First: Read the two texts, “Peter Pan” by J.M. Barrie, AND “Island of the Aunts” by Eva Ibbotson. (these are the two texts that the essay should be about)Second: Follow the prompts instructions very carefully!!! (I have uploaded it for you).I have also uploaded for you the rubric so that you can see how the teacher is going to grade it. I also want you to provide me a similarity report.Third: Define the term “Peter Pan” (the character)with 4 clear, full sentences. “Define” may mean providing a more literal definition (for a vocabulary word like ideology). You can root your definition of the term in the reading it appears which “Peter Pan” (the character) appears in the text “Peter Pan” by J.M. Barrie or do some light (Wikipedia) research (or both). You should cite your evidence, and please do not plagiarize–if you’re paraphrasing or summarizing from a text, make sure you’re not lifting anything directly from the text itself. Think of defining your term as creating a short explanation for it that would explain it to a family member who isn’t in our course. (This assignment needs to be in a separate file).Midterm Essay Prompts & Guidelines
Choose ​one​ of the three prompts below and craft a 4-5 page paper that strongly develops an
analytical argument. While you are only required to use our primary text(s) in your response, you
can bring in secondary readings to support your argument if you wish.
Prompts:
1. Throughout our course thus far, we have discussed representations of masculinity in our
texts. For your paper, choose two of our course texts and analyze the ways in which
masculinity functions in both (whether in a comparative way, contrasting them, etc). Is
the text attempting to teach “boys to be boys” and what does that look like? Does the text
open up non-traditional options for boys to develop and mature? How are adult male
figures portrayed, and how does this influence the texts’ treatment of masculinity and
masculine development?
2. Considering our course texts as “coming of age” narratives in the sense that the
characters undergo trials and, through them, development, how does femininity influence
a character’s ability to explore their identity and express themselves? Choose two of our
course texts and compare the positions the young women occupy in their respective
narratives. Does gender impact the female characters’ narrative trajectory? Are there
non-traditional paths of development available for the young women in the text? Why, or
why not? How are adult women portrayed in the text, and how does that influence the
text’s treatment of femininity, and the space created in society for women to grow?
3. Choose a setting in one or more of our course texts (you can choose to compare two
settings from two different texts, focus on one setting in one text, or focus on different
settings in one text, etc. – the possibilities are almost endless!) and explore how setting
influences the characters’ development and growth. Why might alternative (non-home)
settings provide an atmosphere that either impedes or encourages growth? How do the
new characters in these spaces that the protagonists encounter (whether child or adult)
impact the different opportunities in the narrative for development/change? Why is the
transition, or journey, between different settings an important feature of a coming of age
narrative?
Successful papers will:
● At least​ ​hit the bottom of the 4th page.
● Be well-organized, relatively error-free, and cohesive.
● Include sufficient quoted evidence to support the argument.
● Demonstrate analysis, not just summary or speculation.
● Have a clear and well-articulated thesis.
● Comply with proper MLA format (double spaced, one-inch margins, Times New Roman
12 point font), and have proper in-text MLA citations and a Works Cited page.
➔ Ideas (20 Points)
◆ (18-20) ​Excellent response. Interesting, sophisticated analysis. Central thesis is
unique interpretive assertion, clearly communicated, and limited enough to be
manageable. Understands and critically evaluates sources; appropriately limits
and defines terms.
◆ (16-17) ​Solid response. Clearly stated thesis, but may have minor lapses in
development. Begins to acknowledge the complexity of central idea and the
possibility of other points of view. Shows careful reading of sources but may not
evaluate them critically. May not fully define terms, though not always
successfully.
◆ (14-15) ​Adequate response. Presents central idea in general terms; analysis
primarily descriptive. Shows basic comprehension of sources, perhaps with some
lapses in understanding.
◆ (12-13) )​ Inadequate response. No clear central idea or does not respond
appropriately to the assignment. Thesis may be too vague or obvious to be
developed effectively. May misunderstand sources.
◆ (
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