Part 1: Exegesis (1.5-2 pages). Students will compose an exegesis of the cultural moment they plan to explore and its corresponding social anxiety. This explication should include enough information for someone unfamiliar with the cultural moment to understand the context. In addition, students should convey why this particular cultural moment exemplifies the concept of sleep of reason. Part 2: Definition (1.5-2 pages). Using Pooles text as their source, students will define a monster prevalent during the cultural moment outlined in Part 1. Students must employ direct textual evidence from Monsters in America to support their claim of the monsters prevalence. Part 3: Analysis (2 pages). At this stage, students will compose an analysis of 2 artifacts they have located focusing on how each artifact is a product of the cultural moments sleep of reason explicated in Part 1, and how each artifact is representative of the monster defined in Part 2. Students should follow the precepts of annotating an artifact employed in the Artifacts Blog and Inexplicable Attractions assignments. Part 4: Synthesis, Revision, and Argument (12-15 pages). Students will synthesize the previously submitted parts of the assignment with the remaining artifacts compiled into a well-developed argument that claims a relation between the cultural moment and the monster they have selected. This final component must reexamine and revise the previous parts of the assignment as a facet of the process, ensuring the cohesion of the overall argument. Additional research from Pooles text or sources should also be incorporated during this stage, where necessary. Importantly, students should remember that the main focus of their argument is the relation between the cultural moment and the monster. The artifacts simply serve as support for that relation and do not represent a primary facet of the claim unto themselves. However, should students discover in their compiling of the artifacts that a monster other than the one defined in Part 2 is more relevant, they may elect to change the monster upon which they will focus with the instructors approval. Artifacts of a textual nature should be employed through the use of direct textual evidence. Artifacts of a visual nature should be included an appendix at the end of the paper. All artifacts should be properly cited using MLA style documentation.

Part 1: Exegesis (1.5-2 pages). Students will compose an exegesis of the cultural moment they plan to explore and its corresponding social anxiety. This explication should include enough information for someone unfamiliar with the cultural moment to understand the context. In addition, students should convey why this particular cultural moment exemplifies the concept of sleep of reason.

Part 2: Definition (1.5-2 pages). Using Pooles text as their source, students will define a monster prevalent during the cultural moment outlined in Part 1. Students must employ direct textual evidence from Monsters in America to support their claim of the monsters prevalence.

Part 3: Analysis (2 pages). At this stage, students will compose an analysis of 2 artifacts they have located focusing on how each artifact is a product of the cultural moments sleep of reason explicated in Part 1, and how each artifact is representative of the monster defined in Part 2. Students should follow the precepts of annotating an artifact employed in the Artifacts Blog and Inexplicable Attractions assignments.

Part 4: Synthesis, Revision, and Argument (12-15 pages). Students will synthesize the previously submitted parts of the assignment with the remaining artifacts compiled into a well-developed argument that claims a relation between the cultural moment and the monster they have selected. This final component must reexamine and revise the previous parts of the assignment as a facet of the process, ensuring the cohesion of the overall argument. Additional research from Pooles text or sources should also be incorporated during this stage, where necessary.

Importantly, students should remember that the main focus of their argument is the relation between the cultural moment and the monster. The artifacts simply serve as support for that relation and do not represent a primary facet of the claim unto themselves. However, should students discover in their compiling of the artifacts that a monster other than the one defined in Part 2 is more relevant, they may elect to change the monster upon which they will focus with the instructors approval.

Artifacts of a textual nature should be employed through the use of direct textual evidence. Artifacts of a visual nature should be included an appendix at the end of the paper. All artifacts should be properly cited using MLA style documentation. I ONLY NEED PART 4 AND IT IS 12 PAGES,,,TAKE A LOOK AT THE FIRST 3 PARTS IN THE ATTACHEMNET TO GET THE IDEA

User_3720 added on 12/04/13 at 11:29 PM (PST):

CAN YOU PLEASE ANSWER ME AND MAKE IT FREE PLIARAGISM...