Compare/Contrast Essay

/in /by

Case 2: Compare/Contrast Essay

Length: no less than 1,000 words, double-spaced, Times New Roman, 12 pt font size.

This essay is to consist of your own thoughts, words, and ideas. No secondary sources are to be used in this essay.

The first person “I” is not used in a formal essay.

Case Assignment

For this assignment, you will choose one topic from the list below and write a comparison/contrast essay using three points of analysis. Please note that a compare/contrast essay may address similarities, differences, or both similarities and differences between two concepts or things.

A well-organized essay has a beginning, a middle, and an end. The beginning, or introduction, should include an opening sentence to grab your reader’s attention. Follow the opening sentence with a brief background on the topic or situation. The last sentence of the introduction is the thesis statement. The thesis states the main point of the essay, which in this case, would state what is being compared and/or contrasted.

A well-supported essay includes supporting points, details, and examples. An essay with three points may be divided into three body paragraphs, one for each point describing the term. For organizational purposes, the body may be structured in two ways: subject to subject or point by point. For example, an essay comparing and contrasting two vehicles might be organized as follows:

Subject to Subject

Body Paragraph 1: Ford (System, Features, Cost/Residual)

Body Paragraph 2: Ferrari (System, Features, Cost/Residual)

OR

Point by Point

Body Paragraph 1: Systems: Ford and Ferrari

Body Paragraph 2: Features: Ford and Ferrari

Body Paragraph 3: Cost/Residual: Ford and Ferrari

In either case, each body paragraph must begin with a topic sentence that states the main point of the paragraph.

The conclusion typically summarizes the main points of the essay and/or closes with a lasting impression that connects the reader to their world.

Be sure to proofread your essay and edit for proper grammar, punctuation, diction (word choice), and spelling, as errors in sentence skills will lower a final grade. A grade will be determined based on the Module 2 Case expectations and the Trident University General Education rubric for English found in the course syllabus.

  • Compare and/or contrast two specific jobs.
  • Compare and/or contrast two specific neighborhoods.
  • Compare and/or contrast two hobbies.
  • Compare and/or contrast two restaurants.
  • Compare and/or contrast two military roles/careers.

Assignment Expectations

  • Write a compare/contrast essay (no less than 1,000 words in length) that states an original thesis statement.
  • Demonstrate the ability to write clearly and cohesively when expressing one’s ideas and/or intended purpose.
  • Demonstrate the ability to clearly state and support a thesis in an organized and cohesive essay.

write an article on The old man and the Sea by Ernest hemingway. It needs to be at least 500 words. The old man and the Sea by Ernest Hemingway-Annotated bibliography Shams, Ishteyaque. Novels of Ernest Hemingway: A Critical Study. Atlantic Publishers & Dist, 2002. Print.

/in /by

Hello, I am looking for someone to write an article on The old man and the Sea by Ernest hemingway. It needs to be at least 500 words. The old man and the Sea by Ernest Hemingway-Annotated bibliography Shams, Ishteyaque. Novels of Ernest Hemingway: A Critical Study. Atlantic Publishers & Dist, 2002. Print.

The book is significant for any study on Ernest Hemingway’s novels. The book offers the reader an understanding on the various perspectives on Hemingway and provides a critical analysis of such major novels of Hemingway as The sun also Rises, A Farewell to Arms, For Whom the Bell Tolls, and The Old Man and the Sea. The book elaborately deals with the symbolic treatment of Hemingway. The story of The Old Man and the Sea is interesting and exciting at the same time while its symbolism is quite ‘meaningful and profound’ (Shams 93). It has also been pointed out by the author that the themes of victory and death are not dominant in the novel as the focus is on “Santiago’s epic struggle against the forces of nature” (Shams 93). The author also observes that the relationship between individualism and interdependence is also evident in the novel. The book is significant as the author elaborately deals with the various symbols and symbolic characters involved in the novel.

Rao, P.G.R, Ernest Hemingways The Old Man and the Sea. Atlantic Publishers & Dist, 2007. Print.

Published in 2007, Rao’s book is an authentic document that deals with the various aspects of Hemingway’s novel. The book offers a brief life sketch of Hemingway, provides a critical summary of The Old Man and the Sea, deals elaborately with the characterization and critical appreciation of the novel. The book is a significant resource on The Old Man and the Sea as it reveals the real character of Santiago, the protagonist of the novel. Santiago’s indomitable spirit, his optimism, strong determination and his never compromising endurance are best revealed by the author. The author makes it clear that Santiago was never “interested in catching small fish” and that he wanted “to catch the biggest fish ever in the Gulf stream” (Rao 46). Similarly, the theme of human endurance is elaborately discussed in the book.

Auer, Jim & Hemingway, Ernest. Ernest Hemingways The Old Man and the Sea. Barrons Educational Series, 1984. Print.

Published in 1984, the book is renowned as a valid source on Hemingway’s The Old Man and the Sea. The book is significant for the study as it offers detailed information on the historical background of the novel. Similarly, the book also deals elaborately with the plot, characters, setting, themes, style, points of view, and the form and structure of the novel. The book highlights the autobiographical elements in the novel. The author purports that Hemingway also experienced ‘battle, rejection, failure, loss, glory, and triumph’ just like his hero Santiago and that the theme of individualism is dominant in the novel (Auer & Hemingway 2). As such, t can be regarded as a seminal work on Hemingway’s The Old man and the Sea.

Hemingway, Ernest. The Old Man and the Sea Themes. GradeSaver LLC, 2012. Web. 21 June 2012.

The web article is of importance as it depicts the major themes of the novel. The underlying themes that govern Hemingway’s novel consist of unity, heroism, manhood, success, worthiness, and Santiago as Christ (Hemingway). The unity between Santiago and nature is evident and all throughout the novel one can find contradictory elements being pictured as parts of a single unified whole. ‘Triumph over crushing adversity’ characterizes Santiago’s heroism and Hemingway’s hero faces adversities with dignity and grace in spite of the odds against him (Hemingway). The themes of manhood, heroism and success are interlinked in the novel and in his heroic attempts Santiago at times resembles Christ. All these major themes of the novel are effectively portrayed in the article and as such it is a useful source on Hemingway’s The Old man and the Sea.

Spark Notes: The Old Man and the sea. Themes, Motifs & Symbols. SparkNotes LLC, 2012. Web. 21 June 2012.

The web article is a useful resource on Hemingway’s The Old man and the Sea as it deals with the major themes, motifs and symbols of the novel. The article underlines two major themes that run through the whole novel- ‘the honor in struggle, defeat and death’ and ‘pride as the source of greatness and determination’ (Spark Notes: The Old Man and the sea). Even though one finds Santiago struggling against defeats, adversities, and the natural world he displays remarkable amount of honor and dignity in overcoming these adversities. He is so determined and it is his pride that motivates him to fight against the destructive forces of nature. The article also clearly demonstrates how the crucifixion imagery of Christ is worked out in the novel. The symbolic parallel between Santiago and Christ is also elaborated in the article. The article is also significant as it offers key insights regarding the major motifs and symbols in the novel.

Hemingway, Ernest. The Old Man and the Sea. n.p. Vol. 6. Novels for Students. pp. 195-215. Web. 21 June 2012.

The web article proves to be extremely beneficial as it offers a detailed biography of the author, the plot summary of the novel, characterization, and the major themes of the novel. In the same way, the narrative style of Hemingway is also elaborately discussed in the article. Details such as the setting of the novel, its structure, the point of view of the writer, and the symbolisms in the novel are adequately discussed in the article. The article also throws light on the historical context in which the novel was written. The article also comprises of the major criticism on the novel by eminent critics on Hemingway, As such the article is a valid and useful source on Hemingway’s The Old Man and the sea.

Works Cited

Auer, Jim & Hemingway, Ernest. Ernest Hemingways The Old Man and the Sea. Barrons Educational Series, 1984. Print.

Hemingway, Ernest. The Old Man and the Sea Themes. GradeSaver LLC, 2012. Web. 21 June 2012.

—. The Old Man and the Sea. n.p. Vol. 6. Novels for Students. pp. 195-215. Web. 21 June 2012.

Rao, P.G.R, Ernest Hemingways The Old Man and the Sea. Atlantic Publishers & Dist, 2007. Print.

Shams, Ishteyaque. Novels of Ernest Hemingway: A Critical Study. Atlantic Publishers & Dist, 2002. Print.

Spark Notes: The Old Man and the sea. Themes, Motifs & Symbols. SparkNotes LLC, 2012. Web. 21 June 2012.

creating a thesis and an outline on What do you consider to be the importance of witches in Macbeth. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required.

/in /by

I need help creating a thesis and an outline on What do you consider to be the importance of witches in Macbeth. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required. One of the witches tells MacBeth that he is the “thane of Glamis” (I, i, 45-46). The second witch tells MacBeth that he is the “thane of Cawdor!” (I, i, 49-50). The third witch tells MacBeth that “that shalt be King hereafter!” (I, i, 51-52). Epstein (422) states that, after the final pronouncement by the final witch, MacBeth’s hair stands on end and his heart starts pounding. This shows that this is something that MacBeth has thought about himself – that he could be King, if only Duncan were out of the way. Epstein (422) further notes that the word “wyrd,” which was what the witches were called, as they were referred to as “weird sisters,” (I, i, 31), is actually misinterpreted. The modern plays interpret the word “wyrd” as being the same as “weird” in modern day language. After all, the three women were very weird. When we first meet them, one of them is killing swine, and the other one speaks in rhymes – such as “in a sieve I’ll thither sail, and like a rat without a tail…” (I,i,8-9), and “Here I have a pilot’s thumb, wrackd as homeword he did come. A drum! A drum! MacBeth did come!” (I, i, 29-31). Perhaps in Shakespeare’s day it wasn’t weird to speak in rhymes in the plays, so the audience for Shakespeare might not have thought that this was out of place, but the rhyming definitely made that particular sister seem weird. Therefore, the fact that the sisters are referred to as weird might be a modern-day interpretation of them and their overall characters. But Epstein (422) states that the word that was actually used as “wyrd,” which means fate. This would bring a variety of translations for the witches, assuming that the word is “wyrd” and the meaning is “fate.” This would be a pun, but a very meaningful one. This would be an answer to one of the questions that is central to the play, and that is whether or not our fate is determined by our own hands or by some kind of outside force. The outside force would be the witch’s influence over MacBeth and Lady MacBeth, both of whom are responsible for the bloodbath that is to follow. The implication is that the witches are responsible for MacBeth and Lady MacBeth’s overwhelming ambition that created the situation where there was a string of murders that MacBeth, an inherently good man, commits. If it were not for the outside influence on the proceedings at hand, there is not a way that a man like MacBeth could have done what he did. After all, the word “fate” implies a lack of control – that whatever happens in this world is predestined, and that we are powerless to stop it. Therefore, one of the functions of the witches is both in their persona and in the double entendre on the word “weird,” in that their persona is what ostensibly controls the situation, and the word “weird,” possibly means fate in this context. There is another interpretation of the word “wyrd,” according to Epstein, and this interpretation leads one to the opposite conclusion as the interpretation above. This is that the word might suggest “wayward.” This would imply that the witches were not even real, but, rather, were figments of MacBeth’s imagination. This interpretation would suggest that fate was not in control, at all, but, rather, MacBeth’s deep seated ambition is what is in control.

Whether to Support Death Penalty. The work is to be 5 pages with three to five sources, with in-text citations and a reference page.

/in /by

I will pay for the following article Whether to Support Death Penalty. The work is to be 5 pages with three to five sources, with in-text citations and a reference page. It is an issue which is on the one side is linked to the maintenance of the law and order in the nation, on the other side, this issue has to do with human values and social ethics. Hence, it is easy to understand why the public opinion regarding the death penalty happens to be so emotive and polarized. There are people who strongly support the provision for the death penalty in the law of the land, believing it to be a must for retaining a healthy social order. There also happens to be experts who think that practically speaking, the death penalty is a statutory provision that has failed to deliver results over time, irrespective of being so harsh and stringent.&nbsp.

There is a strong body of opinion in the country that believes that a death penalty is a form of punishment that happens to be utterly cruel and inhuman. As per the experts supporting this opinion, the death penalty happens to be against the values and norms imminent in the Western liberal polity, and thereby it should be banned or prohibited at the earliest (Grant, 1998, p. 20). Such people, who decry the death penalty for being inhuman, consider that the death penalty is a sentence that happens to be disproportionately severe in terms of the pain it inflicts on an accused and the finality of its scope. In other words, such opinions hold that the death penalty not only dehumanizes the individuals accused of serious crimes but also treats them like animals that need to be slaughtered to meet the cause of justice. The important thing is that such opinions tend to be backed by contemporary international trends in the area of jurisprudence (Grant, 1998). It is a reality that death penalty is not allowed in many parts of the world, including the European Union nations. Such experts also gain support from the fact that the provision for the death penalty in America violates international human rights laws (Grant, 1998, p. 21). There is no denying the fact that this line of argument draws much support from the international community and a majority of the Western liberal democracies.