Unit 7: Point of view Literary

Attached Eng130: Point of View Literary Response
Unit 7
englishessay
ATTACHED FILE(S)
Copyright 2022 Post University, ALL RIGHTS RESERVED

ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
This assignment focuses on your ability to: Analyze different perspectives and points of view
within a piece of literature; create a new experience for the reader through the design of an additional
scene.

The purpose of completing this assignment is: as a student, a career professional, and an
individual, the skill of evaluating another point of view and bringing different perspectives to the
conversation will make you stand out amongst your peers. It’s important in any facet of your life to
see the whole picture!
______________________________________________________________

Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and respond to the following
prompt:

In 2 pages or more, write an alternate part of the story from a different character’s
perspective (example: write from one of the villagers in “The Lottery”, or perhaps
from the perspective of Tom Robinson as he awaits trial).

Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.

Instructions (how to get it done):
• Choose any of the short stories or plays you have read in this course.
• Write a 2 or more-page response in which you write an alternate part of the story from
a different character’s perspective or a character’s different point of view.
• Your audience for this response will be people who have read the stories.

Requirements:
• Your response should be a minimum of 2 pages.
• Your response should have a properly APA formatted title page.
• It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
• You should have a reference page that includes the piece of literature you chose.
• Please be cautious about plagiarism.

Sources: All of the short stories and plays you have read so far in this course.

Be sure to read before you write, and again after you write.

Copyright 2022 Post University, ALL RIGHTS RESERVED

Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory

16-17
Meets
Expectations
18-20

Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.

Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
is limited.

Word choice
attempts to
create a picture in
the reader’s
mind.
Thoughtful
language evokes
some meaning
within the piece.
Dialogue, is used,
is adequately
placed.
Lively word
choice adds to
the meaning of
the piece.
Some colorful
language and
unusual phrasing
encourage
reflection.
Dialogue, if used,
sounds
Appropriate.
Powerful word
choice enhances
meaning.
Original phrasing
and memorable
language
prompts reflective
thoughts and
insights.
Dialogue, if used,
sounds natural.
Voice Writer’s
personality is not
evident.
Connection to
audience and
purpose is
lacking.
Writing evokes
Minimal emotion
in the reader.

Writer’s
personality is
undefined; writing
is cautious.
Connection to
audience and
purpose is
limited.
Writing evokes
limited emotion
in the reader

Writer’s
personality is
limited;
confidence and
feeling fade in
and out.
Connection to
audience and
purpose is
adequate. The
writing evokes
adequate
emotion in the
reader.
Writer’s
personality pokes
through;
confidence and
feeling are basic.
Connection to
audience and
purpose is
appropriate.
The writing
evokes consistent
emotion in the
reader
The writer’s
personality is
expressed;
confidence and
feeling are
apparent.
Connection to
audience and
purpose is
excellent.
Writing evokes
strong emotion in
the reader.
Grammar and
Mechanics
Grammar and
mechanics’ errors
make the essay
incomprehensible
Grammar,
spelling,
punctuation, and
mechanics errors
occur throughout
document.
Several errors in
grammar,
punctuation,
spelling and
mechanics
present.
Some spelling,
grammar,
punctuation and
mechanical errors
are evident.
Free of
punctuation,
spelling,
grammar, and
other mechanical
errors.
APA Formatting APA format not
used.
Errors in four
areas of APA
format and style.

Errors in three
areas of APA
format and style.

Errors in two
areas of APA
format and style.

No errors in APA
format and style.

*A zero can be earned if the above criteria are not met.*Plagiarism will result in a zero.

I Will Try Tomorrow
Mona Ragab
I Will Try Tomorrow Mona Ragab Barefoot and on tiptoe, I steal away like a thief fleeing with his loot. My notebook, in which my pen has been suspended for ages, is under my arm. The idea has completely captured my imagination. It has become an obsession, and there is nothing left to do but commit it to paper. I’ve been trying to write for several nights, but my weariness and overexertion have prevented me. The pressure of time and innumerable obligations works against me, but I’ve grasped the idea, and it won’t elude me. I’m not going to let this golden opportunity slip through my fingers. No one has noticed me yet—everyone is still asleep. All I have to do is avail myself of this long-awaited opportunity to the utmost. I’ll write the idea quickly and release a waterfall that yearns to inundate the barren land! It’s useless to try to silence the hot hammer that is pounding on the gate of my fortress in order to liberate what is imprisoned behind it. I’ll let the words flow freely, and later I’ll polish them little by little. Nothing matters as much as this moment, which has presented itself to me, when no one asks anything of me, when the silence receives me with open arms, and the white sheets of paper invite me to write. The moment begins now and will continue for a while, but the important thing is to commence. The extremely humid air makes me retrace my steps to the bathroom to wash my face several times. I close the door quietly, afraid that I might awaken somebody, and it causes a squeak that startles me. I rush through the long hallway to snatch an hour before the precious minutes slip away. Finally I get to the study. I open the windows, and a moist dawn breeze brushes my face. The Nile sways to and fro with its silver rays, and green leaves dance on its surface, as yet undisturbed by the fishing boats and the irksome rounds of the river-bus. My imagination paints the picture of a young woman standing at the water’s edge, staring at nothing. I open my notebook and begin to write: “She met him, and he started speaking to her in a tone of voice that electrified her in the midst of the deep silence.” Here it is; the story is born. “She fell in love with him, not knowing how or when . . .” I hear a voice shattering the silence of the unfolding dawn, a cry that is rising higher and higher: “Mama!” I throw the pen away and run in alarm to the bedroom. My little son has awakened and wants his feeding bottle. I prepare it quickly for him, so that he will not make noise, though I know that he likes to drink it very slowly. I wait submissively while I cuddle him tenderly to lull him to sleep. When he finishes his bottle, I put him in his bed and hasten to leave on tiptoe. Then a scream pierces me from the other side of the room. “Mama, I want to drink.” My daughter, who is older, always complains of thirst and cannot bear the intense heat. “Mama, the mosquitoes bit me. Bring me something to soothe the itch.” I quickly calm her down with an ointment that I apply to her legs. “Sit beside me, Mama.” I sit slowly and wearily on the edge of the bed. “Don’t go away, Mama. I had a terrible dream. The pictures of the slain children in Lebanon haunt me. I’m afraid to sleep alone.” “You’re a big girl, sweetie,” I reply. “You’re now seven years old. What will we say to your little brother if he sees you frightened like this?” “But I feel so hot, Mama. I want to get up so we can sit together on the balcony.” With feigned firmness, which I display to achieve my goal of completing what I had begun to write at my desk, I say to her, “No, sweetie. It’s still dawn. Try to get some sleep.” “Then tell me a story so I will fall asleep.” I tell my little girl a story that I forgot I had told her a month ago. Despite her tiredness, she interrupts me angrily. “I want a new story.” I collect my thoughts to tell her a new story. Our voices wake my son, who stands up and begins to jump in his bed. “Mama . . . The ball . . .” He calls out to me to play with him. I fetch him his little ball to play together. Then, in resignation and submission, I put him on the floor to amuse himself as he pleases. The neighbors are awakened by the sounds of our early noise. The milkman arrives, and I go to open the door for him. The garbage man arrives, making a din, and I go to open the door again. I prepare our breakfast, some food for my little boy, and a sandwich for my girl. I postpone writing the story that I had started, and console myself over the loss of yet another opportunity to put pen to paper and bring my idea to fruition.
APA 7th Edition (American Psychological Assoc.)
Dalya Cohen-Mor. (2005). Arab Women Writers : An Anthology of Short Stories. SUNY Press.

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