Option One: Comic Book
Invent your own superhero and develop the character through your very own comic book. Your comic must be original and not already be in existence. For example: A mild mannered English Professor by day, a caped crusader by night attacking the world of English and writer’s block one class at a time. In her tool belt, her trusty grammar pen at all times because you never know when bad grammar will strike! Remember, every superhero needs an arch nemesis!
Post your own, original, creative writing to be workshopped.
Respond to 2 classmates’ writing. You may not respond to classmates who already have 2 responses, unless all classmates have been responded to at least 2 times.
Option Two: Song Lyrics
For those of you who love the art of music, developing song lyrics might be a good option. If you were to make it big tomorrow, what would be your first hit single? Then, design the album cover, using graphic art or art crafted by your own hands. You may also, as an option, write music to accompany your lyrics. Perhaps design a power point presentation to include your music, lyrics and art.
Post 1-2 pages of your own, original, creative writing to be workshopped.
Respond to 2 classmates’ writing. You may not respond to classmates who already have 2 responses, unless all classmates have been responded to at least 2 times.
Option Three: Poetry
After reading through the poetic forms and experimental form poems, use one of the forms to try your own or make up your own form. This can include visual interpretation of the poem.
For example: represent each line of your chosen poem with an image either acquired digitally or hand drawn. What should your poem look like visually?
- Post 1-2 pgs of your own, original, creative writing to be workshopped. End your piece with explaining which of the above technique(s) you applied. Give one example of how.
- Respond to 2 classmates’ writing. You may not respond to classmates who already have 2 responses, unless all classmates have been responded to at least 2 times.
Option Four: Fiction
Keeping Margaret Atwood’s, “Happy Endings” write your own piece of experimental fiction. Design a cover for your story to include.
Post 2-4 pages of your own, original, creative writing to be workshopped.
Respond to 2 classmates’ writing. You may not respond to classmates who already have 2 responses, unless all classmates have been responded to at least 2 times.
Option Five: Drama
Take one of the plays we read and reinvent it. You can do this by changing two or more of the elements of drama. You may also decide to write a prologue or pick up after the curtains have closed and continue with a second act. Design a playbill cover to accompany your play.
Sample Solution
Disciplinary episodes are key to moral advancement on the grounds that disciplinary practices help to teach “moral models and qualities that give the premise to self-controlled conduct” inside the youngster (Brody and Shaffer, 1982, p.32). Among the different disciplinary techniques, physical discipline is broadly rehearsed crosswise over various societies and nations. The present examination concentrated on non-oppressive physical discipline and received the definition by Straus (1994) that physical discipline “is the utilization of physical power with the expectation of making a kid experience torment, yet not damage, with the end goal of rectification or control of the youngster’s conduct” (p.4). This definition was utilized to portray non-injurious physical discipline from harsher types of damaging discipline. The expression “beating” is synonymous and has been utilized conversely with physical discipline. We utilized the expression “physical discipline” in this examination since it explicitly shows that discipline is distributed in a physical and real way. A review directed in Jamaica uncovered that physical discipline is much of the time rehearsed in home and school (Smith and Mosby, 2003). Physical discipline is likewise normal in south-west Ethiopia (Admassu, Belachew, and Haileamalak, 2006). This disciplinary technique, be that as it may, isn’t impossible to miss to creating nations. Indeed, even in socially favored nations, physical discipline is additionally utilized as a disciplinary strategy. Around 60% of Hong Kong Chinese guardians confessed to utilizing physical discipline as a type of order (Tang, 2006). In America, 94% of 3-and 4-year olds have been physically rebuffed by their folks in any event once during the previous year (Straus and Stewart, 1999), and 85% of Americans accepted that “a great hard beating is once in a while essential” (Bauman and Friedman, 1998). Convictions in its positive disciplinary impacts added to the broad utilization of physical discipline (Straus, 1994) and there are proof based investigations supporting that physical discipline stifles undesired conduct (Gershoff, 2002; Larzelere, 2000; Paolucci and Violato, 2004). For instance, examines in Larzelere’s (2000) meta-investigation gave proof that non-injurious hitting utilized by cherishing guardians diminished resulting resistance and battling in 2-to 6-year olds. In connection to Larzelere’s (2000) discoveries, Gershoff (2002) found an enormous mean impact size for quick consistence following beating. Notwithstanding, as verified by Gershoff (2002), these valuable results are incidentally on the grounds that physical discipline neither shows youngsters the explanations behind carrying on accurately, nor does it impart what impacts their practices have on others. Thus, physical discipline may not encourage moral disguise of the proposed disciplinary message (Gershoff, 2002). Additionally, the negative marks may exceed the benefits of discipline since studies proposed that physical discipline convey with it unintended and unfriendly impacts (Holden, 2002; Rohner, Kean, and Cournoyer, 1991; Straus, 1994). In light of the undeniably critical worldwide perspectives about physical discipline, 25 states, until this point, canceled all types of physical discipline on kids (Global Initiative to End All Corporal Punishment of Children, 2009). Blossoming examination has related physical discipline to an assortment of negative impacts. These impacts ran from social-passionate and mental issues, for example, mental misery and withdrawal (Eamon, 2001), to conduct issues, for example, standoffish conduct and expanded hostility (Deater-Deckard, Dodge, Blates, and Pettit, 1996; Sim and Ong, 2005; Straus, Sugarman, and Giles-Sims, 1997; Tang, 2006). Straus et al. (1997) proposed that a “portion reaction” to physical discipline for youngsters may exist, with the end goal that progressively continuous and longer utilization of discipline will prompt expanded likelihood of conduct issues. These possibly unfavorable impacts of physical discipline may likewise continue into adulthood as expanded psychopathology and fierce conduct (Eron, 1996); substance misuse, sorrow, family savagery, and suicide (Afifi, Brownridge, Cox, and Sareen, 2006; Straus, 1995; Straus and Kantor, 1994). Eron (1996) demonstrated that the more brutally 8-and 9-year olds were rebuffed, the more forceful and introverted they were in late immaturity and youthful adulthood. Afifi and associates (2006) additionally discovered people who were physically rebuffed, when contrasted with the individuals who were not, had higher hazard for significant despondency, liquor misuse or reliance and externalizing issues in adulthood, and these impacts were not constricted in the wake of controlling for sociodemographic factors and parental holding. Also, Straus (1995) found noteworthy positive relationship between’s the degree of discipline experienced as a youngster and level of burdensome side effects and considerations of ending it all in adulthood, in the wake of controlling for financial status (SES), military savagery, and seeing brutality as a kid. In the previous decade, in any event three meta-investigations were led to re>
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