im writing a paper on this topic and i know that they have a positive effect from the info provided from these sources: The Masterpiece, RENT, and Hemingway's debt to Cezanne. i just need help on how to start the introduction with a good thesis
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Try something along the lines of "The artist has often been depicted in literature as a mysterious loner whose creativity comes from deep within. However, throughout such works as "The Masterpiece," "Rent," and Hemingway's debt to Cezanne, a very different image appears. In these three works, the individual artist benefits from the community he is in."
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I think this might help you with your essay.\n\nhttp://owl.english.purdue.edu/owl/resource/557/01/
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http://en.wikipedia.org/wiki/Jacques_Cousteau \nthis source is usually helpful. try it out
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i can't help you with the text itself, as i haven't read A Tale of Two Cities in about 12 years, but i will try to guide your writing.  For one, you only have a two sentences and the first one is a very long run-on.  Give a few examples of what the body of your essay will be about to set yourself up for the next paragraph.  Also, in many situations a teacher does not want you to rewrite their question word for word in your essay. They would rather have you answer the question with good information that would let the reader know what is being asked of you without you having to tell them.\n\nMay not be exactly but you were looking for, but i hope this helps.
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Write about something that interests you.  It's a lot easier to do research on something that you like.  Especially for a thesis that takes so much time to complete.
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Call local public library, ask for research, and an experienced researcher will point you to the appropriate references to complete your assignment.  This approach will also enable you to site the origins of the content of your paper (a practice known as footnoting references).  ie. When you write your assignment paper, at the end, give credit to the sources you used to discuss the book!  Do not claim to have read the book and 'float' the pretext that the summary conclusions are your own.  That would be plegiarism, which carries severe repercussions academically.
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In all seriousness, you want some complete stranger to read and mark your essay, when this complete stranger may be eleven, may never have taught anything at all, may never have read Great Expectations, let alone studied it indepth, and won't know exactly what it is your teacher is looking for from you?\n\nWhen you say you did an essay on G.E., was it to do with how the story was written? To do with society at the time the book was produced? To do with how Charles Dickens constructs his characters and plot? What was the point of the essay, or the essay question in the first place? Just saying that it was about G.E. doesn't really narrow it down much.\n\nIn short, someone else has already said this: your best bet is to go back to the teacher and ask them what it was that was lacking. After all, what one teacher values, another teacher may find irrelevant, so the best advice in the world from someone else may gain you no extra marks anyway.
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Is this for real?  This sounds like very  heavy stuff, if so start by visiting an art museum in a large metropolitan area and ask to speak to the Director.  The Director should be able to point you in the right direction.
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Try this website for information on teaching the classics VS Pop Fiction:\n\nhttp://www.nea.org/classmanagement/ifc031209.html
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It makes it easier if you outline it.  Intro, a paragraph for each point you want to make, and a conclusion.  I would look at how the autobiographies are important to history or a more modern look at the stars autobio's importance.  Define your topic more and find resources to site it makes the paper go easier
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Dear corky,\n\nhave you read the book yet?  What sort of presentation are you expected to do?\n\nYou could always look at critiquing the work.  The premise of the story is how human (in this case children) would behave when they are faced with various circumstances and pressure of nature and need for survival.\n\nYou could also analyse how the kids "organize" themselves - the formation of "society" on the island.\n\nYou could analyze how the kids built their own "religion" or belief system.\n\nYou could analyze how the author portray human nature.  Would these pointers be enough?
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Try the short stories of Brecht or post DDR lit like Brussig. Benn is a poet. Choose prose and it will be easier to research. Find an anthology and choose an author. Or choose a topic and find authors who deal with the topic. Love, for example, crime. You also might see if film can be brought in.
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Robin_Thor has a good understanding about this literary giant and this is to let him know that we appreciate a good effort. \nWell itsamystery, hopefully you are rested up from your Spring Break because if this is an assignment that needs to be turned in I am afraid that you have some work to do.\nIn gratitude to you for your question I will answer you with 'my start' into this work which if not for your question I would still be outside on the patio.  \n\nHere goes a swell beginning:\n\n.\n\nWhy, Death Be Not Proud\nIn “Death Be Not Proud” the protagonist literary presenters are chosen teenagers for the reasons that the importance of this poem is to have a definite and positive impact on younger students and young adults alike across the world.  For it serves as guide for the confrontatious attitudes necessary in the face of, emotional, physical and spiritual adversity.  To forge a better social function among us that will inevitably present to our younger generations. These are all here and within this poem and which all support the theme of this magnificent writing.  In  “Death Be Not Proud” is found a generational social cohesiveness that is necessary for a functional society’s survival, and which is so well prayed by John Gunther’s 1947 memoirs.  \nIt is a penned offering intellectually and emotionally secured as a memoir to his son whose ultimate youthful death by a brain tumor at the age of seventeen is eminent. Gunther draws from his heart and from John Dunne’s 17th century “The Holy Sonnets: X” in producing this writing.  It is a poem, in which Gunther argues that ‘death should take no pride in what it does, as it is ultimately powerless to prevent the resurrection of all humanity.’ It can be presented at a literary discourse for educational purpose or as a play on a stage.  \n“Death be not proud, though some have called thee / mighty and dreadful, for thou art not so,\nFor those whom thou think’st thou dost overthrow,\nDie not, poor Death, nor yet canst thou kill me.\nFrom rest and sleep, which but thy pictures be,\nMuch pleasure:  then from thee much more must flow,\nAnd soonest our best men with thee do go,\nRest of their bones, and soul’s delivery.\nThou art slave to fate, chance, kings, and desperate men,\nAnd dost with poison, war and sickness dwell;\nAnd Poppy or charms can make us sleep as well\nAnd better than thy stroke; why swell’st thou then? \nOne short sleep past, we wake eternally,\nAnd death shall be no more; Death, thou shalt die.     John Donne\nIt is a versified oratory free-verse poem with melodic tone, chant, and supple plea/defiant texture composed about young Johnny Gunther.  About his attitudes and strife for living in the face of a natural and inevitable defeat.  It is the presentation of the life of Johnny’s family and their recourse to every medical possibility known at the time, taken from an elegy of a long time past, converted from a poem of love and not a poem of mourning. And even unto an eternal spiritual search for the healing of the body, of the mind, and of the spirit of their son by John Gunther and his wife.  About their tessellated forms draught from their experiential abilities within such frames of human suffrage.  In explicit honesty are laid bare the pains and struggles of a family trying to delay the ultimate inevitable end for a son that is as brilliant as Johnny.  From the radical surgeries to strictly controlled diets in endless effort to save his life by a determined harmonious familial union in the face of adversarial reality as they live on for life’s sake. All while in defiance of any honor attributable by mere mortals to death’s demands. \n\nhttp://www.cs.rice.edu/ ssiyer/minstrels/poems/796.html  \n\n\nJose
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For any paper, here's a few good fool-proof tips. \n\nFirst of all, no whether you enjoy outlines or not, make one, and  you can't fail. Just think about what "social" or "cultural" effects your family, culture, or even home town have on you, and seperate those effects into what will later be as many body paragraphs as you want. \n\nSecond, somewhere in your introduction you need a sentence that states your number one main point in the whole paper. This should include a "what" and a "why". For example: My mother taught me to be an independent latina by raising me alone in a strange city when she moved to Chicago from Spain.\n\nNext, each paragraph has a topic sentence, which includes one of the "effects", and this topic sentence should relate to or prove the main sentence in the introduction paragraph. \n\nAdditionally, any following sentence should relate to your topic sentence, and should go in the order of fact, and then afterthought. \n\nIn the conclusion, keep it light and simple, and just quickly wrap things up. \n\nOfcourse we've all learned these things in elementary school, but when you lay it out like this in a formulaic type of way, it all just sort of seems to flow. Take it easy, and stay on topic. And more importantly, whatever class this paper is for, include as many vocab words relating to it as possible. \n\nThis formula on its own can get you a B. With a little hard work, you got your self an A. Good Luck!!
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You've never written an essay before and you're at the university? That seems strange. Anyway...In your introduction, you should briefly mention the three articles you are comparing and contrasting. Then, as you discuss each in the body paragraphs you can just refer to each article by the author's last name. For example, you could say, "The Smith article says that...." etc. It wouldn't hurt to add a brief appendix at the end.
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"Because life immitates art, we often find that our lives are reflected in literary works from historical points of view.  One can never mistakenly see himself in a character in a great novel such as King Lear or the Great Gatsby.  If you are the same as one of these characters, you will have no doubt as I had with the character ________________ in the novel ____________. "\n\nthen continue with your essay from there\n\nsusan
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I've posted a couple of URLs for your reference, and while I was looking found that it is the subject fiction for several Honors English classes and college level thesis themes.  You might try searching on the author,  Susan Carol McCarthy, for additional analysis. \n  To discuss chapter themes it looks like you are really going to have to use your imagination and deductive reasoning, which is a great way to exercise your brain!