ORDER YOUR PAPER AND GET QUALITY FOR YOUR MONEY
To wrap up this unit on integrating sources, you will now read an essay from your textbook. You will read two pieces:William Faulkner’s (2019) “A Rose for Emily” (p. 851)and Bailey Basinger’s (2019) “Tension, Contradiction, and Ambiguity: Gender Roles in ‘A Rose for Emily’” (p. 838)While this is not a literature class, literature provides a good opportunity to not only think critically, one of the important goals of this course, but to practice quoting and citing.Task:First, read Faulkner (2019). A rose for Emily. In R. Bullock & M.D. Goggin (Eds.), The Norton field guide to writings with readings (5th ed., pp. 851-860). W.W. Norton.You may also choose to listen to the text as you follow along by clicking here.Second, read Basinger’s analysis of Faulkner’s famous story. Think about this question: What argument is Basinger making about the meaning of the story?Finally, answer Question 2 on p. 844 of your textbook. What other quotations from “A Rose for Emily” might Basinger have used? Identify at least three quotes from Faulkner’s story. Explain each quote first. Then, explain how and why you would use each quote to support Basinger’s claim.Please follow this approach:Your response to Question 2.100+ words“New Quote 1”1-2 sentence explanation of the quote1-2 sentence connection of how and why you would use it“New Quote 2”1-2 sentence explanation of the quote1-2 sentence connection of how and why you would use it“New Quote 3”1-2 sentence explanation of the quote1-2 sentence connection of how and why you would use itYour response should be 200+ wordsBe sure to quote, cite, and reference Faulkner’s story and Basinger’s analysis.Additional outside sources are optional.
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