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I will grade your post on reading ideas in depth and not superficially, format (numbered questions, signal phrase before quotations, and other elements), thoughtfulness, and proofreading (correct grammar, punctuation, spelling, etc.). I’ll look for posts to have read the experts and authors for in-depth meanings and demonstrate that in how they present the author’s claims and evidence for them.
Minimum Length: 500 words minimum (note: meeting this doesn’t mean that you’ve met the assignment’s requirements as I’m grading on other factors as well).
You’ll write two peer responses that follow requirements for this semester: use the person’s name at the top, respond thoughtfully to some of their ideas (could agree or disagree or question or build on one of their ideas to add an additional idea), then back your response up with a quotation (ideally from the text, e.g. Coates, though sometimes you may want to quote from the student’s post; You write, “—–” then respond to it). I’ll grade peer responses on thoughtfulness, use of the text to “read together” with your classmate. Of course, peer responses are expected to be respectful at all times.
Required on Quotations: in each numbered answer, you must use a brief quotation to back up your claim(s), integrated smoothly using an introductory signal phrase. E.g. Diana Martinez writes / states, “——–” (Martinez). Then explain how the quotation shows your interpretation.
There is no “answer” sentence in the materials I’m giving you. I expect you to read deeply, listen carefully, and summarize the content from the entire article, not one sentence. Remember all answers have to be backed up with brief quotations that are then explained.
You will answer the questions below. Analyze pages 39-72. Good reading is rereading, so don’t stop at your first reading. Read deeper.
Describe how his intellectual life changed for Coates at Howard U. What was he curious about? What kind of questions was he asking?
Analyze pages 44, 46, and others and describe Coates’ intellectual methods when he was reading and writing to keep track of his own learning.
Analyze 48-52 and describe Coates’ poetry investigations. Use evidence from this section to explain why you think he writes, “It began to strike me that the point of my education was a kind of discomfort” (Coates 52). On page 53, how does he contrast what he was learning with the people who live in Prince George’s County?
Your Choice in Pages 54-64: Pick out some ideas you find significant in how he understands violence, Black bodies, and how romantic longings and the people in the Mecca/the Yard at Howard change his understanding of these concepts.
Pages 64-69: Describe how Coates tells his son about how Coates met his son’s mother. How did this birth change how Coates felt in his body, as a Black man? How does Coates explain the meaning of his son’s name?
Pages 68-69: What wisdom does Coates believe lies in the streets he grew up in?
They Say, I Say: Pages 69-70: Coates argues against the idea of slaves being lumped into a “mass” of flesh. Instead, he argues that each body is “singular.” Explain how he makes that case to argue against the first idea. How does he want us to see slaves differently than they’re usually seen or thought about?
In pages 18-72/ Brainstorming for Essay 1: Institutional / structural racism can include inequality in the following institutions: education/schools, government institutions, police, neighborhoods/ housing (since historically, redlining meant that neighborhoods were segregated), and other institutions. In pages 18-72, identify at least 1-2 examples of how Coates experienced structural/ institutional inequality/ racism.

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