I need a 5-8 page writing with a works cited. This is a research writing so you must read the story and write about the gender inequality during that time period. The writing is due November 28th but I need a rough draft by November 25th. The rough draft doesn't need to be the full thing just a rough draft with a works cited. The story is called A Doll's House and I will attach the file for the link.
Essay #3 Research Paper-Historical Scholarship Perspective on Henrik Ibsen’s A Doll’s House
Respond to the topic below in a well-organized 6-8-page paper with a clear intro, body, and conclusion:
-Make sure that the specific point that you are making is highlighted in a thesis (the last sentence of the intro).
-Make sure that the point in each body paragraph is clearly stated in a topic sentence.
-Whether paraphrasing, summarizing, or quoting, properly cite the play within the text by clarifying either via a speech tag or use of a parenthetical reference the playwright, the play's title, and the act # (remember to use proper quotation marks for direct quotes).
-Make sure the trains of thought in each body paragraph emphasize analyzing a point being made about a particular element of the play.
-Make sure to interact and properly reference a minimum of 5 secondary sources (interacting with each at least once).
-Include a “Works Cited” page as the last page, which includes both the primary source (the play) and the secondary sources.
Historical Scholarship examines works of literature as reflections of the time period in which they were created (Barnet, et al. 1430-31). This type of criticism allows the reader/critic to “understand how people in the past thought and felt” through the artist’s depiction of the particular circumstances of fictional characters. In the case of A Doll’s House, which was written in 1879, Henrik Ibsen was focused on writing “realistic ‘problem plays’” (Barnet, et al. 1280). How is A Doll’s House a realistic problem play? What “problem” is it addressing and how “realistic” is it? How does it reflect the gender roles of the time period in which it was written?
Conduct your research focusing on sources that deal with how gender roles were defined in the 19th century, particularly in Scandinavia (Ibsen was a Norwegian playwright) but also in the U.S. (which also could have influenced Ibsen’s perspective). Try to uncover certain sociocultural and political trends/movements during the 19th century that defined or influenced gender roles at the time.
A Doll House Research Paper tips
· Offer an attention grabber that sets up the issue of the historical context of 19th century, addressing how this was a unique time period for women regarding progress yet also tradition, perhaps cite sources for substantiation if needed.
· Identify the playwright and the work, establishing the world of the play: who are the characters? Why are they important? What dilemmas or conflicts are they facing?
· Establish an argumentative position statement on what the play is revealing about 19th century gender roles and expectations: is the play emphasizing the reinforcement or the reinvention of gender roles?
· Try to limit the scope to specifics: relationships, conflicts, dilemmas. Could use terms like “such as” to avoid a clunky grocery list of items.
· The point may not be so black and white. Use qualifiers to add complexity to your point, either acknowledging a positive but emphasizing a negative or vice versa: Although_________________________________, ultimately, ____________________________________________________________.
Aim for a diverse amount of body paragraphs that stretches beyond the standard 3, allowing you to create tight focal areas; avoid addressing one too many issues or play aspects in a given paragraph. Here are tips for mapping out an effective individual body paragraph:
· Topic sentence: Avoid beginning with a quote. Instead, create a position point on a specific theme or play aspect; perhaps take a subpoint from your outline and develop the breakdown of that into a body paragraph.
· Supports: Offer relevant supports from your sources and cite them properly; limit what you are saying to what you can concretely prove. Remember to cite properly (in-text parenthetical citation) and use signal phrases when incorporating the respective author.
· Analysis: What questions arise as a result of examining the above details? Analyze the implications. What is revealed? How do the details of the quote/paraphrase/summary reveal this? Make sure the relationship between the point, support, and analysis actually relate to each other; avoid randomness. Also, avoid simply summarizing what other scholars are noting. If possible, identify areas where you may agree or disagree with a writer’s interpretation.
· Connecting sources: If possible, draw a connection of similarity or difference between 2 or more secondary sources in the paragraph either showing a pattern of agreement or disagreement between the arguments or information presented by the sources. Remember to cite properly (in-text parenthetical citation) and use signal phrases when incorporating the respective author. Analyze the significance behind the similarity or difference regarding what it proves about 19th century gender roles.
· Opposing Viewpoints and Rebuttals: Address counterarguments to your main point and offer rebuttals to the counterarguments, minimizing the importance of the counterargument. If your thesis emphasizes progress, acknowledge areas where tradition is still being reinforced. If your thesis emphasizes the reinforcement of tradition, acknowledge areas where progress has been achieved.
· Concluding sentence: Typically, don’t end on a transitional point and certainly don’t end on a quote; instead, offer a parting point that builds on the paragraph’s commentary, reiterating how these prove whether or not the play’s characters and circumstances reflect progress or stasis.
· Offer your overall judgment of the play’s treatment of gender roles and expectations, ultimately emphasizing how it either reflects the values of the time period or reacts against those values (or perhaps it does both?).
· In its attitude towards gender roles and expectations, does the play seem to oppose or support the idea of reinvention of tradition?
· Could reflect on whether or not 19th century audiences were truly aware of the issues being explored, reinforcing why awareness of these issues is important to society at large. Is the play perceived differently through modern eyes? How?
Essay 3 tips (on avoiding a D or F):
As you are working on your research papers, I just thought I'd reiterate some tips regarding avoiding receiving a D or F on the paper (as pointed out in class and on the syllabus):
· Make sure to use the A Doll House Research Paper tips (in Modules's Course Materials) to help guide you when composing your paper.
· Page length: make sure to reach the 5-7 page length requirement.
· Works Cited page: make sure to list both your primary source (the play itself) as well as the secondary sources. Make sure that you have a minimum of 4 secondary sources (meaning, sources that you've found; stretching beyond the minimum is encouraged, of course) and that you are observing the proper formatting rules for each Works Cited entry. Also, make sure to alphabetize your sources and offer the URL towards the end if it's a web source. Remember to correct any errors I had mentioned in my journal/outline feedback.
· Parenthetical references/in-text citation: make sure to reference each source at least once within the essay. In other words, avoid having 5 secondary sources but then only interacting with-say-3 of them. Make sure to cite the name of the author (or the essay/article title if it's anonymous) and the page # properly. Make sure that the citation within the essay coincides with what the given source is filed under on the Works Cited page. In other words, if a source is cited within the essay as (Arp and Johnson 4), make sure that said source is filed under "Arp, Thomas and Greg Johnson." Also, if there's no pagination, make sure to cite (n. pag.). If there's no author, then cite the source by the title it's listed under on the Works Cited. Consult the Source Citation Power Point & Source Citation Mindfulness in the Modules's Course Materials if needed. Also, consult the Secondary Source Workshop prompt (in the Modules's Syllabus) for further assistance in synthesizing outside sources if needed.
· Frequency of citation: Avoid long stretches where you are not citing and interacting with passages from the primary and secondary source. However, also avoid back-to-back quoting and excessive long quotes that drown out your own voice. Emphasize "interacting" with the primary and secondary source addressing how it furthers/adds dimensions to a point you are making; avoid merely throwing in a quote. Aim for a variety of citation: quoting, summarizing, paraphrasing (remember with summaries and paraphrases, quotation marks are not used but citation still must be present). Lastly, avoid leaning on non-academic, Cliff Notes-type, Google'd sources since these sources affect a discussion's credibility. If needed, re-consult the source citation chapters assigned earlier in the term for helpful examples/tips of insightfully interacting with your sources, not allowing your own voice to be lost.
· AVOID PLAGIARISM: If you're drawing ideas, details, or commentary from a source in any way, cite it! Failure to do so–even if it is just one copied sentence–may result in a D or F, depending on the severity of the copying.
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