Expert answer:who can do my outline and essay about American Got
Solved by verified expert:I need an outline just like the example uploaded below but it has to be about the American Gothic literature and I want 12 quotes in the outline and 12 works cited from the library database you can find the American Gothic literature and the Works cited it has to be in MLA Format All in the Library Database here is the link for the library database Academic Search Complete This link opens in a new window there will be 3 files uploaded below please follow the instructions in the files.I need the essay perfect made of 5 pages or more if you need any more information or help just ask. ThanksThe log in details for the library database are >>> Username: e3051026@student.dcccd.eduPassword: xnxx123456
writing_faux_pas.docx
essay_guidelines_1_.docx
dystopia_outline_template.docx
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I Want to Write an Effective Essay, But I Include Things Like…
• First or second person pronouns
Unless the assigned essay is a narrative or process piece, and in
this class it never will be, the pronouns “I,” “me,” “we,” “us,”
“mine,” “our,” “you,” and “your” are completely unacceptable.
• “There is”/ “There are”/ “There will be”…
Make your life simple. Just don’t write “there.” These
constructions move the subject further into the sentence and leave
the reader to wonder who or what is ACTUALLY doing something
in the sentence.
• Dead words
“Good,” “bad,” “nice,” “a lot,” “hard”, and “very” rest in peace
because they mean nothing for various reasons. Do not resurrect
them. We are not the Umbrella Corporation, and this is not Racoon
City.
• Authors’ first names
Are you BFF? Do they come to your house? Do they reply to your
FB posts? Since I am certain the answer to all these questions is
“no,” you do not know them well enough to use their first names.
Instead use their last names only or first AND last.
• “that” or “which” when “who” is required
Write about a person who or something that/which, not a person
that/which.
• Contractions and Apostrophes
Avoid the use of contractions in academic writing. It’s too casual.
Only use apostrophes when you are trying to show the possession
of something.
• “Of” instead of “’ve”
When you write this (could of, should of, would of, etc.), you are
using a contraction incorrectly, so you have failed in two ways.
Instead write “could have,” “would have,” or “should have.”
• Misused rudimentary homophones
Too/ to/ two, they’re/their, where/were/wear, its/it’s, et al….
I can’t even advise you about this folly. Just use them correctly
because you know the difference if you give it a modicum of
thought. We tolerate no lazy words and no lazy writers, thank you.
• “Til” or “Till”
This is simple because “til” is not a word. NEVER use it. My
monitor has a red spelling squiggle under this fake, slang word. If
you mean “until,” write that. “Till” is a verb that farmers do to soil.
You probably do not mean that, so do not write that unless your
essay is about agriculture.
• “off of”
Nothing is based “off of” anything. It is “based on” something.
• Prepositions at the end of clauses
Prepositions show the relation between two nouns or pronouns. If
they are loitering at the end of the clause, they are not performing a
function. We will tolerate no lazy words here, thank you. This rule
most particularly applies to the prepositions “at,” “in,” “of,” and
“to.”
• “One” as the subject of the clause
We are not British, so do not refer to “one” in that denotation.
• Split infinitives
“To”+ a verb is its infinitive form—the base verb form before it is
conjugated. Do not separate “to” from the verb by sticking an
adverb between them (i.e. “to only say”, or “to always tell”).
• Slang and/or colloquialisms
Look up “colloquial”. Then, unless writing dialogue, uh…NO!
• Sentences that begin with “yes,” “no,” or “Well”
Again, unless writing dialogue, uh…NO! I do it to you when I
write because we are, in fact, having a dialogue, and I am
answering the questions you have not had a chance to verbalize.
When you do it in your formal writing, it is a poor choice in
diction, and we discourage that here, thank you.
• Writing numerals instead of spelling them
All numbers less than 100 must be spelled (i.e. ninety-nine, sixtyfive, one-quarter) rather than written. Statistics are the exception.
• Comma Splices
This is a common problem, especially when you try to avoid
dropped quotes. Visit this site for a quick tutorial.
http://www.chompchomp.com/terms/commasplice.htm
Student 1
Excellent Student
Lisa Jackson
English 1302-6xxxx
8 July 2016
American Gothic Essay Guidelines
American gothic writers/poets explored the disturbing or repressed aspects of American
life, asking questions like:
•
What do people fear?
•
What is the worst of which people are capable?
•
In what do people have a right to believe?
•
To what extent can will and reason overcome the lures of habit, prejudice, ignorance, and
desire?
Use ONE of the American gothic short stories or poems that we analyzed in order to write a
four-page literary analysis that supports your answer to ONE of these questions. You must
include at least three secondary sources that you located in the databases to support your thesis.
Each paragraph must incorporate at least two citations from secondary sources and at least four
citations from the primary source. You must address an opposing view and refute it.
Student 1
Excellent Student
Professor Lisa Jackson
English 1302-66001
19 January 2016
Outline
I.
Introduction
A. Broad statement about topic
B. Transition statement connecting previous idea to thesis
C. Suzanne Collins’ Hunger Games makes a commentary about the perils of reality
television as it relates to desensitization.
Though “Harrison Bergeron” by Kurt Vonnegut and Shirley Jackson’s “The
Lottery” share similarities, it is the differences in the types of control, restriction
of freedom, and the dystopian protagonist that make “The Lottery” a more
effective example of a dystopia.
“Harrison Bergeron” by Kurt Vonnegut reveals the author’s concerns about a lack
of critical thinking and compulsory conformity through the actions of George,
Hazel, and the title character.
II.
George
A. Above average intellect
1. Because of his potential ability to think critically, George was mentally
handicapped through technology as indicated by these words: “A buzzer
sounded in George’s head. His thoughts fled in panic, like bandits from a
burglar alarm” (Vonnegut 1).
Student 2
2. Franco, Costa, Butler, and Almeida explain that this inhibition of George’s
ability to think critically reduces the likelihood that he can grow in his
professional setting or even life in general (707).
3. Minor detail
B. Major Detail (This could be an opposing view.)
1. Minor detail (Consider using properly formatted citation here.)
2. Minor detail
III.
Topic of Body Paragraph Two
A. Major Detail
1. Minor detail
a. Specific example, like a properly formatted citation
b. Specific example/elaboration
2. Minor detail
B. Major detail (This could be an opposing view.)
1. Minor detail
a. Specific example, like a properly formatted citation
b. Specific example or elaboration
2. Minor detail
IV.
Harrison
A. Major Detail
1. Minor detail (Consider properly formatted citation.)
2. Minor detail
Student 3
B. Major Detail (This paragraph is the last place to discuss an opposing view, and
you will not earn a passing grade if you don’t.) Harrison failed to conform and
ended up shot to death for it.
1. Minor detail
a. Specific example (Consider a properly formatted citation.)
b. Specific example/elaboration
2. Minor detail
V.
Conclusion
A. Paraphrase thesis
B. Restate major details
C. Insight
You may add more details and citations or use them in different places, but this is the basic
format you should follow. Your own outline should be at least this long or longer.
Student 4
Works Cited
Franco, Amanda R.1, amanda.hr.franco@gmail.com, et al. “Assessment of Undergraduates’
Real-World Outcomes of Critical Thinking in Everyday Situations.” Psychological
Reports, vol. 120, no. 4, Aug. 2017, pp. 707-720. EBSCOhost,
doi:10.1177/0033294117701906.
…
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