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Instructions: Research Paper: At this point you all should have selected an author and completed an initial inquiry. We will be moving to formal thesis. Please use the following guidelines to draft

Instructions:

Research Paper: At this point you all should have selected an author and completed an initial inquiry. We will be moving to formal thesis.   Please use the following guidelines to draft a thesis:  

Crafting a well-wrought and viable thesis statement is a key step whenever one is called upon to write from research in ANY discipline.Task: Create a thesis for a 6-8 page research essay on the life AND work of a specific author (of fiction, poetry or drama).Assignment: Using one of the two templates construct a first draft thesis statement.Options: You may either choose to analyze 3 shorter works (3 short stories or 3 poems) one way.ORAnalyze one longer work (Novel, novella, Play) 3 ways.What follows are two templates for thesis--please complete the one that applies to your project and submit in this DB on or before 3/9Example of a Thesis for a RP analyzing 3 shorter works 1 way:This essay will analyze the life and (fiction or poetry--choose only 1)fiction of Ernest Hemingway. It will employ a literary analysis that focuses on (setting, principle male character, principle female character, theme or symbolism---CHOOSE ONLY 1) principle male character to gain a more thorough understanding of the following three short stories: "Hills Like White Elephants," "The Killers," and "A Clean Well-Lighted Place."Example for a RP analyzing 1 longer work analyzed 3 ways:This essay will analyze the life and (fiction, drama---CHOOSE ONLY 1) drama of William Shakespeare. it will employ the following three literary analyses: (setting, principle male character, principle female character, theme, symbolism--CHOOSE 3)principle male character, principle female character, and theme to gain a more thorough understanding of his most celebrated tragedy Hamlet.***Please choose one of these templates as appropriate.***Copy verbatim***Some of you may only be able to fill in 1 or 2 of the titles (for template 1) that tells you that the next step is to familiarize yourself with your author's work as this will be the most weighted part of this essay.

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******* ** *** ****** as a way ** conveying love shows the ************ ******** ** the book It ***** that **** **** *** ******** ** ******* the ***** sight ******* **** ** *** ******** *** bound in **** *** way ** **** ***** ** ******* *** ******** ******* * ******** to *** *** ******* issues has ****** proved ** ** disappointing ** ** does *** ***** true **** ** the **** *** *** ******* ** *** shapes ** ***** *** ******** ****** **** **** shows that *** ****** ******** symbolism ******* *** *** ** ****** in ********** a message ** *** ******* ********* other **** ***** that Silverstein **** symbolism ** that ** ***** ** the ***** ** ****** **** ***** ** **** ******** to **** ** *** ******** *** value ** complimentary ***** *** ******** *** ******** he **** *** *********** ********** to ***** *** *** ********* **** ** ***** issues *** ******* ** *** *** ************ ******** ** ** ********* the child ********* ** ********** vital ******* ** ******* He also **** a "Sour **** Ann" ** ********* *** *** ********* **** ****** the relationship *********** ********* represent *** challenges **** ****** **** ** *** failure of ************ ** oneself ** the long *** *** ********* ******* ***** *** **** ****** ************** **** challenged **** a ******* *** ***** ** the **** ** **** symbolic * ***** in the ***** ********** *** ****** **** ** ********** that **** been realized ******* the discovery ** oneself According ** Silverstein **** ***** is ***** ** the **** ** inner self it ***** **** ** ** ********** *** *** started *********** ******* ** ******* and has *** ********** which *** ** ** accomplished despite the difficulties *********** *** ****** ******* *** **** ******** in ******* Therefore *** ****** **** * ***** **** was ******** ** the happenings **** ***** in *** **** ** ** ********** due ** ******************* ********* ** use ********* ** *** **** **** ***** in the attic” as * ********* of **** ** *** ******* ************** **** mostly ******* ** ******** *** ** children ** ** ****** *** ******** ** **** the attic ********** ** *** ***** The ****** seems to **** ** symbolism to ****** a ***** ** ******** and ****** ********* ** *** ****** *** narrator ******** that **** *** *** ***** ******* “and * **** what ****** ******** ** face ***** *** ***** could ****** scary **** * ********** ****** ** even * ******* ****** ****** & ******** ***** *********** ******* *********** that *** poem ** ***** *** ******** and **** images ** ********* *** ********* ** *** ***** associated with *** poem *** ***** ** ******* ** the top ** a ********* **** **** instinctively ******** that the ***** ** ***** **** ** a symbol *** the ***** *** ******* ***** more ***** since the ****** **** *** image to ********** how *** narrator *********** the ***** in *** **** Silverstein ** **** ******** **** ** ******** **** *** ***** ** flickering *** **** *** ******** ***** *** reason That ********** ***** ** illustrative ** ***** ** thoughts ** *** brain **** *** ** *** off and **** the thinker understands It ** **** ******** *** *********** to ******** *** brain as ** ***** ***** ** ****** ************* is also ******* ** *************** **** ****** giving tree” Silverstein **** the relationship ******* the *** *** *** tree ** symbolize the ******* ** time *** *** and *** **** **** ***** young in *** ***** **** ***** *** *** frequently ***** **** *** tree ** ** climbs and runs around *** ******** *** *** ** particular is * ****** for humanity **** *** fragile ***** As the *** ***** ** becomes ******* with **** *** sometimes **** **** ** *** **** *** solace *** boy ***** ** *** **** *** ********* ******** ********** *** **** and at ***** ******* *** **** *** *** ***** As ***** ****** *** *** ** quick ** ******* *** ****** when *** **** ****** He ***** *** fruits **** the **** ** **** *** **** cuts **** *** tree ** build * ***** The *** ********** ******* *** *** **** **** ** *** on *** tree stump **** ** **** ***** cutting **** the tree ************ 1999) Silverstein ***** *** ungrateful nature ** ******** and *** mistreatment ** ****** *** is ***** ** ******* ********** even ***** **** *** beneficial ** *** *** author **** symbolism ** teach children *** ******** ** ********** nature In ***** *** ******** ** *** tree the ****** ***** ** instill *** seed of ************* ************ ** *** young“The ****** ******* **** **** *** **** ** * ****** of selflessness From the start the **** ** ******* ** *** boy’s ********** ** * ****** the giving **** ** **** ** see *** boy ***** *** prospering ** **** The **** is ***** ** ******* *** the boy **** ************ of ******* ******* ** ************ ******* ****** ****** ***** ********* ** ******** for personal ******* *********** ******** *** **** **** ********** characteristics *** **** ******** ** ** the ******* ****** *** **** ****** **** ******** *** *** ************* *** a ***** *** amusement *** boy ** ************ ***** when he is **** *** **** *** as ** ***** ** starts to ****** distant **** *********** *** * ****** *** *** ***** *** parents have with ***** children as **** ****** ******** *** *********** **** ***** ******* ** ********* *** * distant ******* **** *** children **** ****** ** ********* *** young *** ****** ***** help from the **** as ** ***** ** one instant the *** **** *** tree ******** ** ***** *** ***** The most ******** ** all ** **** the *** ***** to ***** * **** *** escape ** *** ****** 2019) He **** **** ** *** **** *** *** tree ****** its ***** *** *** *** ** ** happy ** ** ******** that *** tree ******* the ******** ** *** *** *** ** willing ** ** cut down ** ***** *** *** to **** **** ** ********** happiness *** **** ** **** instance ********** the ******** ********* **** ******* are willing ** **** *** ***** ***************************** uses ********* ** his literary ***** ** “The ******* ******** **** ***** in *** Attic” *** ****** Giving ******* *** ********** use ** symbolism in *** ***** is **** basic ** **** *** ****** ******** ********** *** ******* Since ** ****** ****** *** the ******** *** ********* is ********** ** *********** ******* that ******** often **** ****** *********** also uses ********* ** ** *********** **** *** ******** *** ********* in **** of *** ***** is ******** ** ***** children proper ****** and ******* of life *********** ***** *** ** ****** ** simplify the ********* in *** ******* The ****** *** essential ** offer a ******* interpretation ** *** ************ ********* *** **** ** also ********** *** ********* ******* ** *** ********** ** ******************************** * * ***** ******** * T ***** ***** ****** ** A ******* ***** *** ***** *** ******** ***** **** * ***** ** *** Attic" ** **** *********** ** *** ****** ******** Humanities *** Education *********** ************ Identities through ******** ******* *** Education (SOSHEC ***** Atlantis ********** M (2019) ******* *** Line: *** ****** ******* Adult" Lessons ********** ********** 47(1) ****************** * (1999) The ****** **** ********** **** Edition)Silverstein * ***** *********** * ****** *** Missing ***** Meets *** *** * **** BooksSilverstein S & *********** * (1981) * ***** in *** attic *** **** NY: *****************************

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