Things Fall Apart by Chinua Achebe Defend the following statement in 2 typed pages: Chinua Achebe’s classic novel “Things Fall Apart” examines morality in the context of global interaction, imperialism, and colonization.
Things Fall Apart by Chinua Achebe
Present a clear defense of the idea that morality is centrally on display in TFA. Don’t just pick that which is most obvious…. search for the subtle.
Have a title…be creative
Avoid summary [for summary’s sake] at all costs.
Your argument should be present throughout the paper. Do not get to the point in the last paragraphs. [Do not start the last paragraph with “in conclusion”… the entire paper is the conclusion]
Be well written. First published in 1958 – the year after Ghana became the first African nation to gain independence, as Britain, France and Belgium started to recognize the end of colonialism in Africa and began their unseemly withdrawal – Chinua Achebe’s debut novel concerns itself with the events surrounding the start of this disastrous chapter in African history.
Compare and Contrast the Gilded Six Bits Compare and contrast Zora Neale Hurston’s’ characters Delia from “Sweat, and Missie May from “The Gilded Six-Bits” to how women of color are treated in today’s society.
Compare and Contrast the Gilded Six Bits
Compare and contrast Zora Neale Hurston’s’ characters Delia from “Sweat, and Missie May from “The Gilded Six-Bits” to how women of color are treated in today’s society. Zora Neale Hurston’s “The Gilded Six-Bits” was published in Story magazine in 1933, when Hurston was a relative newcomer on the literary scene. The well-known publisher Bertram Lippincott read the story and liked it so much that he wrote to Hurston and asked if she was working on a novel. She wasn’t, but, eager for a book deal, she told him that she was, and, three months later, presented him with the manuscript of her first novel, Jonah’s Gourd Vine.
Solitary confinement Margaret Atwood Essay Need To Use and Read the Book: Dave Eggers, the Circle to Write the Essay
Solitary confinement Margaret Atwood Essay
As before, you’ll want to consider this a thinking problem before you consider it a writing problem. Brainstorm, outline, re-read, take notes, talk to friends and classmates: consider your subject matter and what you’d like to investigate or to say about it. Please remember to introduce author and novel title in your essay introduction, and also please as part of your thesis address the ìSo What? I question why is what you’re writing and telling your readers about important? Whatís at stake in this subject matter and by extension, in your paper? (Doing this will help you avoid writing an essay that sounds like a book report).
Solitary confinement Margaret Atwood Essay
Also towards the ends above, strive consciously to craft topic sentences of sufficient heft that they will lead immediately to evidence quotes, events, paraphrases of texts which you will then go on to discuss. (Ideas swiftly exemplified by evidence constitutes a kind of evidentiary rule of academic writing).
Your thesis, which need not be limited to one sentence but which must stand out as your main point, will reflect your governing angle or focus, your ìway inî to the story, and normally should express a focused generalization about the major meaning you feel the story offers (with respect to the topic you choose below). But donít expect to know what that thesis is right away; be alert to possibilities for ëgrowingí it, for shaping, slicing and dicing, as necessary, as you refine your thoughts about the text(s).
Solitary confinement Margaret Atwood Essay
Finally, remember your audience: someone who has a passing familiarity with your texts but needs to be reminded of the key events and details even as you make your analysis. You want to reach the general reader.
Topics: choose one of the below:
Examine in depth one or more (up to four) significant trends, practices, ideas, and/or values in our current world that the novel asks us to consider by exaggerating them or extending them to a logical (or illogical) conclusion. Your subject(s) should be significant enough to develop an essay about. If you write about two or more of them, youíll need to offer some unifying idea which brings them into the same frame of reference in your introduction
ìUtopia [the Circle] is a lot like high school, but with even more homeworkî (Atwood). Brainstorm some features of the high school experience, and of teenage experience generally, and illustrate these ideas with examples from the Circle. What light does this comparison shed upon the Circle and the world in which we live? How does the modern internet make adults act like kids, in ways that arenít desirable? What are the implications (and primarily negative effects!) of the worldís most cutting edge and influential company endorsing and modeling, in some sense or another, ìteenage valuesî?
Thanks to computers, we are now able to count with unprecedented speed and thoroughness (e.g., # of likes/dislikes, and the ability to supposedly measure or evaluate everything by numerical or statistical means). According to writer Caleb Crain, this has three important implications for our thinking:
Solitary confinement Margaret Atwood Essay
— We mistakenly imagine that instances of any one thing are interchangeable, of equal value. And related to this, we imagine that any single thing or any aspect of it that canít be counted doesnít matter.
— We may mistakenly imagine that in a counted world that even for things that can be counted, no single instance matters. ìBy contrast, it was possible to believe that a work of literature [or art, or music, or a person] succeeded if it reached just one [other] person for whom it was a key.
— The third, and perhaps most crucial, the temptation is to imagine the popularity of it defines its value. You may like a singer, but if he were really a genius, wouldnít more people be downloading his song?
Applying these three principles in detail and depth, analyze the world of the Circle. And be sure to identify things that canít be counted, things that are unique unto themselves, and value that isnít dependent on popularity.
ì All that happens must be known,î “Privacy is Theft”, “Sharing is Caring”, and “Secrets are Lies”: analyze, evaluate, critique, examine with plenty of specifics the implications in the novel of these idealistic-sounding slogans/ideas.
Analyze the Circle and the world of the novel outside the company with reference to the metaphor of the Cult: what are Cults, their essential features, and how does the Circle fit that description? To do this topic, you must research characteristics or criteria of cults, and apply each of the most applicable ones, one to a body paragraph, to evidence from the Circle.
Further: what does it mean that the worldís most powerful company is like a cultówhat are the implications of this?
ìTo live entirely in public is a form of solitary confinementî (Margaret Atwood). Explore this metaphor in an essay about the novel. You first need to brainstorm an outline of the things that characterize *real* solitary confinementóin prisonóand then connect them, one a time, in a systematic way, to the sense and feeling of Atwoodís comparison to working at the Circle (or perhaps just being in the Circle as a compulsive internet user who lives a virtual life almost entirely).
Mae had the feeling, which she was used to by now at the Circle, that they alone were able to think aboutóor were simply alone in being able to enactóreforms that seemed beyond debate in their necessity and urgencyî (153). Write an essay in which you examine the reforms/goods that are supposedly ìBeyond Debate,î and explain they appear to be so, in whose interest it is that they do, but also why these ends and/or means are in fact debatable, and why they may mix ìobvious benefits with subtle (and not-so-subtle) harms in one seamless packageî (Francis Fukuyama). What values or principles or ethics are violated by these supposed slam-dunk goods, or by the means to obtain them?
Whatís dystopian about ëutopiaí? Analyze the novel with respect to appearances and reality, the ideal vs. the real. What are the utopian premises of the Circle; whatís are the dystopian realities? Examine The Circle for expressions of idealism and of the utopian impulseóthe striving for perfection, the hoped-for the dream of specific cure-alls and other outcomes being realized, perhaps the belief that itís possible to transcend the human condition (i.e., the condition that involves struggle, hardship, fear of rejection, illness, death). What summary statement can you offer (thesis) about the way the utopian and dystopian co-existóthe hoped for heaven and nightmare horrorsóand are so closely aligned?
Dogma always sanctions (permits, looks the other way at) ignorance: what are the Circlers ignorant of? What dogmatic beliefs do they hold? And what does their dogma blind them to? (In the sense in which weíre using it here, ìDogmaî = a set of beliefs that is accepted by the members of a group without being questioned or doubted).
In the historical company store, the workers were sold basic goods ñ in what was otherwise a setting of scarcity (mining town, a lumber town in remote areas) — at inflated prices by their employer, thus cycling their wages right back to the company.
After acknowledging the differences in setting and the availability of goods both essential and preferential, explore this metaphor to include not just the Circlers but also the entire world of Internet users (and to what extent do they become workers for the Circle, too?)
ìAs far back as 1835, Tocquevilleís Democracy in America predicted the tyranny of public opinion, a tyranny that can be amplified immeasurably by the Internetî (Margaret Atwood). Write an essay on the problems of mob rule in the novel, and implicitly, in our present or future real world.
The Circle exemplifies how ìwe can be led down the primrose path (to evil) much more blindly by our good intentions than our bad onesî (Atwood). Write an essay about unintended consequences of good intentions.
Write an essay about the implications for politics and democracy of transparency, of politicians ìgoing clear.î (This paper needs to reference events, people, and quotes from the Circle in detail and in every body paragraph).
Technocracies suppose that ìthe vital needs of man are (contrary to everything the great souls of history have taught us) are purely technical in character [Ö.] If a problem does not have such a technical solution, then it must not be a real problemî (p. 10, Theodore Roszak, The Making of a Counter Culture). Write an essay in which you argue that human needs and ends are not adequately accounted for in the company of the novel, and in the world outside the company.
ìA culture which is so strongly influenced by scientific concepts and technocratic illusions is constantly tempted to annul or to obscure the unique individual. Schemes for the management of human nature involve denials of the dignity of man by their neglect of the chief source of manís dignity, namely his essential freedom and capacity for self-determinationî (8, Reinhold Niebuhr, The Irony of American History). Examine how the marketing apparatus that is the Circle, through its power and reach, denies human dignity, and undermines human freedom (while often appearing to do just the opposite).
Write an essay in which you offer your own values, your normative sense of right v. wrong, and contrast them to the values suggested in this novel. Make sure your reader can see the outrageous contrasts between what you consider good, right, true, and/or decent, and the values implicit in the world of this novel. Make what’s implicit, explicit–what might we fail to fully appreciate about the “values-shortage” in this world as we’re reading and perhaps enjoying the exotic bizarreness of it all? Consider one main value contrast per paragraph; introduce all your relevant values in the introduction bring them into some common frame of reference.
Sense and Sensibility: examine the novel in terms of Mae’s sensibility, ìtasteî, affective (emotional response) to things, as well as in terms of Mae’s ìSenseî, namely her valuesóher sense of the good, the right (and wrong), and trueówhich are probably informed by her sensibility. How does her taste end up influencing her opinions to her detriment in the novel; that is, make the case for her Sensibility influencing her Senseóhow in this story of a sensitive young woman is her sense of values influenced by her esthetics/taste? What are the dangers of too much ìtasteî? What kind of statement can you offer (thesis) about how our taste influences our opinions?
If itís likely that propaganda seeks to complicate (obscure) the
simple and simplify the complicated (the ambiguous), write an essay in
which you link the world of this novel to this premise. Conversely, if
itís true that art seeks to respect the ambiguous ñ to acknowledge and
represent complexity — while exposing untruths obvious to the discerning
Narrative Essay The Broken Spears Broken Spears Narrative
After reading The Broken Spears you will understand that the work is not intended to be an absolutely accurate reflection of the events during the colonization of Mexico, rather various accounts, utilizing different means in which the Nahua people were able to cope and survive through the events unfolding around them.
Narrative Essay The Broken Spears
Create a character who is a member of either the
Nahua people or Spanish people and describe in detail the events taking place around you. Be sure to include specific details from the readings and expand upon your characters feelings surrounding the colonization of Nahua land, the treatment of Nahua people, and your observations regarding the conquistadors themselves.
One aspect I really encourage you to pay attention to is your character’s motivation for their actions. Over the past two years, this is an aspect that students seem to struggle with. So, always consider why your character is doing something.
As important as why the storyteller performs actions within the narrative is why they are relating their story in the first place. The format and audience of the narrative should be evident to your reader. Is this a letter, a diary, an oral retelling of events? And, the audience is critical because we certainly craft narratives based on who we are telling the story too. I certainly would frame a tale in a different way if I was telling it to my grandmother than I would to one of my friends.
Your narrative essay should be in standard paragraph form and should be at least three properly-formatted pages in order to receive credit. Remember to cite any direct references from the book. You should also provide a citation of details in the book that has helped in the creation of your characters. Remember to look to the syllabus for tips on writing a narrative essay.
As much as possible, try to keep your character’s motivations for what they do in line with the place you assign them in society.
Above all, you should work to understand how this film might have been experienced by spectators given its use of sound. Your essay needs to analyze at least two, distinct sequences of the film as evidence for two possible effects. Your essay also must engage
with and use Karel Dibbets’ article “The Introduction of Sound” to support your argument or analyses.
Reign of Error Diane Ravitch Personal Narrative Emphasis
particularly inspiring or damaging experiences with a class, subject, educational policy etc. (American college, 3 quarters a year, ten weeks a quarter)
Discussion of an out-of-the-ordinary experience (homeschooling, education outside the U.S., usually small graduating class, charter school or other “experimental” program, etc.)
A problem associated with school experience (racial tension, bullying, low expectations, lack of community support, etc.)
Assessment tests, grades, “tracking” system: motivating or harmful?
Critical analysis emphasis (use examples from the book)
What insights does the text offer us about teaching, educational administration, and the impact of poverty and other social problems?
What are the most significant barriers to learn? How can they be overcome?
How important is formal education? Can some kinds of learning take place more easily outside of the classroom?
My literature review topic is based on military sexual assault and the fact that the assaults are being reported however not recorded and the perpetrators which are usually the chain of command are not broccoli reprimanded or charged with the crime. Instead, most of them are promoted or either get a slap on the wrist while the victims suffer continuous abuse and career are forced to end.
My Proposal will be to investigate how many cases were reported and how many of those reported cases were actually recorded.
We can write this or a similar paper for you! Simply fill the order form!
The Looking Glass and Point of View Symbolic Interaction In this part of the course we take up the sociology of the body from the point of view of symbolic interaction.
The Looking Glass and Point of View Symbolic Interaction
As Waskul and Vannini (2006) point out in Chapter 1 of their edited collection Bodies/Embodiment, social and cultural changes in the Western world have made questions of the body and embodiment “appear more substantially more visible than ever before”. This visibility has resulted in a large and varied corpus of sociological work that can loosely be labeled “the sociology of the body”. Waskul and Vannini focus on the sociology of the body from the perspective of symbolic interaction.
As with the theorists we took up earlier, Waskul and Vannini take the position that “the body as an object” [i.e. the body as something tangible, physical] cannot be separated from “the body as a subject “ [i.e. the meaning the body holds both for the individual and for society]”. For Waskul and Vannini “embodiment” is the process whereby the ‘object body is actively experienced, produced, sustained, and/or transformed as a subject-body”. One does not just “inhabit” a body. Rather one is “subjectively embodied in a fluid, emergent, and negotiated process of being”. This means that body, the self and the social interactions the self is involved in are all tightly integrated.
To repeat, for symbolic interactionists, the body is never just an object. It is always embodied and therefore subjectively experienced.. The questions of interest for social interactionists that follow from this are: “how” and “by what means”? is the body experienced. Waskul and Vannini point to four different, although as they say, highly inter-changeable orientations that symbolic interactionists take up when answering these two questions:, viz. the looking-glass body, the dramaturgical body, the phenomenological body, the socio-semiotic body, and the narrative body. In this section we will take up the first two of the symbolic interactionist orientations noted by Waskul and Vannini, i.e. the looking-glass body, and the dramaturgical body:
The Looking Glass and Point of View Symbolic Interaction
The concept of the looking-glass body derives its inspiration from the theorizing of Charles Horton Cooley (1902). Cooley famously wrote:
In a very large and interesting class of cases, the social reference takes the form of a somewhat definite imagination of how one’s self—that is an idea he appropriates—appears in a particular mind, and the kind of self-feeling one has is determined by the attitude toward this attributed to that other mind. A social self of this sort might be called the reflected or looking-glass self:
“Each to each a looking-glass
Reflects the other that doth pass.”
As we see our face, figure, and dress in the glass, and are interested in them because they are ours, and pleased or otherwise with them according as they do or do not answer to what we should like them to be; so in imagination we perceive in another’s mind some thought of our appearance, manners, aims, deeds, character, friends, and so on, and are variously affected by it (1902:183-4).
Cooley went on to claim that the “looking-glass self” has three elements: “…the imagination of our appearance to the other person; the imagination of his judgment of that appearance, and some sort of self-feeling, such as pride or mortification” (ibid.). And that …“There is no sense of “I” … without its correlative sense of you, or he, or they…. A social self of this sort might be called the reflected or looking-glass self” Charles Horton Cooley, Human Nature and Social Order (1902)
The “looking-glass body” Waskul and Vannini (2006) tell us “obviously and intentionally resonates with Cooley’s familiar “looking-glass self”. The looking-glass body is the result of the individual seeing and interpreting the bodies of others. It is the result of the individual imagining what others see and feel about him/her. The looking-glass body is “an imagined reflection built of cues gleaned from others” (ibid).
The Looking Glass and Point of View Symbolic Interaction and The Body as Abject
One type of body that sociologists have focused on are ill, disabled bodies- bodies that are “troublesome”; “abject bodies. How then, is the disabled and/or chronically ill body constructed and experienced? What does it mean to have an abject body?
The “body as abject” approach to embodiment “privileges a controlling mind over the material form of a person” The abject body is “at once a site of attraction and revulsion” (Cregan 2006:11-12). In this approach, the body is treated either as a “site of spiritual and ritual significance” (as in the work of many anthropologists), or as a “producer of reviled products”.
Theories that treat the body as abject, Cregan tells us, “center on the individually situated mental control of bodily acts and processes” (2006: 8). Feminist philosopher Julia Kristeva has theorized how “abjection” occurs as “the rejection of and revulsion at what both is and is not the body”. Abjection involves “dealing with evidence of the body’s boundaries”, an act that is both “necessary and dangerous to the self-constitution subject” (Kegan 2002:96). Mary Douglas, an anthropologist also writes about pollution and taboos and their effects on abjection. But as Cregan points out there is a significant difference between Douglas and Kristeva. Whereas Kristeva focuses on the transition between infancy and adulthood and metaphoric issues of abjection, Douglas “is interested in how abjection functions materially in social relations, amongst adults…” (ibid)
Berit Lindahl (2010) applies the concept of the object, taken from the work of Julia Kristeva, to an analysis of the “situation of people living at home on a [home mechanical] ventilator [HMV]”. Lindahl collected stories from HMV users, arguing that the “concept of abjection adds a deeper understanding to issues about embodiment …” As you read this article, try to assess Lindahl’s arguments that the work of Kristiva on abject embodiment can help us to recognize our own “incompleteness and strangeness” thus making it possible to have and to appreciate “relations with others who at first sight seem strange to us…”
Bodily excretions and/or by-products are objects of fascination, attraction and/or revulsion in all cultures. But across cultures what attracts repulses or fascinates differ. There are codes aimed at controlling and regulating the body and different acts or materials bring different responses. The issue for theorists who focus on the body as abject is the cultural and social regulation of the practical power of the mind over the body (Cregan p 13).
For those following a “looking-glass body” approach to the question of disability/illness, an individual’s experiences of their embodiment is central to their sense of being- including who they think they are, and what they think others attribute to them. For some sociologists, like Waskul and van der Riet (2002) important research question emerge: “how does the self handle the implications of a gruesome body? How do people manage selfhood in light of grotesque physical appearance?” (p. 487). In answering these questions Waskul and van der Riet (2002) begin with the understanding that the body and experiences of embodiment are central to an individual’s sense of self. What happens, they ask, “…when one’s body is humiliating? How does the self handle the implications of a gruesome body?” They draw on Charles Horton Cooley’s concept of the “looking-glass self” as their theoretical framework in order to write about how a person experiences and manages a body that is in a state of “abject embodiment”. While you are reading this article pay close attention to the concepts of abject embodiment and the concept of “looking-glass self” in order to assess their analysis of how an individual experiences, and manages, a body that is in a state of “abject embodiment”.
Brooks Gardner and Gronfein (2006) drew inspiration from Irving Goffman’s classic work Relations in Public (1971) to examine and theorize about “how fragile and unpredictable bodies are “armoured” in public space to better defend and manage trespass”. Read the article, paying close attention to the concepts that Brooks Gardner and Grofein have adapted from Goffman’s work (i.e. “the huddle”, “allowable breaches”, ‘the shell”, ‘body doubles”, and “chaperones”. They use these concepts to illustrate ‘the micropolitics of everyday life” as experienced by persons with disabilities.
Once you have read the articles, watch the film “My Left Foot”. My Left Foot is a 1989 film adaptation of an autobiographical book of the same title by Christy Brown, an Irishman born with cerebral palsy. View the film
In 509 BC, the son of the King of Rome, Sextus Tarquinius, heard from his friends about the virtuous matron Lucretia.
One day when the young men were drinking at the house of Sextus Tarquinius, after supper they fell to talking about their wives, and each man fell to praising his wife to excess. Finally Collatinus declared that there was no need to argue; they might all be sure that no one was more worthy than his Lucretia. “Young and vigorous as we are, why don’t we get on our horses and go and see for ourselves what our wives are doing? And we will base our judgment on whatever we see them doing when their husbands arrive unannounced.” Encouraged by the wine, “Yes, let’s go!” they all cried, and they went on horseback to the city. Darkness was beginning to fall when they arrived and entered the house of Collatinus. There, they found Lucretia behaving quite differently from the daughters-in-law of the King, whom they had found with their friends before a grand feast, preparing to have a night of fun. Lucretia, even though it was night, was still working on her spinning, with her servants, in the middle of her house. They were all impressed by Lucretia’s chaste honor. When her husband and the Tarquins arrived, she received them, and her husband, the winner, was obliged to invite the king’s sons in. It was then that Sextus Tarquinius was seized by the desire to violate Lucretia’s chastity, seduced both by her beauty and by her exemplary virtue. Finally, after a night of youthful games, they returned to the camp.
Several days passed. Sextus Tarquinius returned to the house of Collatinus, with one of his companions. He was well received and given the hospitality of the house, and maddened with love, he waited until he was sure everyone else was asleep. Then he took up his sword and went to Lucretia’s bedroom, and placing his sword against her left breast, he said, “Quiet, Lucretia; I am Sextus Tarquinius, and I have a sword in my hand. If you speak, you will die.” Awakening from sleep, the poor woman realized that she was without help and very close to death. Sextus Tarquinius declared his love for her, begging and threatening her alternately, and attacked her soul in every way. Finally, before her steadfastness, which was not affected by the fear of death even after his intimidation, he added another menace. “When I have killed you, I will put next to you the body of a nude servant, and everyone will say that you were killed during a dishonorable act of adultery.”
With this menace, Sextus Tarquinius triumphed over her virtue, and when he had raped her he left having taken away her honor. Lucretia, overcome with sorrow and shame, sent messengers both to her husband and her father, asking them each to come “at once, with a good friend, because a very terrible thing had happened.” Spurius Lucretius, her father, came with Publius Valerius, and Collatinus came with Lucius Junius Brutus; they had just returned to Rome when they met Lucretia’s messenger. They found Lucretia in her chamber, overpowered by grief.
When she saw them she began to cry. “How are you?” her husband asked. “Very bad,” she replied, “how can anything go well for a woman who has lost her honor? There are the marks of another man in
We can write this or a similar paper for you! Simply fill the order form!
Undocumented farm workers in Return to Sender PART TWO: WINTER TERM ESSAY You will write a 1500-2000 word essay (7-8 pages) that develops the ideas in your proposal and addresses your TA’s feedback.
Undocumented farm workers in Return to Sender
The essay should be organized around a clear and focused thesis statement. You discuss your chosen course text through textual analysis and draw upon and substantially engage with at least 2 scholarly sources from beyond the course material to develop and complicate your analysis of the chosen text. We will discuss strategies for integrating source material into your essay in lectures and tutorials. Please double-space your essay, number your pages, use one-inch margins, 12-point font, and include a cover page. Citations should follow MLA format. POSSIBLE ESSAY TOPICS Gender and migration in Kincaid’s Lucy Language, voice and art in Kincaid’s Lucy Legacies of colonialism in Kincaid’s Lucy “Illegal” migrants in Dirty, Pretty Things The global city in Dirty, Pretty Things Undocumented farm workers in Return to Sender Friendship across differences in Lucy or Return to Sender Any other topic related to Lucy; Dirty, Pretty Things, or Return to Sender An essay topic of your choice on a creative text (film, novel, poetry, and/or music) about a diasporic experience. The text need not be covered in our class but should be a humanities-type text and not social science research. Criteria of Evaluation for Essay CONTENT * Essay answers assignment question * Comprehension of relevant theories/concepts from the course; clear understanding of how to use the theories/concepts to analyze/explain your subject * Critical thinking about the concepts; some level of abstract thought * Development of a coherent argument that supports thesis throughout the essay and is consistent, logical, coherent, and persuasive; argument distinguishes between major and subordinate points * Develops argument through analysis and interpretation of relevant evidence from the texts THESIS FOCUS * Introduction includes a concise, clear statement that formulates your central argument STRUCTURE * Introduction: presents your topic and thesis * Body of Essay: coherent organization of ideas; continuity and logical transitions between paragraphs * Paragraphs: each paragraph deals with only one idea or point; clear identification of theme of paragraph in a topic sentence; develops evidence to support your argument; links to the thesis GRAMMAR, STYLE, MECHANICS * Clarity and readability * Spelling, punctuation, proper referencing, proofreading
