Friday, January 24, 2020

Point of View in Ken Keseys One Flew Over the Cuckoos Nest Essay

Point of View in Kesey's One Flew Over the Cuckoo's Nest  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   The choice that a novelist makes in deciding the point of view for a novel is hardly a minor one. Few authors make the decision to use first person narration by secondary character as Ken Kesey does in One Flew Over the Cuckoo's Nest.   By choosing Bromden as narrator instead of the central character of Randle Patrick McMurphy, Kesey gives us narration that is objective, that is to say from the outside of the central character, and also narration that is subjective and understandably unreliable. The paranoia and dementia that fill Bromden's narration set a tone for the struggle for liberation that is the theme of the story. It is also this choice of narrator that leads the reader to wonder at the conclusion whether the story was actually that of McMurphy or Bromden. Kesey's choice of narrative technique makes One Flew Over the Cuckoo's Nest a successful novel. It would be hard to ignore biographical information when analyzing a work by Ken Kesey, because of both his involvement with the Beat writers and as an advocate for hallucinogenic drugs. In fact, it is said that Kesey created the narrator of One Flew Over the Cuckoo's Nest during a peyote hallucination, when an Indian came to him (Tanner 21). While his choice of the Indian, a supposed deaf mute, as narrator seems out of the norm it is even more so when comparing Kesey to the other Beat writers. McMurphy can be compared closely to Dean Moriarty of Jack Kerouac's On The Road, but Bromden is nothing like Kerouac's narrator, Sal Paradise. Certainly the loud and boisterous McMurphy would have made for an interesting narrator for this novel but this would have provided for a very different ending. Even the... ...oo's Nest. Ed. George J. Searles. Albuquerque: Univ. of New Mexico Press, 1992. 5-11. Hunt, John W. "Flying the Cuckoo's Nest: Kesey's Narrator as Norm." Lex et Scientia 13 (1977): 27-32. Rpt. in A Casebook on Ken Kesey's One Flew Over the Cuckoo's Nest. Ed. George J. Searles. Albuquerque: Univ. of New Mexico Press, 1992. 13-23. Kesey, Ken. One Flew Over the Cuckoo's Nest. New York: Signet, 1962. Martin, Terence. "One Flew Over the Cuckoo's Nest and the High Cost of Living." Modern Fiction Studies. 19 (1973): 43-55. Rpt. in A Casebook on Ken Kesey's One Flew Over the Cuckoo's Nest. Ed. George J. Searles. Albuquerque: Univ. of New Mexico Press, 1992. 25-39. Semino, Elena and Kate Swindlehurst. "Metaphor and mind style in Ken Kesey's One Flew Over the Cuckoo's Nest." Style 30 (1996): 143-67. Tanner, Stephen L. Ken Kesey. Boston: Twayne, 1983.

Thursday, January 16, 2020

Guidelines Research Paper

GUIDLINES? FOR? WRITING? A? RESEARCH? PAPER? ? ? RESEARCH? (Where? to? find? primary? and? secondary? material)? ? ? ? ? ? ? ? Evaluate? sources? you? find? according? to? authority,? accuracy,? and? currency.? ? ? PLAGIARISM? (How? not? to? use? research? material)? ? University? of? Innsbruck? library? (ALEPH? library? catalogue)? Humanities? library? (Bruno? Sander? Haus,? ground? floor)? Databases:? Many? databases? can? only? be? accessed? via? the? university? network.? Use? a? computer? at? the? university? or? install? a? VPN? client? to? log? on? to? the? system.? You? find? the? portal? to? access? databases? on? the? university? ibrary? website:? http://ub. uibk. ac. at.? Some? databases? provide? full? text? material,? others? provide? sources? for? articles? and? books? which? you? have? to? cross? check? with? the? library? holdings.? The? most? important? databases? for? research? in? American? Studies? are:? o MLA? International? Bibliography? o Metalib? o JSTOR? o Ac ademic? Search? Premier? (via? EBSCO? host)? o Contemporary? Authors? o Literature? Online? o Periodicals? Index? Online? Video? Archive:? The? Department? of? American? Studies? has? its? own? video? archive? where? DVDs? and? videos? can? be? checked? out? free.? Check? the? department’s? ebsite? for? more? information.? Internet:? Well? used,? the? Internet? can? be? a? great? source? for? your? research.? However,? always? double? check? the? quality? of? websites,? the? provider,? and? the? author’s? expertise? and? authority.? The? rule? of? thumb? is:? If? you? cannot? find? all? the? information? you? need? for? a? complete? and? decent? bibliographic? entry,? it? is? not? a? source? worth? using.? Plagiarism? is? the? use? of? other? people’s? research? achievements? or? ideas? and? passing? them? on? as? your? own? or? using? them? without? proper? acknowledgement.? Sources? must? be? provided? for? direct? quotes,? ummaries,? and? paraphrases? of? oth er? people’s? work? or? ideas.? For? details? on? how? to? avoid? plagiarism? see? chapter? 2? of? the? MLA? Handbook.? Course? instructors? have? access? to? tools? that? reveal? plagiarism.? Students? who? plagiarize? will? be? failed. ? ? TOPIC/THESIS? (What? your? paper? should? focus? on)? ? Before? you? start? writing:? ? Find? a? topic? ? Choose? a? focus? ? Phrase? a? research? question? ? Phrase? your? thesis? statement? (which? should? be? included? in? your? introduction)? Information? that? is? not? important? for? your? thesis? statement? does? not? belong? in? your? paper.? Therefore,? void? lengthy? information? about? authors,? plots,? characters,? periods,? genres,? etc.? Focus? on? information? that? answers? your? research? question(s)? and? that? is? essential? to? prove? your? thesis? statement.? ? ? FORMAT? (What? you? paper? should? look? like? when? you? hand? it? in)? ? ? ? ? ? ? ? ? c.? schwarz? Din? A4? format? double? spaced? (everything,? includin g? footnotes? and? bibliography)? margins? (standard? margins,? i. e.? 2. 5? cm? on? each? side) font? size:? 12? page? numbers? on? the? top? or? bottom? of? each? page,? preceded? by? your? last? name? The? length? of? papers? required? may? vary? and? is? efined? by? your? course? instructor.? General? guidelines? are? 10? 15? pages? (3,000? 5,000? words)? for? proseminar? papers,? 15? 20? pages? (5,000? 7,000? words)? for? seminar? papers,? and? 80? 120? pages? (26,000? 40,000? words)? for? diploma? theses.? Before? you? start? writing,? make? sure? o your? word? processing? program? is? switched? to? â€Å"English†? (in? menu? item? â€Å"Extras†? and? â€Å"Language†;? this? way? quotation? marks? will? appear? correctly? as? â€Å"textâ€Å"? instead? of? „textâ€Å")? 1? ? o o the? spell? checker? is? switched? on? (in? menu? item? â€Å"Extras†? and? â€Å"Spelling? and? Grammar†? and? then? â€Å"Options†¦Ã¢â‚¬ )? German? auto? orrections? are? disabled,? e. g.? Word? often? auto? corrects? â€Å"its†? to? â€Å"ist†? (to? edit? this? function? enter? menu? item? â€Å"Extras†? and? â€Å"Auto? Corrections†? and? delete? the? entry? from? the? list)? ? When? you? hand? in? papers,? the? sheets? should? be? pinned? together? with? a? paperclip? or? simply? put? into? a? file? jacket.? Do? NOT? put? every? single? sheet? into? a? sheet? protector!? Do? NOT? put? papers? into? expensive? binders,? portfolios,? or? folders! ? ? STRUCTURE? (How? your? paper? should? be? structured)? ? Research? paper? with? chapters? Research? paper? without? chapters? ? title? page? ? title? page? table? of? content? ? text? ? introduction? o introduction? ? chapters? o main? body ? conclusion? o conclusion? ? bibliography? /? list? of? works? cited? ? bibliography? /? list? of? works? cited? ? appendix? (if? applicable)? ? appendix? (if? applicable)? ? Start? a? new? page? after? the? cover? page,? the? table? of? content,? and? the? conclusion? (and? the? bibliography? if? you? have? an? appendix).? Do? not? start? a? new? page? for? every? single? chapter!? ? Information? that? belongs? on? a? title? page:? ? title? of? the? paper? ? course? information? (title,? number,? semester,? name? of? course? instructor)? ? student? nformation? (full? name,? student? number,? study? code,? e? mail? address)? ? date? of? submission? ? (There? is? no? page? number? on? the? front? page,? even? though? it? counts? as? a? page. )? ? ? GENERAL? POINTS? TO? CONSIDER? ? ? ? ? ? ? ? Try? to? be? very? specific? in? your? writing;? avoid? generalizations.? Stick? to? general? composition? guidelines,? i. e.? how? to? structure? paragraphs? (e. g.? usually? there? is? no? such? thing? as? a? one? sentence? paragraph? in? an? academic? paper;? start? a? paragraph? with? a? topic? sentence? and? build? your? argument? from? there).? Stick? to? the? academic? register? and? do? ot? include ? colloquial? expressions? or? words.? Be? as? specific? and? explicit? in? your? statements? as? possible? but? do? not? state? the? very? obvious? in? terms? of? what? you? do,? use,? and? analyze? in? your? paper.? E. g.? do? NOT? write:? â€Å"I? am? going? to? do? this? by? analyzing? the? primary? text? and? consulting? secondary? sources? on? the? text†;? or? â€Å"The? final? chapter? is? followed? by? a? conclusion,? which? summarizes? all? the? main? arguments? brought? forward? in? the? discussion†;? or? â€Å"After? the? conclusion,? a? list? of? works? cited? includes? all? the? references. †? Those? things? are? obvious!? It? is? ermissible? to? use? â€Å"I†? in? academic? papers? on? a? limited? basis? (e. g.? â€Å"In? this? paper? I? will? argue? that†¦Ã¢â‚¬ ).? If? possible,? however,? use? passive? constructions? or? other? expressions? (e. g.? â€Å"The? aim? of? this? paper? is? to? show? that†¦Ã¢â‚¬ ? or? â€Å"It? ha s? been? argued? that†).? Avoid? expressions? like? â€Å"The? author? of? this? article? thinks? that†? (use? â€Å"I†? instead)? or? â€Å"as? we? have? shown†? (if? there? is? only? one? single? author).? Make? sure? you? note? down? the? bibliographical? information? of? all? sources? you? consult? for? your? research? to? avoid? plagiarism.? While? you? do? your? research,? keep? a? orking? bibliography? that? helps? you? keep? track? of? all? material? used? and? allows? you? to? go? back? to? sources,? e. g.? to? check? quotations.? ? ? QUOTATION? GUIDELINES? (How? to? include? quotes? in? your? text)? ? ? c.? schwarz? ? Use? parenthetical? documentation,? i. e.? include? the? author’s? name? and? page? reference? right? after? the? quote,? summary,? or? paraphrase.? The? idea? of? performance? art? is? to? â€Å"turn? to? the? body? as? material? for? art†? (Goldberg? 7).? Note? that? the? punctuation? mark? goes? AFTER? the? parenthe sis.? ? Always? use? the? exact? name? or? title? under? which? a? work? is? listed? n? the? bibliography.? Parenthetical? reference? for? two? or? more? authors:? (Gilbert? and? Gubar? 127)? 2? ? ? ? ? (Rabkin,? Greenberg,? and? Oleander? 25)? (Lauter? et? al.? 1584? 87)? Parenthetical? reference? for? more? than? one? source:? (Brown? 26;? Fukuyama? 42;? Armstrong,? Yang,? and? Cuneo? 80? 82)? Parenthetical? reference? for? more? than? one? author? with? the? same? last? name:? (C.? Brown? 26;? M.? Brown? 52)? Parenthetical? reference? for? more? than? one? source? by? one? author:? (Frye,? Anatomy? 13)? (Frye,? Doubt? Vision? 56)? Parenthetical? reference? for? work? listed? under? title? n? the? bibliography:? (Special? Report? 3)? ? If? someone? else? is? quoted? in? a? secondary? source,? use? the? abbreviation? â€Å"qtd.? in†:? As? the? reporter? Casey? Burko? puts? it:? â€Å"The? story? speaks? to? us,? and? we? respond†? (qtd.? in? Buckman? 35).? ? Use? single? quotation? marks? for? a? quote? within? a? quote:? â€Å"‘It’s? a? good? thing? we? stopped,’? the? dark? man? said? huskily†? (Gardner? 47).? ? If? a? direct? quotation? is? longer? than? three? lines,? set? it? apart:? ? The? following? quote? illustrates? the? transcendence? of? time? through? literature:? ? We? read? the? verses? of? one? of? the? great? English? oets,? of? Chaucer,? of? Marvell,? of? Dryden,? with? the? most? modern? joy? –? with? a? pleasure,? I? mean,? which? is? in? great? part? caused? by? the? abstraction? of? all? time? from? their? verses.? (Emerson? 50? 51)? ? ? ? ? Note? that? the? punctuation? mark? goes? BEFORE? the? parenthetical? reference? in? this? case? and? that? NO? quotation? marks? are? used.? ? Punctuation? marks? with? quotations? o No? punctuation? if? the? quote? is? part? of? the? sentence:? People? consider? watching? TV? news? as? a? â€Å"form? of? modern? civic? duty†? (Lewis? 26).? o Colon? or? comma? if? it? is? independent? from? the? structure? of? he? main? sentence:? Schopenhauer? holds? a? bold? view:? â€Å"Music? [†¦]? is? in? the? highest? degree? a? universal? language†? (qtd.? in? Nietzsche? 99).? â€Å"Music,†? according? to? Schopenhauer,? â€Å"[†¦]? is? in? the? highest? degree? a? universal? language†? (qtd.? in? Nietzsche? 99).? ? Alterations? to? original? quotes:? o Leaving? something? out:? [†¦]? He? notes? that? â€Å"we? read? the? verses? [†¦]? with? the? most? modern? joy†? (Emerson? 50)? o Adding? something:? [addition]? Even? harsh? critics? acknowledge? that? â€Å"[s]ometimes,? it? [the? fictional? form]? serves? simply? as? the? framework? for? developing? an? argument†? (Faber? and?Sherry? 831).? o Adding? an? emphasis:? italics? (emphasis? added)? â€Å"Ours? is? a? world? that? is? both? everywhere? and? nowhere,? but? it? is? not? where? bodies? live†? (Barlow;? emp hasis? added).? o Indicating? an? error? in? the? original:? [sic]? â€Å"The? Business? of? Printing? has? chiefly? to? do? with? Mens? [sic]? Opinions†? (Franklin? qtd.? in? Burns? 95).? ? Footnotes? and? endnotes? are? only? used? as? content? notes,? i. e.? to? include? additional? information? that? does? not? belong? in? the? text? itself.? ? c.? schwarz? Also,? he? did? not? regard? the? professional? blues? as? a? threat? to? the? folk? blues,? but? as? ? development? of? the? same? tradition? under? new,? urban? circumstances. 1? 1? In? â€Å"songs? Called? the? Blues,†? Hughes? emphasized? that? he? saw? the? blues? as? â€Å"city? songs? ? rising? from? the? crowded? streets? of? big? towns,†? and? as? â€Å"today? songs,? here? and? now†? (159;? Hughes's? emphases).? ? Hurston? gives? a? list? of? the? most? significant? contributions. 2? 2? The? examples? in? the? following? paragraph? are? taken? from? Hurston? 176.? ? 3? WRITING? AND? PUN CTUATION? GUIDELINES? ? ? ? ? Be? consistent? with? your? spelling? and? punctuation? throughout? the? paper? Do? NOT? se? abbreviations? and? avoid? short? versions:? I? am? (I’m),? we? are? (we’re),? do? not? (don’t),? will? not? (won’t),? cannot? (can’t),? they? have? (they’ve),? etc.? Capitalize? every? word? in? titles,? except? articles,? prepositions,? and? conjunctions.? Separate? a? title? from? a? subtitle? with? a? colon? (unless? it? ends? with? â€Å"? †? or? â€Å"! †).? â€Å"The? American? Declaration? of? Independence:? Narrative? Horizons? of? a? Text? in? Con? Text†? â€Å"Teaching? American? Studies? Abroad:? The? European? Experience†? Whose? Music A? Sociology? of? Musical? Language? Bringing? It? All? Back? Home:? Essays? on? Cultural? Studies?

Wednesday, January 8, 2020

The Conflict Of Christopher Mills - 905 Words

Christopher Mills’ is a forty-four year old man living in Peaks, Illinois. Living far away from home and venturing around the country for his job, his family members and friends have been persuading him to create a Facebook account. â€Å"It would be easier for us to keep in contact with you during your travels,† they said. Curiosity peaked his interest one night as he hopped onto the social media platform. Succumbing to pressure, he decided to make a Facebook account. He typed in his name, birthdate, and location†¦ However, when it came time to choose an option for his gender, there were not just two, but also a myriad of options. It peaked his interested, so he began to count. There were over seventy. Christopher Mills had been introduced to the discussion of gender. Growing up, most children are introduced to two binary genders: male and female. Gender is different than sex. Sex refers to a person’s biological makeup: â€Å"configuration of chromosomes, hormones, gonads (ovaries, testicles), reproductive units (sperm, egg), and internal and external anatomy† (Herbenick and Baldwin, par. 5). Gender is your expression of femininity or masculinity. A person may vary between feeling like a female or male, both, or neither. As society is culturally advancing, it should do so legally as well. There is a need for recognition of more than two genders in the United States, which are not binary like female and male. If this choice went into regulation, it would make the moral communityShow MoreRelatedAnalysis Of Chris Mccandless s Odyssey Into The Wild1103 Words   |  5 Pages1. Who was the most compelling character? Why? What conflicts did this character face? How did the author develop this character? Include one or two supporting quotations with page number or e-book location cited in parentheses after the quotation. 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