For Module 3, we are looking at three nonfiction pieces: one blogpost from a humorist, and two commencement speeches. Our lesson notes will enlighten us to some of the ways that we might understand these pieces as nonfiction works, and then this is our first opportunity to do a short written analysis.
Assignment Purpose
The goal here is to put into practice some of the skills of writing an essay that you have learned in English 1020, such as formulating a stance on the readings, as well as using evidence from the text and documenting that evidence through the use of MLA documentation guidelines.
Assignment Audience
Your audience for this assignment is surely your teacher–of course–but try to think of it as though you’re writing to other students or college-level readers who might be interested in these literary works. You can assume that they have already read them, so you don’t need to complete recount everything that the writer has said; a brief summary should suffice.
Assignment Task
Write an essay in which you consider and compare the message about the passage into adulthood in this week’s readings. To do so, you will write a response to the following topic in the form of an essay. The essay length should be 2-3 pages (not including the Works Cited) in MLA document format: 12-point, Times New Roman font, double-spaced throughout, with an appropriate heading in the top, left-hand corner of the first page and page numbers on each page. Use MLA 9th edition guidelines to cite each of the texts. If citing from the Required Readings in the course, you may use the citations provided on their corresponding course pages (see citation at the bottom of the page) on the Works Cited page at the end of your essay.
AI Transparency
At the bottom of your assignment, write a reflection statement regarding how and why you might have used GenAI tools in your work. Refer to the page Lesson Notes: GenAI Tools and Ethical Use for guidance. This statement should be included whether you used GenAI tools or not.
TOPIC CHOICES
Option 1:
What definition of “being an adult” does 2-3 of these writers offer? How does each of the writers define that expectation, that responsibility? How might the tone or use of imagery in each work help readers to make light of that task–or make it easier to swallow? Include a brief analysis of the audience and purpose of each work as part of your initial observations, and compare how the differences in these might influence the message for each writer.
Option 2:
Most commencement speeches are focused on a message that will prepare the graduates for their new lives as adults. Compare the two commencement speeches by David Sedaris and David Foster Wallace: What message does each writer communicate to the graduates? How do Sedaris and Wallace accomplish the goal of preparing them for the future ahead? As you consider this central idea of each speech, keep in mind that these two writers are speaking to what are now “educated” people. How does each writer/speaker encourage the audience to think about their personal choices? How would Sedaris define “thinking for yourself,” and how would Wallace define “thinking” in general? Are their messages similar, or are they different, or both?
Reflection for both options (mandatory):
As you conclude, think about what these writers have shown you about personal growth. Then, imagine yourself in twenty years. Will there be a specific moment on which you can look back and say, “That’s when I became an adult?” Or, if you already consider yourself an adult, do you have such a moment in your past? If so, describe it; if not, then why not? Will you never become one? Do you believe such moments exist?