Student name Professor Subject Date Social and Cultural Barriers in The Handmaid’s Tale and The Piano Lesson In the modern society people face various social and cultural barriers. These are restrictions in the form of cultural and social limits to adaptation and can be associated with the different approaches in which individuals and groups interpret experience and respond to issues in the community. In this case literature has often been utilized as a tool for illustrating both social and cultural barriers which face individuals within different societies. In her novel The Handmaid’s Tale Margaret Atwood is efficient in how she highlights the cultural and social barriers in the democratic government which had been overthrown and replaced by a totalitarian government. In addition to this in the narrative The Piano Lesson August Wilson is efficient in how he demonstrates the social and cultural barriers which exist in his hometown of 13. Callaway Alanna A. "Women Disunited: Margaret Atwood's The Handmaid's Tale as a Critique of Feminism." (2008). Gale Cengage Learning. A Study Guide for August Wilson's The Piano Lesson. Gale Cengage Learning 2015. Hammer Stephanie Barbé. "The World as It will Be? Female Satire and the Technology of Power in “The Handmaid's Tale”." Modern Language Studies (1990): 39-49. Muhammed Dlnya A. and Mariwan N. Hasan. "Heritage of Slavery in August Wilson’s The Piano Lesson." International Journal of Humanities and Cultural Studies (IJHCS) ISSN 2356-5926 3.4 (2017): 179-185. Nelson David E. Women’s Issues in Margaret Atwood’s the Handmaid’s Tale. Greenhaven Press 2012. Raj Sony Jalarajan and Soumya Jose. "Recognition and Edification of the Relic of the Past: An Inquiry into August Wilson's The Piano Lesson." JOURNAL OF DEVELOPMENT MANAGEMENT AND COMMUNICATION 1.1 (2014). Wilson August. The piano lesson. New York: Plume 1990. Wisker Gina. Atwood’s The Handmaid’s Tale. Continuum 2010. [...]
Final Research Paper: In an essay (7 pages of essay and 5 pages of annotated bibliography) examine how the novel The Handmaid’s Tale and the play The Piano Lesson addresses the social and cultural barriers faced by the characters as well as in today’s society. Consider also, the music that we’ve reviewed that can highlight elements of your essay. This essay must incorporate the sources from your annotated bibliography. “You must use scholarly works for your papers—"scholarly" is defined as a journal article or academic book (critical/literary biography or collection of critical essays on the author or text under consideration). This is not a sociology, education, anthropology, criminal justice, or psychology class, so you are not allowed to use texts from other disciplines. You are to stay focused on a literary interpretation. The works we have read and discussed in class are widely written about—but you must do the research, as per the requirements for this class—please read the guidelines regarding sources for literary papers: You must use no less than four (4) secondary sources in the final version of your essay. At least two (2) of these secondary sources must consist of recent literary journal articles on your primary text. The additional two (2) outside sources may be books--biographical, collected works, or bound essays. They must be literature-based works on your primary text or its author—not books from other disciplines (i.e., sociology, psychology, education, anthropology, etc.). For this research paper, YOU MAY NOT USE the following as sources, as they are NOT considered scholarly works: SparkNotes, 123HelpMe, GoodReads, Wikipedia, CliffsNotes, ClassicNotes, Enotes, GradeSaver, or any other student guides. Any and all electronic sources must be approved by me at the time you submit your working bibliography. PLEASE NOTE: Simply re-wording a summary or analysis from another source constitutes plagiarism--your work must consist of YOUR OWN THOUGHTS AND WRITING--please don't fail this course because of plagiarism. Make sure that you use quotation marks when you are using someone else's words, and that you give proper credit to the source if you are paraphrasing.” (Rebecca Williams, Dec. 2014) Rhetorical knowledge: You will analyze and identify key ideas in various discursive genres (e.g. essays, news articles, speeches, documentaries, plays, poems, short stories), with careful attention to the role of rhetorical conventions such as style, tropes, genre, audience and purpose, and demonstrate an ability to apply such rhetorical knowledge in your own writing. Inquiry and research: You will identify credible sources for your research questions; engage with multiple perspectives by summarizing, interpreting, critiquing, and synthesizing the arguments of others; and avoid plagiarism by ethically acknowledging the work of others when used in your own writing using a citation style appropriate to your audience and purpose. Well-developed thesis: You will develop your ideas into a focused, compelling argument, developed in unified and coherent paragraphs, and supported by, as applicable, evidence from your own experience, your research, and the texts you analyze. Composing process: You will experience writing as a creative way of thinking and generating knowledge and as a process involving multiple drafts, review of your work by members of your discourse community (e.g. instructor and peers), revision, and editing, reinforced by reflecting on your writing process in metacognitive ways. Style and editing: You will produce effectively organized writing that demonstrates sophistication in word choice, syntax, and sentence structure and that follows conventions of standard English grammar and usage.