobiographical accounts, and plantation literature, reflecting the diverse experiences of the colonies.
Common themes include the relationship between humans and nature, the differences between European and Native American cultures, and the struggle to establish order and maintain communities.
**## Bradstreet.ToMyDearLovingHusband.PoemandAnalysis.docx.pdf**
To My Dear and Loving Husband
Anne Bradstreet – 1612-1672
If ever two were one, then surely we.
If ever man were loved by wife, then thee;
If ever wife was happy in a man,
Compare with me ye women if you can.
I prize thy love more than whole mines of gold,
Or all the riches that the East doth hold.
My love is such that rivers cannot quench,
Nor ought but love from thee give recompense.
Thy love is such I can no way repay;
The heavens reward thee manifold, I pray.
Then while we live, in love let's so persever,
That when we live no more we may live ever.
Analysis
Line 1
She begins the poem, To my Dear and Loving Husband, with a proclamation.
If ever two were one, then surely we.
This reveals her truly deep love for her husband by claiming that if any two people in the history of marriages have ever
been bonded together as though they were one person, then surely she and her husband are bonded together in this deep
and intimate way.
Line 2
If ever man were loved by wife, then thee.
In the second line, Bradstreet reassures her husband of her own love and commitment to him by claiming that
she loves him as much as any woman as ever loved a man. This is a great claim, as there are countless lovers in
the world. But she is confident that she loves her husband as much as any woman has ever loved a man.
Lines 3-4
If ever wife was happy in a man,
Compare with me, ye women, if you can.
In the third and fourth lines, she reassures her husband that she is happy with him. She challenges him to
compare her with any other woman and see that she herself is happiest of all women because she is married to
him.
Lines 5-6
I prize thy love more than whole mines of gold,
Or all the riches that the East doth hold.
In the fifth and sixth lines, she proclaims to her husband that his love is worth far more to her than any amount
of money could ever be worth. She claims that she values his love “more than whole mines of gold” and even
more than “all the riches that the East doth hold”. This shows that she values the human feeling of love in
connection and commitment to another person far more than she could ever value any amount of material
wealth.
[https://poets.org/poet/anne-bradstreet](https://poets.org/poet/anne-bradstreet)
To My Dear and Loving Husband
Anne Bradstreet – 1612-1672
Line 7
My love is such that rivers cannot quench,
In the seventh line, she reveals that even though she is the happiest of women, she does not count herself fully
satisfied, because the nature of her love for him is such that she feels she can never get enough. This is why she
says. “My love is such that rivers cannot quench”.
Line 8
Nor ought but love from thee give recompense.
In the eighth line, she reveals her gratitude for being the recipient of her husband’s love, by claiming that she
could never “recompense” his love. This shows that she feels so loved by her husband that she doesn’t believe
she could ever make him feel as loved as he has made her feel.
Lines 9-10
Thy love is such I can no way repay;
The heavens reward thee manifold, I pray.
In the ninth line, she reiterates her thought that his love is deeper than what she could ever return by saying,
“Thy love is such I can no way repay”. And since she doesn’t believe that she herself could ever repay her
husband for the love he has bestowed on her, she prays to God that He will bless her husband in reward for the
way he has loved his wife (line 10).
Line 11-12
That when we live no more, we may live ever.
She ends To my Dear and Loving Husband by claiming that they will persevere in love until the end. Bradstreet
has no doubt that she and her husband will stay married and in love until one passes from this life to the next.
This is revealed when she says, “Then while we live, in love let’s so persever”.
Line 12
The final line of this poem ends with a small glimpse into the next life. She says, “That when we live no more,
we may live ever”. This line suggests that their love with being eternal. She believes that even after this life is
over, they will continue to be in love for all of eternity.
[https://poets.org/poet/anne-bradstreet](https://poets.org/poet/anne-bradstreet)
**AmericanRomanticismDarkandTransIntro.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/americanromanticismdarkandtransintro-ppt)
**Perkins_Concise_12e_Puritans.ppt**
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**EdwardsSinnersintheHandsofanAngryGod.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edwardssinnersinthehandsofanangrygod-pdf-10234523)
**RomanticisminAmericanLiterature.Overview.docx**
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**Rowlandson.Excerpt.NarrativeoftheCaptivity.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/rowlandson-excerpt-narrativeofthecaptivity-pdf-10234535)
**LigeiabyEdgarAllenPoe.docx**
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**SAYLOR-ENGL405-3.2-GOODMAN.pdf**
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**SAYLOR-ENGL405-3.1-BLACKVEIL.pdf**
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