This page includes various different English essays during my upperclassmen (Sophomore, Junior, and Senior) years of undergrad. These are listed in the order that they were uploaded.
I received A's on all of these essays.
The first essay, "You're the Editor," was for a U.S. Literature Survey I course that I took in Fall 2015. Each student went down to Special Collections (the basement of the library) to pick out a piece of Early American literature (letters, poems, journal entries) then transcribe it, edit it, sand write an introductory essay for it.
The second and third essays, "The Importance and Attraction of Countess Ellen Olenska" and "Sequence Analysis Essay" were for a Literature to Film course that I also took in Fall of 2015 where we analyzed the novel "The Age of Innocence" and compared it to the movie.
The fourth essay, "The Spider-Web of Confinement in Possession" (Possession Essay) was for a Later British Novels course that I also took in the Fall of 2015, where we were supposed to pick one scene from Possession, pick a theme, and then analyze that theme throughout the entire novel.
The fifth essay, "Sam Farrow: The Man Most Fit to Survive the Victorian Era" (Later British Novels Essay 3) was also for the Later British Novels course that I took in Fall 2015, where I take Charles Darwin's concept of "survival of the fittest" and apply it to a character within The French Lieutenant's Woman.
The sixth essay, "Representations of Femininity in Gone Girl and Ghost World," (Text vs. Film Analysis Essay) was also for the Literature to Film course in Fall 2015, where I analyzed the novels (as well as the films) Gone Girl and Ghost World in regards to representations of femininity.
Essays seven through eleven are from an Early American Novels course that I took in Spring 2016 (EAN Portfolio), and they have been combined into a portfolio that includes: "Horatio's Cautionary Tale" where I analyze the character of Horatio within Amelia, and the Faithless Briton. "Sally Oldham: A Modern Day Puritan," where I analyze Sally Oldham within Hobomok. "Contradictions and Representations of 'True Womanhood' in Our Nig" (Microtheme 3 ONLY DRAFT) "Uncle Tom's Cabin's Cassy: The Frankenstein of Slavery" where I analyze the character Cassy and interpret how Stowe uses that character to send a specific message. And lastly, "Romantic/Sentimental Analysis of “The Love of Philip Ash” and The Scarlet Letter" where I found a short story and compared it to a novel we read in class, The Scarlet Letter.
The twelfth essay, "The Messages that Animals Convey" (RTB Essay 1 FINAL DRAFT) was from a Romancing the Beast course in Spring 2016, where I analyze the horse in The Electric Horseman and the leopard in Bringing up Baby to discover the message that they send to the audience.
The thirteenth essay, "The Power of Humans and Beasts" was also from Romancing the Beast in Spring 2016, where I discover the message that King Kong and The Birds send to the audience.
The fourteenth essay, "Animal and Human Salvation through Female Power and Human Origins" (RTB Essay 4) from Romancing the Beast in Spring 2016, where I compare/contrast/analyze the films Whale Rider, Hocus Pocus, and Beasts of the Southern Wild and connect back to literature we read throughout the course.
Essays fifteen through twenty-two are included within a portfolio for a Short Fiction course in Spring 2016, which includes: Story 1 "That Type of Thrill," Story 2 "Laughter is the Best Medicine," Story 3 "Back to Normal," Story 4 "The Regrets of the Abandoned," Writing Assignment 1 "It's all Going to be Okay," Writing Assignment 2: "Banana Crazy," Writing Assignment 3 "Fred and Rose Scene 3," and then a "Short Fiction Class Reflection." (All of these stories are also available to see through my blog page.)
The twenty-third essay, "YouTube Demonetization" was a group project for an Organizational Communication course in Fall 2016 where we took a modern-day issue, like YouTube Demonetization, and apply it to concepts that we learned in class. We also gave a presentation and that experience was helpful to me in regards to working with a group of people.
The twenty-fourth essay, "The Boarding-House Poverty of Lily Bart" (Minitheme 1) was a mini-theme for a Later American Novels course in Fall 2016, where I analyze The House of Mirth and explain how the setting reflects character.
The twenty-fifth essay, "The Sound and The Fury: A Rhizomatic, Multiplicity Machine" (Minitheme 2) a mini theme for Later American Novels in Fall 2016, where I analyze The Sound and The Fury and explain how it is a "rhizome" text.
The twenty-sixth essay, "Jason and Eatonville’s Misrepresentations of Caddy and Janie" (Minitheme 3) a mini theme for Later American Novels in Fall 2016, where I analyze Caddy within The Sound and The Fury as well as Janie within Their Eyes Were Watching God and how other characters misrepresent Caddy and Janie.
The twenty-seventh essay, "Exposing Hospital Inhumanity Through Black Humor" (Minitheme 4) a mini theme for Later American Novels in Fall 2016, where I analyze the hospital scenes in Catch-22 and explain how they show black humor.
The twenty-eighth essay, "A Modernist Character Stuck in a Postmodernist World" (Minitheme 5) a mini theme for Later American novels in Fall 2016, where I analyze the character, Jack, in White Noise.
Essays twenty-nine through thirty-six are combined into a third portfolio for the Introduction to Creative Writing course during Fall 2014, which includes: Story 1: "Distraction: A Girl's Best Friend," Story 2: "Nightingale," Story 3: "The Final March," Story 4: "Fathers Be Good to Your Daughters," Poem 1: "Letting Go Of The Long Gone," Poem 2: "The Masquerade," Poem 3: "The Fear," and a "Genre Essay."
The thirty-seventh essay, "Twentieth-Century, Powerless, 'Outsider' Characters and Their Unlivable Lives" was a final essay for Later American Novels in Fall 2016, where I analyze the "outsider character" theme in The House of Mirth, White Noise, and The Buddha in the Attic.
The thirty-eighth essay, "Character Biography & Given Circumstances" was an essay that I wrote for my Acting 101 class in Spring 2017, where I inhabit and analyze the character of Stella from A Streetcar Named Desire by Tennessee Williams.
The thirty-ninth essay, "Crimes of the Heart Response Paper" was an essay that I wrote for my Acting 101 class in Spring 2017, where I give a response to the second play that Marietta College performed that semester.
The fortieth essay, "Creative Nonfiction Reflective Essay" was an essay that I wrote for my Creative Nonfiction class in Spring 2017, where I explain the function and nature of creative nonfiction.
The forty-first essay, "Cultural Analysis Final Draft" was an essay that I wrote for my Creative Nonfiction class in Spring 2017, where I explore the culture of fast-pitch softball.
The forty-second essay, "Desdemona Response Paper" was an essay that I wrote for my Acting 101 class in Spring 2017, where I give a response to the first play that Marietta College performed that semester.
The forty-third essay, "Issue Essay Final Draft" was an essay that I wrote for my Creative Nonfiction class in Spring 2017, where I explore every angle of the issue of college stress.
The forty-fourth essay, "List Essay Final Draft" was an essay that I wrote for my Creative Nonfiction class in Spring 2017, it's also known as a fragmented essay, where I list several fragments in one essay that all related to how I feel like a ghost within my own family.
The forty-fifth essay, "Perspectives Essay Final Draft" was an essay that I wrote for my Creative Nonfiction class in Spring 2017, where I describe three different perspectives of my high school varsity softball coach. (1. When I first met him in middle school. 2. How I viewed him in high school. 3. How I view him now, 4 years after high school graduation).
The forty-sixth essay, "Writing Portfolio and Reflection" was a portfolio that I put together for my Slavery & Literature class in Spring 2017 - it's a collaboration of a class reflection essay, three 1-page essays (called microthemes), my final project proposal, my final project, my final project annotated bibliography (in the form of discovery forums), and a presentation that I put together with a classmate called a "Context Report."
The forty-seventh essay, "Take Home Midterm" was for my Slavery & Literature class in Spring 2017, which is simply a take-home midterm with essays. I got a 96 on it.
The forty-eighth and final essay, "Collab of Sandboxes" was for my Creative Nonfiction class in Spring 2017, which is a collaboration of "sandbox" assignments, or 15 mini-essay assignments that we would write for every single class.