English Literature Annotated Bibliography

English Literature Annotated Bibliography
English Literature Annotated Bibliography

Get a Custom Essay Paper that meets your expectations by clicking ORDER

English Literature Annotated Bibliography


Competency 127.1.1: Research – The graduate evaluates the quality, credibility, and relevance of evidence in order to integrate evidence into a final research paper.

Competency 127.1. 2: Writing Process – The graduate applies steps of the writing process appropriately to improve quality of writing.

Task 1: Annotated Bibliography


The first stages of the research writing process involve topic selection, formulation of a research question, preliminary research, and the development of a working thesis statement. Now you will begin identifying and evaluating sources to determine how effectively they can support your argument. If needed, the “Topic Ideas” web link below can be used for selecting your research topic.

For this task, you will create an annotated bibliography by finding 6 sources for your research paper, listing the sources in APA-formatted references, and providing an annotation for each source. Each annotation should offer a summary of the source, an evaluation of its author’s or publisher’s credibility, and an assessment of its relevance to your topic.

English Literature Annotated Bibliography


Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality. 

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A. Compose an appropriate, arguable thesis statement that previews two main points and that you plan to use in your research paper.

B. Create an annotated bibliography of six appropriate, credible sources that you plan to use in your research paper.

Note: You may use the attached “Annotated Bibliography Template” to complete your annotated bibliography, but use of the attached template is not required.

1. Provide a full, APA-formatted reference citation for the 6 sources.

2. Provide an annotation (suggested length of 100 words) for each of the 6 sources by doing the following:

  • Summarize the information presented in the source.
  • Analyze the credibility of the source’s author or publication, if no author is present.
  • Analyze the relevance of the source to your chosen research topic.

3. Write each annotation in your own words, without the excessive use of direct quotation or extensive paraphrasing, for the 6 sources from part B.

C. Demonstrate professional communication in the content and presentation of your submission.

English Literature Annotated Bibliography

Get a Custom Essay Paper that meets your expectations by clicking ORDER

Applying Current Literature to Clinical Practice

Applying Current Literature to Clinical Practice
Applying Current Literature to Clinical Practice

Want help to write your Essay or Assignments? Click here

Assignment 1: Applying Current Literature to Clinical Practice

Literature in psychotherapy differs from other areas of clinical practice. Generally, there are no clinical trials in psychotherapy because it is often neither appropriate nor ethical to have controls in psychotherapy research. This sometimes makes it more difficult to translate research findings into practice. In your role, however, you must be able to synthesize current literature and apply it to your own clients.

For this Assignment, you begin practicing this skill by examining current literature on psychodynamic therapy and considering how it might translate into your own clinical practice.Learning

Want help to write your Essay or Assignments? Click here


Students will:

• Evaluate the application of current literature to clinical practice

To prepare:

• Review this week’s Learning Resources and reflect on the insights they provide.

• Select one of the psychodynamic therapy articles from the Learning Resources to evaluate for this Assignment.

Note: In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues.

The Assignment

In a 5- to 10-slide PowerPoint presentation, address the following:

• Provide an overview of the article you selected.o What population is under consideration?

o What was the specific intervention that was used? Is this a new intervention or one that was already used?

o What were the author’s claims?

Want help to write your Essay or Assignments? Click here

• Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

• Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. Support your position with evidence-based literature.

Note: The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than ½ page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your approach with evidence-based literature.

Applying Current Literature to Clinical Practice

We can write this or a similar paper for you! Simply fill the order form!

Infernal affairs: Literature & Language Movie Review

Infernal affairs
Infernal affairs

Want help to write your Essay or Assignments? Click here

Infernal affairs: Literature & Language Movie Review


It should be written a 600-800 word analysis about the narration of the movie Infernal Affairs (2002).

The only thing to be reviewed/analyzed is the narration of the movie. Please concentrate only on that.

The movie is a Hong Kong crime film from 2002.


Chan Wing Yan, a young police officer, has been sent undercover as a mole in the local mafia. Lau Kin Ming, a young mafia member, infiltrates the police force. Years later, their older counterparts, Chen Wing Yan and Inspector Lau Kin Ming, respectively, race against time to expose the mole within their midst. —Aya

Want help to write your Essay or Assignments? Click here

Ovid Amores Quiz Coursework

Ovid Amores
Ovid Amores

Want help to write your Essay or Assignments? Click here

Ovid Amores Quiz

1. The Ovid’s metamorphoses are used in two forms within a play that include the Titian Perseus and Andromeda. The authors consequently make use of the traditions, magic and myths to make a clear depiction to the viewers on how human conditions have the capacity to transform things (Goh, 2015). The aspect of imagination and love remain the essential elements in the theme of transformation. The use of different figures of imagery are essential in the Ovid’s in order to ensure the understanding of the viewers and the meaning of the play as it relates to the current context.

Want help to write your Essay or Assignments? Click here

2. The three references to warfare as presented in Ovid include the aspect of sexual desires, deep emotional declarations and external devotions to the flippant arguments on the element of promiscuity (Goh, 2015). In Amore, Ovid views himself as a beautiful and elusive mistress. Intimacy is also reviewed in this poetry that vanishes in the Art of Love that clearly shows the guides to sexual conquest.

3. Some of the inversions presented in these poems and the manner in which they point to the cultural contradictions in the Roman World include the social and cultural ramifications of the events that transpire in the poem and that relate to the Roman World (Perkins, 2015).

Want help to write your Essay or Assignments? Click here

4. Some of the Roman concepts of masculinity and femininity in the poem can be seen when the poet uses a poetic figure of women that is constructed in reaction to the rhetoric need of the abject that seeks to establish the moral and the writing authorities (Perkins, 2015). The poet empowers herself through the contention with an absent beautiful figure which may be determined as either male or female.

5. The author makes use of the warrior character to depict Cupids power that was developed to chase some of the female characters (Perkins, 2015). In as much as the female characters looked non-committal, they choose to evade these capturing and followed their individual desires. This depicts the power of women as illustrated in the poetry.


Goh, I. (2015). The End of the Beginning: Virgil’s Aeneid In Ovid, Amores 1.2. Greece & Rome, 62(2), 167-176. doi:10.1017/S0017383515000042

Perkins, C. A. (2015). The Poeta as Rusticus in Ovid, Amores 1.7. Helios, 42(2), 267-285.

Want help to write your Essay or Assignments? Click here

Amir Attaran’s “The Ugly Canadian”: Rhetorical Analysis

the ugly canadian
Rhetorical Analysis of Amir Attaran’s “The Ugly Canadian”

A Rhetorical Analysis of Amir Attaran’s “The Ugly Canadian”


The article, “The Ugly Canadian” aims at convincing Canadians that the government is the tainting the image of the state and correspondingly that there is a gross violation of elementary standards and values both at the national and international level. Likewise, Attaran asserts that Canada is liquidating its internationalism based on the national laws that are showing a dark side of the state. Attaran presents a resounding argument that the government has embraced the concept of “exceptionalism” which has discolored Canada’s progression towards achieving the international honor.

Throughout the article, he dispatches this argument by asserting that the government has taken pride in working in different directions contrary to what the norms profess. For instance, he notes that the abduction of Robert Fowler and Louis Guay; who were Canadian diplomats raised a few eyebrows in spite of them being government envoys. He questions such silence in a distressing manner. He goes further to drive his argument by denoting that the former Prime Minister, Lester Pearson, would never approve the direction the government had taken about its international and national conduct.

Attaran tells of a vast growing evidence of exceptionalism especially within the national context by looking at the legislations and codes of conduct that exist. He gives an indication of foreign trade laws, for instance, the Governor-in-Council gets to decide on which developing countries gets the preference of exporting to Canada at a discounted tariff. Why Attaran asks, does Hong Kong, Israel, South Korea and Singapore get the preference when certainly none of them is poor? (Attaran, 2009).

In further discussion, Attaran points out other wanting areas of concern; public health, corruption and human rights domains. The evidence he gives paints an image of a government that embraces rather than critiquing the loopholes that exist within various systems. Take, for instance, “the state-orchestrated secret kidnapping” which is against the doctrine of enforced disappearance of persons.

Despite Canada having nurtured a global reputation for being a fierce human rights defender, the country is yet to sign UN’s International Convention for the Protection of all persons from enforced disappearance. Attaran pegs this refusal to the fact that Canada is in the actual sense committing the same crimes it should be preventing. 

Significantly, by basing his excavation on various domains where the Canadian government has exercised exceptionalism in an arbitrary and unjustifiable way, Attaran delivers substantial evidence as such successfully achieving the intended goal of critiquing the government’ conduct both at the national and international level which has led to tainting the overall image of the country.

By the same token, Attaran further faults the civil society, mainly his fellow academics and NGOs for taking a back seat and failing to question the defects of the government which has led to drift from internationalism. In this respect, Attaran not only attributes the failure to uphold Canada as a respectable nation to the government officials but the society in large. In this way, Attaran successfully conveys his message that the rot affecting the country is deep rooted in the society and if a change is to occur, it should start from the top level going deep down.


Arguably, the purpose of the article is not to taint the image of the government but rather to act as a critique towards its international and national conduct which has circumvented the standard codes of practice for a sovereign state. By providing a significant amount of information on various areas where the government has failed, the article provides a weighing scale on which the country can assess itself.

Accordingly, the article also puts the government in the limelight for its various activities. This is an important aspect as it empowers the people to understand various violations conducted by the government.  Such an understanding could evoke public disapproval of the activities of the government as such promoting proper change or initiating platforms for facilitating discussions so as to find better ways forward.

Target audience

Notably, Attaran targets the political class at large. These are the people that not only represent the country at the international level, but they also formulate local laws which control the interactions between the citizens themselves, their interactions with various governmental agencies and the state. Arguably, the demeanor of these officials of embracing exceptionalism, which is contrary to conventional norms, trickles down to the society hence causing further adverse effects. 

By targeting the political elite, Attaran delivers on his argument that reforms must commence from top most individuals down to the societal members.

Writing strategies


Notably, Attaran structures the paper in such a way that it allures the reader into developing an interest in the intended goal. He starts off by giving an insight of how two Canadian diplomats were abducted by a shadowy group (Al Qaeda). He further asserts that even though their story has a happy ending, it leaves many questions to be answered.

From this short introductory piece, Attaran can develop his idea of exceptionalism that had been embraced by the government, which had allowed it to deviate from acceptable codes of conduct. He further moves from the international level and gives wide examples of the same concept being applied within the national context. Notably, this structure enables Attaran to develop his story in a smooth manner as he can move swiftly from one issue to another. 


Substantially, Attaran sticks to using a formal language throughout the article so as to enable him to deliver his message better. Considering his target audiences are the political elite, it is important that he addresses the issues at hand in a clear manner. Also, by using direct quotations from past scenarios, Attaran can allow the readers to have a flash back to things that they can relate to. This is an upshot to his intended goal as it keeps the reader involved and gives a feel of realness. Also, Attaran uses ridicule and comparison so as to express how Canada has fallen below the expected standards.

The language that Attaran adopts strengthens his argument as he can reach out to his target audience and at the same time connects with the readers

Rhetoric appeals

Expressively, the lack of solid sources to back up Attaran’s claims towards the government’s failures may impact negatively on the intended goal of the article. His focus on technical areas such as security or trade laws without concrete proof on the reasons for the measures taken by the government may not persuade a reader into following his line of thought. Arguably, this forms a weakness for the article; his logos may be questioned especially based on the accuracy of data provided. Also, the historical analogies given may have happened under different circumstances as such making it unfair to put Canada under the same scenario.


Amir Attaran’, (2009). “The Ugly Canadian” in the Literary Review of Canada.


Want help to write your Essay or Assignments? Click here

Play Pedagogy

Play Pedagogy
Play Pedagogy

Early Year Education in UK: Play Pedagogy

Play pedagogy has gained increased popularity as a preferred method of learning in early years, based on children’s natural attraction to play (Shanahan & Lonigan, 2013). Play pedagogy according to Rogers (2011) has historically been dominant in Western-European pedagogy and educationists, theorists and philosophers have sought to establish the importance of play in childhood learning and development.

More recently, policy makers are applying research on traditional and contemporary theories on play to develop curriculums, policies and rules aimed at improving education outcomes among children (Rogers, 2011; Platz & Arellano, 2011). The Early Years Foundation Stage (EYFS), which provides learning, care and development standards for children under 5 years provides that learning in early years should mostly be through games and play.

First introduced in 2008, EYFS as a statutory curriculum sought to address different demands from stakeholders in relation to children’s learning and development (Silberfeld & Horsley, 2013). The importance of physical development is emphasized in a bid to enhance learning and the use of play and games is emphasized to promote learning in communications and language, personal, emotional and social development, literacy, expressive art and design, understanding the world and mathematics (Department of Education, 2017).

According to Foundation Years (2009), learning through play is guaranteed to enhance knowledge assimilation among children and that designing a range of strategies aligned with the needs of the children can greatly enhance their ability to learn.  Foundation Years (2009) notes that children are not passive and that they enjoy involvement in ‘brains-on’ and ‘hands-on’ activities, and have a significant role in driving their own development through individual interests, knowledge seeking, asking questions and quest to perform competently.

The EYFS framework enables this by providing guidelines for schools and teachers to promote early learning. The application of play pedagogy in England is undeniable and has improved significantly over the years. Silberfeld & Horsley (2013) note that play is predominant in early education in England and that this plays an imperative role in promoting learning among children in the early ages.

Much of the motivation to integrate play into learning is from the EYFS statutory curriculum that aims at supporting the development of children, which is targeted at school leaders, staff, childcare providers and childminders. EYFS guidelines are mandatory and are based on four themes namely, ‘a unique child, positive relationships, enabling environment and learning and development’ (Foundation Years, 2009, p. 2). In relation to play pedagogy, the themes enabling environments and learning and development are more related to play and learning activities.

Enabling environment require that schools, teachers and caregivers offer stimulating resources that enable children learn in the context of their culture and community, rich opportunities for learning through playful teaching and support for children to explore and take risks (Department of Education, 2017). This generally includes significant play activities as a means of learning.

The learning and development themes provides that children are different and will learn in different ways, hence the need for a framework that ensures the best outcome for all children including consideration for special needs and disabilities. This theme calls for playing and exploration, critical thinking and active learning, which essentially spells out the importance of play in pedagogy.

Literacy introduction in the modern learning world is not only confined to books but also to playful interaction with pictures, talking, telling and listening to stories, singing nursery rhymes and imitation among other activities that create a foundation for reading and writing skills development (Platz & Arellano, 2011). In England, it is common practice for nursery schools, kindergartens, daycares and government schools to teach using these skills and play can actually be established as the main approach to learning in Europe (Butler, 2016).

Silberfeld & Horsley (2013) note that learning is sustained through encouraging lived experiences, hence the importance of play in Europe’s early education. This includes helping children to play by utilizing structured games and open-ended activities, pretending and being imaginative, role acting, and playful activities such as homour, singing, riddles, chanting, clapping, mimicry and using available materials and resources imaginatively. Butler (2016) notes that play and play creativity could be the secret to Britain’s top-notch education system, exemplified by the commitment of teachers to provide vital skills for learning through play as opposed to classwork.

This is achieved through teacher-directed play as well as free play, which enables imagination and creativity. Children are then evaluated based on observation and not through testing and new approaches designed to ensure that their skills are continually upgraded (Rogers, 2011). According to Shanahan & Lonigan, 2013), adults must be both thoughtful and skillful in helping children learn and play and exploration play a vital role in enhancing learning.

Early language and communication skills are considered an imperative phase in early literacy and is thus given significant attention. Providing such skills to children however requires innovative approaches to get the attention of children, hence the importance of play (Brown, 2014).  By creating the statutory framework EYFS, the United Kingdom ensured that play can be effectively applied in early literacy.


Brown, C.S., (2014). Language and Literacy Development in the Early Years: Foundational Skills that Support Emergent Readers. Language and Literacy Development in the Early Years, 24, 35-49.

Butler, P., (2016). No grammar schools, lots of play: the secrets of Europe’s top education system. Retrieved from https://www.theguardian.com/education/2016/sep/20/grammar-schools-play-europe-top-education-system-finland-daycare

Foundation Years (2009) Learning, Playing and Interacting Good practice in the Early Years Foundation Stage. Retrieved from https://www.foundationyears.org.uk/wp-content/uploads/2011/10/Learning_Playing_Interacting.pdf

Platz, D., & Arellano, J., (2011) Time tested early childhood theories and practices. Education, 132: 54–63.

Rogers, S., (Ed.). (2011) Rethinking play and pedagogy in early childhood education: concepts, contexts and cultures. Albingdon, England; New York: Routledge.

Shanahan, T., & Lonigan, C.J., (Eds.). (2013). Literacy in preschool and kindergarten children: The National Early Literacy Panel and beyond. Baltimore: Brookes Publishing

Thomas, L., Warren, E., & de Vries, E. (2011). Play-based learning and intentional teaching in early childhood contexts. Australasian Journal of Early Childhood, 36(4), 69–75

Want help to write your Essay or Assignments? Click here.

Yeh-Shen and Sootface: Cinderella Stories Comparison

Yeh-Shen and Sootface
Yeh-Shen and Sootface

Yeh-Shen and Sootface

Yeh-Shen and Sootface are two Cinderella stories of different versions with themes that can be applied in any culture and at any moment of history. The two stories share similarities but also have some differences regarding characters, lesson learned and the location (Smith & Kimberly, 2012).

Yeh-Shen and Sootface Comparison

The similarities depicted between the two stories are that the biological mothers of both Yeh-Shen and Sootface died and left them as orphans. Consequently, both of them were tortured in the company of the family members with whom they were left with, though Yeh-Shen was left under the care of her stepmother whereas Sootface was left in the company of her two elder sisters who were cruel to her.

In both stories, the main characters rivaled with their opponents on getting husbands and both opponents were female. Both of them ended up marrying royal men whereby Yeh-Shen married a king and Sootface married an invisible warrior (Smith & Kimberly, 2012).

Yeh-Shen and Sootface Contrast

However, the two Cinderella stories had several differences that are as follows. Yeh-Shen’s father came from China whereas Sootface’s father came from Ojibwa. Sootface’s father was a hunter whereby Yeh-she’s father was a cave chief. Yeh-Shen’s family lived in the cave, but Sootface’s family lived in a forest. Sootface’s father was alive whereby Yeh-shen’s father died shortly after her mother had died (Smith & Kimberly, 2012).

Yeh-Shen had no sister apart from her stepsister whereas Sootface had two biological sisters. Furthermore, Yeh-Shen owned a fish from which she used to get magical powers to help her while her stepmother was mistreating her but Sootface did not have any source of magical powers. Yeh-Shen is said to be beautiful than her stepsister whereas Sootface is supposed to be ugly according to the song she was singing to herself (Smith & Kimberly, 2012).

Yeh-Shen and Sootface Conclusion

The two stories just like all other versions of Cinderella stories have a lesson that it is always prudent to be kind even while living in this cruel world. This kindness somehow pays with good results.


Smith, Kimberly (2012) “A Content Analysis of Cinderella Illustrated Storybooks Housed in the de Grummond Collection,” SLIS Connecting: Vol. 1: Iss. 1, Article 8.

Want help to write your Essay or Assignments? Click here.