Analyze the relationship between Aylmer and Georgiana in Hawthorne’s “the birthmark”

Analyze the relationship between Aylmer and Georgiana in Hawthorne’s “the birthmark”. Analyze the relationship between Aylmer and Georgiana in Hawthorne’s “the birthmark”. Requirements for the Assignment
**ran thru turnitin.com**
*Your essay will propose a central idea (thesis) that is supported and developed with 
several body paragraphs that grow systematically out of the central idea. Everything 
in the essay must be directly related to the central idea and must contribute to the 
reader’s understanding of that central idea. 
*Both the primary source, the selected text, and secondary sources are required to 
support the thesis. 
*Four to seven secondary, scholarly sources are required. Do not use unreliable online 
sources, such as Wikipedia or Sparknotes. Only scholarly sources are accepted. (See 
suggested list in this document). 
*The final paper will be five to seven pages in length, not counting the Works Cited 
page. 
*Everything in the paper, including citation and the Works Cited page (see attachment 
for an example), must follow current MLA guidelines. 
*The final paper will be typed and double-spaced with one inch margins. Use a 12 
point font, such as Times New Roman, and black ink. 
*Give your paper a title. 

I am attaching the annotated bib. that has the articles that are supposed to be used in this essay.

2. Analyze the relationship between Alymer and Georgiana in Hawthorne’s short 
story, “The Birth-mark.” In what ways do mind and heart, imagination and feeling, 
and attitudes toward masculine and feminine behavior determine the success or 
failure of that relationship? 

Askew, Melvin W. “Hawthorne, the Fall, and the Psychology of Maturity.” Critical Insights: 
Nathaniel Hawthorne. Ed Jack Lynch. Pasadena, CA: Salem Press, 2010. 231-241. Print. 

Eckstein, Barbara. “Hawthorne’s ‘The Birthmark’: Science and Romance as Belief.” Studies In 
Short Fiction 26.4 (1989): 511-519. Print. 

Keetley, Dawn. “Bodies and Morals: Hawthorne’s ‘The Birthmark’ and Neil LaBute’s ‘The 
Shape of Things.’” Literature Film Quarterly 38.1 (2010): 16-28. Print. 

Marshall, Megan. “Sophia’s Crimson Hand.” Nathaniel Hawthorne Review 37.2 (2011): 36-47. 
Print. 

McKenna, John J. “Lessons about Pygmalion Projects and Temperament in Hawthorne’s 
‘The Birthmark.’” Eureka Studies in Teaching Short Fiction 7.1 (2006): 36-43. 

Reid, Alfred S. “Hawthorne’s Humanism: ‘The Birthmark’ and Sir Kenelm Digby.” American 

38.3 (1966): 337-51. Print. 
Rosenberg, Liz. “‘The Best That Earth Could Offer’: ‘The Birth-Mark,’ A Newly-Wed’s 
Story.” Studies in Short Fiction 30.2 (1993): 145-52. Print. 

Balestrini, Nassim W. “From Alymer’s Experiment to Aesthetic Surgery.” Nathaniel 
Hawthorne Review 38.1 (2012): 58-84. Print.

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Analyze the relationship between Aylmer and Georgiana in Hawthorne’s “the birthmark”

Analyze the relationship between Aylmer and Georgiana in Hawthorne’s “the birthmark”

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he Depiction of Black Slaveholders in 'The Known World' The Depiction of Black Slaveholders in 'The Known World

he Depiction of Black Slaveholders in 'The Known World' The Depiction of Black Slaveholders in 'The Known World. he Depiction of Black Slaveholders in 'The Known World' The Depiction of Black Slaveholders in 'The Known World. xxx

EWL 335 01

Slavery in the American Imaginary

17 December 2015

 

 

Black Slaveholders in Edward P. Jones’ The Known World

 

It almost goes without saying how extensively themes and ideas have shifted over periods and eras to influence the American Imaginary with regards to slavery. The representation (or misrepresentation) of both the enslaver and the enslaved bears great significance in the influence on the collective consciousness of racial identity; so much so that a slight deviation from the truth can actually sustain the status quo that deems one race to be superior over the other. It is for this reason that truth has become a quality most praised and sought after in the criticism of slave narratives. This search for truth involves the full exposure of what is usually left hidden; and within this unveiling, a somewhat inconvenient truth emerges that details how the traditionally enslaved blacks had actually owned slaves of their own as well. I call it an inconvenient truth because of the complication that arises through the discourse over the ultimate implications of such an ironic circumstance where a community, after centuries and decades of yearning for freedom, ends up denying members of their own the very same liberties they had longed for. Some might argue that such a development actually empowers the African American community because it sees their own on the same level of the traditionally higher-ranking whites, but this would be a fallacious takeaway especially since black slaveholders still seem unequal to white slave holders. In his novel The Known World and particularly with the depiction of black slaveholders, Edward P. Jones seeks to deconstruct social hierarchies and undermine the economic system of capitalism to be the root cause of the various forms of discrimination that include, and are not limited to race and gender.

12 Years An Explanation — The Marxist Approach

So it won’t exactly take twelve years but I beg of my reader’s indulgence as I go at considerable length to explain the merits of having a Marxist reading of The Known World in the effort to unearth Jones’ statement on capitalism with regards to its effect on social relations. This section will also be in the best interests of clarity when the succeeding paragraphs eventually reach the central argument of this essay. Much of the reason for the Marxist approach to The Known World stems from: (a) Slavery’s relationship with Capitalism, and (b) The Genre and Structure of the novel.

The central goal for the capitalist is to maximize revenue, and this is achieved through increasing output and minimizing expenditure. It is for this reason that slave labor becomes a logical human resource strategy. Baptist documents that, “Between the arrival of the first Africans in 1619 and the outbreak of the Revolution in 1775, slavery had been one of the engines of colonial economic growth … after 1670 or so, the number of enslaved Africans brought to North America surged” (3). With slaves, the capitalist can maximize profits as a result of increased outputs from a large workforce that requires zero wages. In this regard, the general purpose for slave owning is purely economical. Furthermore, in addition to slavery becoming rationalized and naturalized as a strategy for commercial survival and prosperity, the economic success as a result of the system of slavery actually sustained and concretized capitalism to be the only economic system worth considering.

In The Half Has Never Been Told: Slavery and the Making of American Capitalism, Baptist theorizes how contemporary capitalism was built on and shaped by slavery. Whether this theory can achieve full acceptance or not, it is definitely agreeable that the one obvious consistency between slavery and post-slavery eras (or between historical and contemporary conditions) is the prevalence of the capitalist economic system. It is then completely reasonable that, in the critical discourse on the discriminatory effects of slavery, one should also challenge the continuing existence of the very economic system that actually motivated the genesis of the system of slavery. Economic power being the predominant concern in the slave trade is very much in line with Marxist theory that recognizes that:

Economics is the base on which the superstructure of social/political/ideological realities is built; and getting and keeping economic power is the motive behind all social and political activities … Therefore, Marxist analysis of human events and productions focuses on relationships among socioeconomic classes, both within a society and among societies, and it explains all human activities in terms of the distribution and dynamics of economic power” (Tyson 51-52).

 

More specifically, the Marxist approach exposes the true economical motives of African Americans in their ownership of slaves in The Known World and reveals how their pursuit of economic power and exercise of individual liberties actually solidifies the socioeconomic class divide. The reason why the black slaveholders can continue being unwitting agents of this phenomenon is the same for how the oppressed can continue to remain oppressed. Marxist theory recognizes that any possible threat to the power structure has been culturally conditioned to accept existing circumstances to be real as a result of repressive ideologies. In other words, perceptions of reality are skewed through the naturalization of false ideals. “By posing as natural ways of seeing the world, repressive ideologies prevent us from understanding the material/historical conditions in which we live because they refuse to acknowledge that those conditions have any bearing on the way we see the world” (54). Jones hints at this in the genre of his novel. The failure to appreciate the material beyond its surface is emphasized when historical fiction gets mistaken for and accepted as historical fact. And this inadequate interpretation of the material mirrors that of the characters’ when their realities are constructed based on their possessions and statuses. Furthermore, the acceptance of falseness explains how untruths get naturalized:

Jones has an important point to make about historical continuity in society’s narrative of race, gender and power that begins, he suggests, in antebellum times … Thus, the “known world” Jones dismantles is as much our present as our past, inasmuch as our present notions of power stem from our received notions about race, gender and the institution of slavery (Bassard 408).

To loosely paraphrase Berman, we are limited only by the worlds we know (or think we know). And in combination with structure:

The Known World bridges fictional and “real” worlds, bends time to its will, and demonstrates a productive, honest way to tell a lite with an arrangement of space, whether literal or literary. The novel’s plot traffics in all varieties of the invisible ideologies disguised beneath spaces, but the novel itself celebrates the spaces that make intent and purpose visible, thereby remaining open to future inscription (Ardoin 640).

 

The narrative time in The Known World is expansive enough to convey the inception and perpetuation of false ideals and is “open to future inscription” to suggest that such ideologies are destructible for more favorable ones (productive ideals) to take their place. While Jones’ use of historical fiction and narrative structure establish the preserved effects of the pyramidal structure of societal power, “Jones’ choice to focus on the issue of the black slaveholder, then is a fitting one for a study in open contradiction and the possible ways to put contradiction to productive work” because “it exposes the constructed nature of systems and structure”(641).

 

Works Cited

Ardoin, Paul. “Space, Aesthetic Power, and True Falsity in The Known World.” Studies in the Novel 45.5 (2013): 638+. Literature Resource Center. Web.

 

Baptist, Edward E. The Half Has Never Been Told: Slavery and the Making of American Capitalism. New York, NY: Basic, 2014. Print.

 

Bassard, Katherine Clay. “Imagining Other Worlds: Race, Gender, and the “Power Line” in Edward P. Jones’ “The Known World”” African American Review 42.3/4 (2008): 407-19. JSTOR. Web.

 

Berman, Carolyn Vellenga. “The Known World in World Literature: Bakhtin, Glissant, and Edward P. Jones.” NOVEL: A Forum on Fiction 42.2, Theories of the Novel Now, Part I (2009): 231-38. JSTOR. Web.

 

Donaldson, Susan V. “Telling Forgotten Stories of Slavery in the Postmodern South.” The Southern Literary Journal 40.2, Special Issue: History, Memory, and Mourning (2008): 267-83. JSTOR. Web.

 

Jones, Edward P. The Known World. New York: Amistad, 2003. Print.

 

Koger, Larry. Black Slaveowners: Free Black Slave Masters in South Carolina, 1790-1860. Jefferson: McFarland & Company, 1985. Print.

 

Ikard, David. “White Supremacy under Fire: The Unrewarded Perspective in Edward P. Jones’ “The Known World”” MELUS 36.3, White and Not-Quite-White (2011): 63-85. JSTOR. Web.

 

Mutter, Sarah Mahurin. ““Such a Poor Word for a Wondrous Thing”: Thingness and the Recovery of the Human in “The Known World”” The Southern Literary Journal 43.2 (2011): 125-46. JSTOR. Web.

 

Tyson, Lois. Critical Theory Today: A User-friendly Guide. 3rd ed. Routledge, 2014. Print.

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he Depiction of Black Slaveholders in 'The Known World' The Depiction of Black Slaveholders in 'The Known World

he Depiction of Black Slaveholders in 'The Known World' The Depiction of Black Slaveholders in 'The Known World

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James Baldwin Nobody Knows My Name

James Baldwin Nobody Knows My Name. James Baldwin Nobody Knows My Name. Read James Baldwin “Nobody Knows My Name”. Compose a thesis that has a persuasive, debatable claim about the significance of the message or theme in the essay or the success/effectiveness of the essay as a whole. Summarize the essay in your intro paragraph, end the paragraph with your thesis, and be sure to include your three points of evidence in your thesis statement. Cite the essay as you would any article on the internet as you examine your points of evidence.

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James Baldwin Nobody Knows My Name

James Baldwin Nobody Knows My Name

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Langston Hughes

Langston Hughes. Langston Hughes. Thesis statement -please rephrase it as it would be better- Langston Hughes was a marxist which is clear in his short stories in The Ways of White Folks (analysis of marxist elements on Slave on the Block, Passing, The Blues I’m Playing, Rejuvenation throughout Joy), however before he turned to leftist party he had the marxist stand as a poet for common citizens, (+Marxist views in any of his writings/poems before 1930s with literary analysis).

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Langston Hughes

Langston Hughes

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Sonnet- To Science

Sonnet- To Science. Sonnet- To Science. Writer: 278431
Please pay attention to #3 in red; you have NOT been including these in my previous papers. I am and have provided these attachments/files for you again. 
You must include the ‘academic templates moves’ and verbs (must be BOLDFACED in essay) . My teacher has been taking points off my papers. Thank you

Respond to the following prompt: What is the speaker’s attitude toward science in Edgar Allan Poe’s 
“Sonnet–To Science”? Resist the urge to look up summaries or criticism of the poem. This assignment is specifically asking for your analysis and response without any external input. Support your discussion with specific in-text support from the speech. 
At the end of your post, provide two thought-provoking questions (use the question signals How or Why) about the text that your classmates might address in their reply. These two questions should focus on themes or images you see presented in the poem, not on events in the story itself.

This essay must be a minimum of 275 words. 

You must demonstrate your ability to analyze and synthesize the material you have read. You will accomplish this in a number of ways:
1. You must include a minimum of one in text citation from the assigned reading(s) for the prompt. That in-text citation may be in the form of a direct quote or a paraphrase; however, a paraphrase demonstrates analysis and synthesis and, therefore, is the stronger option. In writing you’re in text citation, you must format it with a signal phrase and end it with a parenthetical note: Lena Sorensen clearly identifies the importance of the young man’s proposal by placing the scene at the climax of the story (985).

2. End your post with a properly formatted Works Cited entry for these pieces. Do not count the Works Cited in the required word count.

3. You must also use the Academic Moves templates and verbs, boldfacing them in your post. You can revise the wording of the templates to suit your written work, but the “moves” themselves must be apparent. I provided handouts for the Academic Moves templates and verbs and for the proper formatting of a Works Cited entry from our text in an earlier module.

No Plagiarism. MLA format Double space

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Sonnet- To Science

Sonnet- To Science

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Norton Anthology of American Literature, Volume A and B

Norton Anthology of American Literature, Volume A and B. Norton Anthology of American Literature, Volume A and B. Required Text:

Title: Norton Anthology of American Literature, Volume A and B
Author: Baym, Nina. Edition: 8TH 12,

Questions
1. In Anne Bradstreet’s poem, “The Prologue,” she writes:
I am obnoxious to each carping tongue

Who says my hand a needle fits

A poet’s pen all scorn I should thus wrong

For such despite they cast on female wits:

If what I do prove well, it won’t advance,

They’ll say it’s stol’n, or else it was by chance.
(189)
In the context of this poem and the other poems we read, what exactly do you think Bradstreet means here? (10 points)
In the context of her religious situation, what does this poem say about her audience?
2. Find a specific passage in Mary Rowlandson’s A Narrative of the Captivity and Restoration that exemplifies her attitude toward her captors and her religious faith. Then, write it into this exam and explain why it exemplifies her attitude. (10 points)
3. In this course thus far, we have looked at how the Puritans put a definitive stamp on the moral, religious, and intellectual character of this nation. In that context, how does Edgar Allan Poe’s “The Fall of the House of Usher” either explain those Puritan origins or how does it demonstrate a rebellion against those origins. (10)

4. In the context of our readings thus far, how is Hester Prynne a uniquely American heroine? Please remember to be very specific and very textual in your response.

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Norton Anthology of American Literature, Volume A and B

Norton Anthology of American Literature, Volume A and B

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