arthistory paper (Renaissance period, VERRY URGENT, will pay more)

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To complete this assignment, you must visit the Metropolitan Museum of Art website: www.metmuseum.org.

You will browse through at least three different departments, and visit at least 5 of the required core objects that will be on the final.  These include but are not limited to The Gubbio Studiolo, the Chinese Garden (the Astor court), the Mihrab from Isfahan, the Damascus Room, the Triumph of Fame of the Medici family, Bruegel’s Harvestors, Raphael’s Madonna and Child,  Rembrandt’s Aristotle with a Bust of Homer, Vermeer’s Young Woman with a Water Pitcher, the Dogon Seated Couple, the Benin Queen Mother Pendant Mask, and the Sagredo Palace bedroom. Please make a note of those that you see and jot down your impressions.

 You will also choose one artwork from the periods we will have studied that you did not already discuss in a paper and which is NOT a core object/ This paper is much like the first one. You should pay attention to the comments I gave you for your first paper and make sure to edit accordingly.

Spend a generous amount of time looking at your object and reading the museum description and any associated Metmuseum Heilbrunn Timeline essays.  Choose an artwork that both interests you and addresses one of the conceptual issues taken up by the readings we have read this semester.  You may want, for example, to explore the agency of art, contemplative space or representation of political power.  To explore this theme, you will do further research on JSTOR or googlebooks so as to understand more fully the way that your object expresses the theme that you are interested in.  You must use at least 3 originally text sources (like JSTOR or Google Books – not web sources) and 2 Metropolitan museum timeline sources.  Do not turn to just any old web source. THESE WILL NOT COUNT TOWARDS THE FIVE. If you have questions about which sources are acceptable, please email me.  

A persuasive essay will be well-written, carefully organized and edited, and contain the following components:

  1. An introduction that clearly identifies the title, date, size and materials of the artwork.  You should also provide some general historical information.  For instance, who or what does the artwork depict?  Have you learned anything about its original location and purpose? Your introduction should end with a statement of the argument you are making: your thesis.  This should be directly about your artwork not about a general
  2. The bulk of your paper should be devoted to a thorough formal analysis that proves how the appearance of the artwork addresses the chosen issue.  Describe the artwork in detail, progressing from its general appearance to more specific features.  Consider a variety of issues, including technique, composition, volume, line, texture, degrees of realism or idealization, etc as evidence for the argument you are making.  For example, you may have chosen a religious work that shows humility in the face of temptation. Your research on that religion and on the iconography of “humility” within that religion will firm up your observations.
  3. In conclusion, summarize how your Metropolitan artwork is representative of the culture that created it and their attitude toward your theme.  In other words, do the artworks conform to the general appearance of your periods?  Or do they deviate from those standards?
  4. Include properly formatted footnotes and bibliography using the Chicago Style. Remember: at least 3 print (not web) sources as well as at least 2 Metropolitan essays.

Your completed essay should be roughly 5 pages long, typed and double-spaced, and include an image of the artwork on a cover page (that does not count as one of the 5 pages.)

Final : Case Study Analysis

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Read the following case and respond to the questions.

You work on a team with a number of talented individuals from different departments in your organization. You are the team leader, and director of your department. You have a couple people on the team that you really appreciate because they do such a good job handling the issues that arise in their area, but you have noticed that one of those employees, Lindsey Tomas, has been having issues lately. While she still gets the job done, she does not have the same passion and drive that she did, nor the dedication to quality, or the willingness to speak up and offer new ideas. Instead she does what tasks she is given, offers little input, and just comes in with a dazed look on her face. After a month you confront her on what is going on with her.

Lindsey tells you that her boss has given her a number (think 5 or 6) of high profile and important tasks that she is to lead in her department in addition to the team on which you and she currently serve and her normal workload. From what she has told you, her workload exceeds that of what you give your assistant director, who regularly puts in 60 hour weeks. She also confesses that she is having issues with keeping up with her house and kids, as she regularly takes work home to get tasks done and has to forgo time with the kids or sleep (often both). You ask if her if her director has given her a pay raise or anything to help with the extra work she is doing. Lindsey says no as her boss said that his boss says the department does not have the budget to give any incentives like that and there are no current openings for her to be promoted into. Her boss has promised that when the next position opens up in a couple years he will advance her to an assistant director.

Lindsey confides in you that she is trying her best, but she is becoming apathetic from all that she has to do. Her tasks have to get done, but they don’t have to all be done to the utmost standard and so she is not putting the same effort into her tasks as she would have months ago.

You feel like the organization is suffering from the loss of Lindsey’s extra contributions and overall high level of performance. At the next quarterly meeting you speak with Lindsey’s director about her and why he has tasked her with so many projects. He responds that she is an excellent worker that he can trust to get the job done, and as he does not currently have many of those employees in his department he feels it is better to give such important tasks to those that will do the best job. Further, he thinks she has the potential to advance to an assistant director or beyond, and sees this as good training for her.

Questions

  1. What can you say about the relationship between Lindsey and her director? Do you think he is a good manager/leader?
  2. What is happening to Lindsey’s attitude? Using the various theoretical constructs we have read, explain what Lindsey is feeling, how that is currently contributing to her performance, and to what outcomes it could possibly lead to over time. Justify your explanation.
  3. Now imagine that you were Lindsey’s boss and someone just came up and explained to you how your actions are affecting Lindsey and what they might lead to in the future. What do you do to fix the situation?

Submission Instructions:

  • Submit a word or text file (no mac files please) with your name in the header.
  • Clearly label the question you are answering.
  • Use Times New Roman, double spaced, 12″ font.
  • Use APA format for your citations and references

Prac wk1 Assign

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Practicum Experience Plan 

Overview:

Your Practicum experience includes working in a clinical setting that will help you gain the knowledge and skills needed as an advanced practice nurse. In your practicum experience, you will develop a practicum plan that sets forth objectives to frame and guide your practicum experience. 

As part of your Practicum Experience Plan, you will not only plan for your learning in your practicum experience but also work through various patient visits with focused notes as well as one (1) journal entry. 

Complete each section below.

Part 1: Quarter/Term/Year and Contact Information

Section A

Quarter/Term/Year:

Student Contact Information

Name: 

Street Address:

City, State, Zip: 

Home Phone:

Work Phone:  

Cell Phone:

Fax: 

E-mail: 

Preceptor Contact Information

Name: 

Organization:

Street Address:

City, State, Zip: 

Work Phone:  

Cell Phone:

Fax: 

Professional/Work E-mail: 

Part 2: Individualized Practicum Learning Objectives

 
 

Refer to the instructions in Week 2 to create individualized practicum learning objectives that meet the requirements for this course. These objectives should be aligned specifically to your Practicum experience. Your objectives should address your self-assessment of the skills found in the “PMHNP Clinical Skills Self-Assessment Form” you completed in Week 1. 

As you develop your individualized practicum learning objective, be sure to write them using the SMART format. Use the resources found in Week 2 to guide your development. Once you review your resources, continue and complete the following. Note: Please make sure each of your objectives are connected to your self-assessment. Also, consider that you will need to demonstrate how you are advancing your knowledge in the clinical specialty.

Objective 1: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)

Planned Activities:

 

Mode of Assessment: (Note: Verification will be documented in Meditrek)

PRAC Course Outcome(s) Addressed: 

· (for example) Develop professional plans in advanced nursing practice for the practicum experience

· (for example) Assess advanced practice nursing skills for strengths and opportunities 

Objective 2: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)

Planned Activities:

Mode of Assessment: (Note: Verification will be documented in Meditrek)

PRAC Course Outcome(s) Addressed:

·  

Objective 3: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)

Planned Activities:

Mode of Assessment: (Note: Verification will be documented in Meditrek)

PRAC Course Outcome(s) Addressed:

·

 

Part 3: Projected Timeline/Schedule

Estimate how many hours you expect to work on your Practicum each week. *Note: All of your hours and activities must be supervised by your Preceptor and completed onsite. Your Preceptor will approve all hours, but your activities will be approved by both your Preceptor and Instructor. Any changes to this plan must be approved.

This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now. 

I intend to complete the 144 or 160 Practicum hours (as applicable) according to the following timeline/schedule. I also understand that I must see at least 80 patients during my practicum experience. I understand that I may not complete my practicum hours sooner than 8 weeks. I understand I may not be in the practicum setting longer than 8 hours per day unless pre-approved by my faculty. 

   

Number of Clinical Hours Projected for Week

Number of Weekly Hours for Professional Development    

Number of Weekly Hours for Practicum Coursework

 

Week 1

 

Week 2

 

Week 3

 

Week 4

 

Week 5

 

Week 6

 

Week 7

 

Week 8

 

Week 9

 

Week 10

 

Week 11

 

Total Hours (must   meet the following requirements)

144 or 160 Hours 

Part 4 – Signatures

Student Signature (electronic):    Date:

Practicum Faculty Signature (electronic)**:  Date:

** Faculty signature signifies approval of Practicum Experience Plan (PEP)

Submit your Practicum Experience Plan on or before Day 7 of Week 2 for faculty review and approval.

Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself, “What do I already know? What do I need to know? And what do I want to know?” This critical self-reflection is especially important for developing clinical skills, such as those for advanced practice nursing. 

The PRAC 6635 Clinical Skills List and PRAC 6635 Clinical Skills Self-Assessment Form, provided in the Learning Resources, can be used to celebrate your progress throughout your practicum and identify skills gaps. The list covers all necessary skills you should demonstrate during your practicum experience. 

For this Assignment, you assess where you are now in your clinical skill development and make plans for this practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills. In this practicum experience, when developing your goals and objectives, be sure to keep assessment and diagnostic reasoning in mind. 

To prepare: 

  • Review the clinical skills in the PRAC 6635 Clinical Skills List document. It is recommended that you print out this document to serve as a guide throughout your practicum.
  • Review the “Developing SMART Goals” resource on how to develop goals and objectives that follow the SMART framework.
  • Download the PRAC 6635 Clinical Skills Self-Assessment Form to complete this Assignment.  

Assignment

Use the PRAC 6635 Clinical Skills Self-Assessment Form to complete the following:

  • Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.  
  • Based on your ratings, summarize your strengths and opportunities for improvement.   
  • Based on your self-assessment and theory of nursing practice, develop three to four (3–4) measurable goals and objectives for this practicum experience. Include them on the designated area of the form.   

Quantitative Methods Journal Critique

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  1. State the key study research question(s) or hypotheses.
  2. If a theory(s) is examined or tested, state this theory and its major concepts. If no theory per se is examined, identify the overarching ideas that guide the study.
  3. Summarize the reviewed literature. Is the literature grounded in social work (and human services) practice?
  4. Classify the research design. Major choices among quantitative methodologies include: randomized trial (same as true experiment), quasi-experiment, pre-experiment, single-subject/single-case, and time series. If there is an intervention (aka treatment), briefly describe it.
  5. How did the researcher(s) describe the participants in this quantitative study? How were the participants selected for the study (convenience, purposive, snowball, etc.)? Describe some key characteristics of the study sample (age, gender, ethnicity, key identifying features not mentioned in replying to prior question, etc.).
  6. Describe the specific criteria and rules used to select the sample. This includes identifying the method of sampling as probability or non-probability. Also, indicate what particular type of probability (simple random, systematic, stratified, cluster, PPS, etc.) or non-probability (convenience/availability, purposive, snowball, etc.) is utilized. (Be sure not to mix up the process of sampling – how persons are chosen to participate in study with that of assignment – how (if at all) participants are assigned to groups/treatment conditions.
  7.  Identify the study’s major variables, classifying these as independent or dependent. If there is an intervention (treatment/stimulus), identify this. You may classify some independent variables as control variables. A control variable is an independent variable that is extraneous to the key research question(s) but which, if not controlled for, could bias study results.
    1. State the operational definition of two variables in the study. This definition is one and the same as the specific way in which the variable is measured. Please select a study that includes the measurement of at least one “latent” variable.
    2. When a variable is “hard data” (e.g., birth weight, height), it is self-evident that its reliability is extremely high, so such variables are presumed to be measured “without” error. While you may have such variables in your study, please be sure to include at least one latent variable (i.e. where measurement error is important to assess).
  8. The quality of measurement of variables is essential to conducting any good research study. For your chosen quantitative study, please assess the reliability of the measures used to capture latent variables found in your study. Assess the reliability of the measures (high/good versus “medium/marginal” versus low/poor) that capture the latent constructs. Note that the reliability of a multi-item scale is often indicated by coefficient data.
  9. In addition to assessing the reliability of the measurement of any latent variables, please also assess the validity of the measures. To do this, it will be important to understand the difference between reliability and validity. Point out any problems with the validity of the studies’ measures. Also, pay particular attention to social desirability and to other factors that could lead to uncertainty about the quality of the measurement process. (Note: the focus here is on the validity of the study’s measures not on the validity – internal or external – of the research design). 
  10. What are the key study results? (Don’t interpret results here; instead describe them in straightforward, reasonably detailed fashion). 
  11. Given that most quantitative research explores the relationships between variables, please assess the limitations of and/or strengths of the study design with a specific focus on the drawing of causal conclusions. If the study is an experiment, discuss the threats to internal validity that are most relevant. For instance, which key threats cause problems? Which do not? What aspects of research design (i.e., random assignment to groups) prevent and/or facilitate the drawing of causal conclusions? If the study is not an experiment then, rather than discussing the threats to internal validity, use more general language, that is, speak in terms of possible confounding variables and related issues that may affect the drawing of causal conclusions.
  12.  People often speak of “bias” in research. However, “bias” in a research context has a specific meaning that differs from the colloquial usage of the term. In research, bias relates to the quality of inferences drawn from what is found in a sample to the “parent” population from which the sample is drawn. As such, please identify key populations, groups, and/or settings in which you think results from this study would “generalize.” (Hint: the greater the similarity of a population/group/setting to the same characteristics of the study sample, the greater the expected similarity of results).
  13. Identify key practice or policy recommendations made by the author and/or that you would make based on the study.
  14. Identify recommendations for future research made by author and/or that you think flow from the study.
  15. Your comments: What caught your attention? Did the study results turn out as you expected? How could the study be improved? Is the study an important one?

LEADERSHIP

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Write a 500-WORD ESSAY TO QUESTION 1, AND 500-WORDS  ESSAY TO QUESTION 2. This word count should be the cumulative total of the substance of the paper (it does not include title page, headings, citations, or bibliographies). STRICTLY APA FORMAT TERABIAN STYLE.

QUESTION1: According to N.T Wright’s understanding of character and virtue, what is character and how is it transformed? How does Wright differentiate a Biblical from a Greek moral framework? Evaluate Wright’s position and note where you agree and/or disagree with him. Defend your positions. How does character relate to the Kouzes and Posner leadership model and Maxwell’s reflections in chapter 3? 

THE BOOK TO USE FOR QUESTION 1 IS TITLED AFTER YOU BELIEVE; WHY CHRISTIAN CHARACTER MATTERS. BY N.T WRIGHT 

QUESTION 2: In the second part of your essay, you will reflect on Badaracco’s question, “How flexible is my moral code?” How does Badaracco define moral flexibility through his observations of the character, Okonkwo? Is there tension between Badaracco’s moral flexibility and the integrity of values expressed by Kouzes/Posner and Maxwell in “model the way?” Should there be flexibility in one’s moral code? Biblically defend your response to this question.

THE BOOK FOR QUESTION 2 IS TITLED QUESTIONS OF CHARACTER; ILLUMINATING THE HEART OF LEADERSHIP THROUGH LITERATURE. BY JOSEPH BADARACCO, JR

PLEASE LET ME KNOW IF ITS POSSIBLE TO USE THESE BOOKS, AS THE ANSWERS NEED TO BE RELATED TO THE BOOK

organic chemistry

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Module 12: Acids and Bases are All Around

       No unread replies.          No replies.         

Acids and bases are more prominent in your everyday life than you have ever realized. You goal for this discussion board is to find a product around your house or the grocery store, look at the ingredients and find an acid or a base in the ingredient list. In your initial discussion board post, you are to say what product you chose, identify the acid or base contained in that product, and finally do some research into the acid or base and learn and share some information about the acid or base. Some things you could share could be: Why is it in this product? What can this acid or base be use for outside said product? Is it contained in any other product? This is not a comprehensive list and feel free to share any information about the acid or base that you choose and find interesting. The goal for this discussion board is that you discover how important acids and bases are in our everyday lives. 

Please read the responses already submitted before you choose your product to assure none of your classmates have chosen the same acid or base that you did. If they did, you need to find another acid or base to discuss. Your initial post must be submitted by Wednesday of the week it is assigned and be at least 250 words in length. You must then reply to two of your peers’ post by the following Sunday at 11:59pm. In your reply, you can either add to their information or ask them other questions about the application they chose. Your replies must be at least 100 words in length.

.250 words/ two scholarly sources due 11/25!

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Jacobus and Martin (2019) explain in the ATTEND section (PowerPoint slide 8) that art can make us happy or disturb us. In addition, art can be beautiful or unsettling (Jacobus and Martin, 2019). (Jacobus and Martin) 2019, explain in the PowerPoint that many artists paint to evoke emotions such as happiness, confusion, anger, peacefulness, shock, affection.

  • Identify a particular piece of art that provokes such emotions in you.
  • Explain, the emotions this piece evokes.  
  • Would you say your piece is considered “art” or “artlike” (these terms are used in Chapter 14, see also PowerPoint -Chapter 14 in the ATTEND section)? If the message board allows, include a picture of your selected piece.
  • Briefly tell us who you are and what you do or like to do.

Jacobus, L. A. and Martin, F, A, (2019). Wait 1:

Humanities through the Arts Tenth Edition [PowerPoint slides]. Bethel University Introduction to Humanities V-Camp: https://betheluniversityonline.net/cps360/default.aspx?SectionID=3014&tabid=156#/unit/1/Attend

Tips and Reminders:

Aim for no fewer than three paragraphs (5-7 sentences each). As always, check for grammar before you post your answer to the thread discussion. Write in an essay format rather than a question an answer format. Use complete sentences and most importantly elaborate. Make sure you cite your reference material using APA guidelines. Bethel requires two scholarly references for each discussion post (make sure you use in-text quotes and cite references at the end of your discussion-you may use your text book (READ section) or the reading (ATTEND) as a reference, use your library link (V-camp) to find at least one outside scholarly reference). I am strict about scholarly references, see my notes in the Announcement section about what is and what is not a scholarly reference.

Discussion word count requirement: a minimum of 250 words (main post) and two scholarly reference

Reply to those two discussions

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Requirement: When responding to discussion postings please be aware of how a tone can be misinterpreted by other readers. So please respect your fellow virtual class members when posting your responses. All discussion postings must respond to one point from the post before it AND offer at least one new detail in your posting.

#1:After reading the article the 30 best film-to-musical adaptations, I was surprised by there are so many great movies had been transformed into musicals, and many of them I even did not notice before. i think it is the time for me to watch some from now on. 

The movies first came into my mind are Harry Potter series. They are my favorite movies series and they have a lot of fans all around the world. 

There is already a musical by fan fiction named was A Very Potter Musical performed in in April 2009 at the University of Michigan. It was uploaded to YouTube on July 5th. This musical was one of the top ten best online video by EW.com. And there is also a living theatre by the eighth book Harry Potter and the Deathly Hallows. The two work both were loved by audience. Thus, I think it is proper to make the series movie transformed into musical. 

We can choose any one of the series. As for actors, I think it is best to find some children actors who look like the original actors in the movie when they are young. I believe it will make the loyal fans have the senses into the plot and memorize the feelings how the story can bring to them. I suggested either Matt Land or John Tiffany to direct the show because they have experiences from other stories in same topic, they can also deal with the problems about how to perform the expression of all the thing from magic world. Still, we need to invite JK Rowling as the scriptwriter for the show, because there is no one else can know the story better than her. When it comes to the music, I suggest we can combine some pop music with the original sound in the movies. That way is interesting and also make fans memorize the feelings for the story. As for the choreography, I suggest we can combine the action to cast spells with dance, that would more interesting and impressive. 

Expect these, we also need to design the customs and stage property as much as the same with the movies. 

I think this musical can attract a lot of fans for the book and movie series. They would like the live of how they always imaging the derails of the story. 

#2: William Shakespeare has been my inspiration since I gained the knowledge to read literary works. He was an English poet, playwright and an actor who was recognized in the whole world, and he has been my motivation to help me gain expertise on how to read, write, and become an actor poet and a playwright. The type of musical I would use to describe William Shakespeare is a love song in which I would express all the feelings, and love I have for his entire career. I would express it in a mood of love and compassion about him, and the main audience would be people of all categories ranging from kids to adults since his work covers all the ages.

Assignment: Designing a Plan for Outcome Evaluation

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 Assignment: Designing a Plan for Outcome Evaluation

Social workers can apply knowledge and skills learned from conducting one type of evaluation to others. Moreover, evaluations themselves can inform and com`plement each other throughout the life of a program. This week, you apply all that you have learned about program evaluation throughout this course to aid you in program evaluation.

To prepare for this Assignment, review “Basic Guide to Program Evaluation (Including Outcomes Evaluation)” from this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Retrieved from http://www.vitalsource.com , especially the sections titled “Outcomes-Based Evaluation” and “Contents of an Evaluation Plan.” Then, select a program that you would like to evaluate. You should build on work that you have done in previous assignments, but be sure to self-cite any written work that you have already submitted. Complete as many areas of the “Contents of an Evaluation Plan” as possible, leaving out items that assume you have already collected and analyzed the data.

Submit a 4- to 5-page paper that outlines a plan for a program evaluation focused on outcomes. Be specific and elaborate. Include the following information:

  • The purpose of the evaluation, including specific questions to be answered
  • The outcomes to be evaluated
  • The indicators or instruments to be used to measure those outcomes, including the strengths and limitations of those measures to be used to evaluate the outcomes
  • A rationale for selecting among the six group research designs
  • The methods for collecting, organizing and analyzing data

Movie Analysis Paper

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This paper focuses on the analysis of the developmental process(es) of the main character(s) in a 12-15 page paper based on a movie from the list below.  There may be more than one developmental process occurring in the theme of the movie and you should give attention to each type of development present.

You should include at least 5 peer-reviewed sources.  While you are welcome to use our textbook, please utilize additional sources.  Required and recommended readings provided in class count toward the 5 sources. You may include websites as additional sources, but they do not count toward the required 5.

Steps to Analysis:

  1. Become familiar with the film: Have a solid understanding of the work you will analyze. Being able to have the whole movie in your head—at least in a general way—when you begin thinking through ideas will be a great help and will actually allow you to write the paper more quickly in the long run. It’s even a good idea to spend some time just thinking about the story. Scan through the movie and consider what interests you about this film—what seemed strange, new, or important?
  2. Explore developmental topics: This is where you begin to develop your interpretation of the film based on the developmental theories we cover in class. Consider patterns, recurring themes, problems, challenges, etc.
  3. Write out a working thesis: What are the main developmental theories that you would like to explore?
  4. Make an extended list of evidence supporting the thesis. Once you have a working thesis in mind, skim back over the story and make a more comprehensive list of the details that relate to your point. At this point, you want to include anything that might be useful, and you also want to avoid the temptation to arrive at definite conclusions about your topic. One of the qualities that makes for a good interpretation is that it avoids the obvious. You want to develop complex ideas, and the best way to do that is to keep your ideas flexible until you’ve considered the evidence carefully. A good gauge of complexity is whether you feel you understand more about your topic than you did when you began (and even just reaching a higher state of confusion is a good indicator that you’re treating your topic in a complex way).
  5. Select your evidence: Once you’ve made your expanded list of evidence, decide which supporting details are the strongest. First, select the facts that bear the closest relation to your thesis statement. Select the details that will allow you to present your own reasoning skills and allow you to help the reader see the story in a way he or she may not have seen it before.
  6. Organize your evidence: The ideas that tie these clusters of evidence together can then become the claims that you’ll make in your paper. As you begin thinking about what claims you can make (i.e. what kinds of conclusion you can come to) keep in mind that they should not only relate to all the evidence but also clearly support your thesis. Once you’re satisfied with the way you’ve grouped your evidence and with the way that your claims relate to your thesis, you can begin to consider the most logical way to organize each of those claims.
  7. Interpret your evidence: Avoid the temptation to load your paper with evidence from your story. Each time you use a specific reference to your story, be sure to explain the significance of that evidence in your own words. To get your readers’ interest, you need to draw their attention to elements of the story that they wouldn’t necessarily notice or understand on their own. If you’re quoting passages without interpreting them, you’re not demonstrating your reasoning skills or helping the reader. In most cases, interpreting your evidence merely involves putting into your paper what is already in your head.

Movie Options (only choose one):

1. 21

2. Boys Don’t cry

3.Good Will Hunting

4. Into the Wild 

5. Mona Lisa Smile

6. Uncorked

7. Whiplash