How to Read an Assignment
Assignments usually ask you to demonstrate that you have immerd yourlf in the cour material and that you've done some thinking on your own; questions not treated at length in class often rve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly begun thinking independently. In responding to assignments, keep in mind the following advice.
红豆的热量Beware of straying. Especially in the draft stage, "discussion" and "analysis" can lead you from one intrinsically interesting problem to another, then another, and then ... You may wind up following a garden of forking paths and lo your way. To prevent this, stop periodically while drafting your essay and reread the assignment. Its purpos are likely to become clearer.
Consider the assignment in relation to previous and upcoming assignments. Ask yourlf what is new about the task you're tting out to do. Instructors often design assignments to build in complexity. Knowing where an assignment falls in this progression can help you co
如何上传图片ncentrate on the specific, fresh challenges at hand.
Understanding some key words commonly ud in assignments also may simplify your task. Toward this end, let's take a look at two emingly impenetrable instructions: "discuss" and "analyze."
1. Discuss the role of gender in bringing about the French Revolution.
"Discuss" is easy to misunderstand becau the word calls to mind the oral/spoken dimension of communication. "Discuss" suggests conversation, which often is casual and undirected. In the context of an assignment, however, discussion entails fulfilling a defined and organized task: to construct an argument that considers and responds to an ample range of materials. To "discuss," in assignment language, means to make a broad argument about a t of arguments you have studied. In the ca above, you can do this by
pointing to consistencies and inconsistencies in the evidence of gendered caus of the Revolution;
raising the implications of the consistencies and/or inconsistencies (perhaps they suggest a limited role for gender as catalyst);
evaluating different claims about the role of gender;
成都市区一日游and asking what is gained and what is lost by focusing on gendered symbols, icons and events.
A weak discussion essay in respon to the question above might simply list a few aspects of the Revolution—the image of Liberty, the executions of the King and Marie Antoinette, the cry "Liberte, Egalite, Fraternite!"—and make parate comments about how each, being "gendered," is therefore a powerful political force. Such an essay would offer no original thesis, but instead restate the question asked in the assignment (i.e., "The role of gender was very important in the French Revolution" or "Gender did not play a large role in the French Revolution").
In a strong discussion essay, the thesis would go beyond a basic restatement of the assig
nment question. You might test the similarities and differences of the revolutionary aspects being discusd. You might draw on fresh or unexpected evidence, perhaps using as a source an intriguing reading that was only briefly touched upon in lecture.
纳粹医生 2. Analyze two of Chaucer's Canterbury Tales, including one not discusd in class, as literary works and in terms of sources/analogues.
The words "analyze" and "analysis" may em to denote highly advanced, even arcane skills, possd in virtual monopoly by mathematicians and scientists. Happily, the terms refer to mental activity we all perform regularly; the terms just need decoding. "Analyze" means two things in this specific assignment prompt.
First, you need to divide the two tales into parts, elements, or features. You might start with a basic approach: looking at the beginning, middle, and end. The structural features of literary works—and of historical events and many other subjects of academic study—may em simple or even simplistic, but they can yield surprising insights when examined cloly. 采桑子翻译
生日文章 Alternatively, you might begin at a more complex level of analysis. For example, you might arch for and distinguish between kinds of humor in the two tales and their sources in Boccaccio or the Roman de la Ro: banter, wordplay, bawdy jokes, pranks, burlesque, satire, etc.
Second, you need to consider the two tales critically to arrive at some reward for having obrved how the tales are made and where they came from (their sources/analogues). In the cour of your essay, you might work your way to investigating Chaucer's broader attitude toward his sources, which alternates between playful variation and strict adherence. Your complex analysis of kinds of humor might reveal differing conceptions of masculine and feminine between Chaucer and his literary sources, or some other important cultural distinction.
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