Hello, I am a Student looking to hire someone to assist me with completing Humanities class work.
To speed things up please review the syllabus to see if you can even do the class
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If you are confident please apply, I will only respond to Persons who indicate they have read the syllabus.
This job is perfect for Students and Teachers.
You will be required to do this job as if you are the Student
Tasks:
Will be expected to keep up with notices from Teacher or myself
Will be expected to respond within 24 hours during the week about assignment related matters
Will be expected to complete class work by deadline set
Will be expected to complete work on time with 100?curacy
Will be expected to follow directions by my self or on the task
Will be required to Speak , read and write American English
Will be required to work around 1-10 hours a week on this one course
Payment is $85 a week paid biweekly
SYLLABUS: HUMANITIES
Principles of Humanities
Syllabus is tentative and subject to change by the Instructor
Text: The Humanities: Culture, Continuity & Change, 3rd or 4th edition, Volume I (Prehistory to 1600), by
Henry M. Sayre (Pearson Publishing) – (we will read Chaps 1-13 from Volume I)
All texts and all supplemental handouts are required for this class, and must be read prior to the
appropriate classes for discussion and note-taking. (See syllabus’ Assignment schedule for readings.) You
can purchase this through our Canvas page, as well as in our College Bookstore, and an ebook is also
available.
Humanities Student Learning Outcomes:
Students in humanities classes are expected to read at or beyond college level, write in the expository style, and
demonstrate critical thinking skills in the humanities. Evaluations may consist of, but are not limited to
Reading comprehension and analysis,
• Expository writing, and
• Critical thinking skills demonstrated through oral and/or written communication, and assigned
research and/or projects in the Humanities.
Course Objectives and Outcomes: The objectives for this Principles of Humanities course are to (1) increase
student knowledge of humanities’ origins from both (a) an historical and (b) a topical perspective, (2) give
students the tools with which to identify and analyze basic genres in the humanities discipline, (3) provide
students with the tools to write in an expository fashion about the humanities, and (4) provide the basis for
students’ own critical thinking skills in response to the academic discipline of Humanities across cultures and
times. These areas will be “tested” via discussion/participation, writing assignments, presentations, and/or
exams – as indicated on the syllabus.
Themes: The humanistic genres including myth, poetry, history, religion/philosophy, art, music, science, etc.
will be presented by a look four components: (1) art (and/or artifacts), (2) writing and/or literature, (3)
architecture, and (4) power and hierarchy, which are foundational in the study of humanities as related in theme
to cross-cultural and cross-time examples. Other historical references up to the modern and contemporary
period may be added, along with the incorporation of art and music via lectures, internet sites, and/or film.
Writing Assignments: All writing assignments are to be typed (12-font and 1” margins is the preferred standard),
double-spaced, stapled, and written in the expository (rhetorical argument) style. All writing assignments are to
be turned in on the morning of the date assigned and must be submitted as Word documents (.doc or .docx) via
Canvas. The Professor reserves the right to refuse to grade a paper that is turned in past the due-date or time
when there has been no prior communication with the Professor, or if late (without permission), a writing
assignment will be marked down one letter grade for each day it is late. If a rewrite is expected or allowed by
the Professor, the student must first meet virtually with the Professor regarding the initial essay within one week
of the graded paper’s return and the subsequent rewrite must be turned in no more than two weeks after the
initial graded paper’s return except when preceded by the end of the semester. No essays or rewrites will be
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accepted after the final class of the semester. Each writing assignment comprises 1/5 of the total grade for
the course.
Paper due on the first class meeting during the week of:
Week 3 3-page essay on Chapters 1-4
Week 7 3-page essay on Chapters 9-11
Exams:
Week 5 Exam on Chapters 5-8
Week 8 Exam on Chapters 12-13
There are no make-up or re-scheduled exams unless there is a significant health issue or the like that can be
proven with sufficient documentation. Each Humanities exam comprises 1/5 of the total grade for the
course.
There are five equal components of a student’s grade for the course, as listed (in bold) above:
Participation; Writing assignments #1 and #2; and Exams #1 and #2.
Class: Assignment:
Week 1 Canvas Studio Videos: Syllabus, Overview of class, 4 Themes, etc. (Watch)
Read Chap 1 “The Rise of Culture: From Forest to Farm”
Discuss as per 1st paper assignment with last two pages of syllabus on writing
Watch the recorded Canvas Studio videos!
Read Chap 2 “The Ancient Near East: Power and Social Order”
Group work on your themes: art/ifacts, architecture, writing/lit., OR power/hierarchy (for
first paper on Chaps 1-4), as discussed in the recorded Canvas Studio Videos (Watch)
Week 2 Read Chap 3 “The Stability of Ancient Egypt: Flood and Sun”
Group work: your 1-sentence predictive thesis statements (for paper on Chaps 1-4)
Attend/Watch the recorded Canvas Studio Videos!
Read Chap 4 “The Aegean World and the Rise of Greece: Trade, War, and Victory”
Contine to revise your 1-sentence predictive thesis statements (for paper on Chaps 1-4)
Week 3 Essay 1 due on Chaps 1-4
Read Chap 5 “Golden Age Athens and the Hellenic World: The School of Hellas”
Attend/Watch the recorded Canvas Studio Videos!
Read Chap 6 “Rome: Urban Life and Imperial Majesty”
Group work: your themes for the upcoming test on Chaps 5-8
Week 4 Read Chap 7 “Emerging Empires in the East: Urban Life and Imperial Majesty in China
and India”
Bring in and workshop your 1-sentence predictive thesis statements (Chaps 5-8)
Attend/Watch the recorded Canvas Studio Videos!
Read Chap 8 “The Flowering of Christianity: Faith and the Power of Belief in the Early
First Millenium”
Group work: your 1-sentence predictive thesis statements (Chaps 5-8)
Week 5 Exam 1 on Chaps 5-8
Read Chap 9 “The Rise and Spread of Islam: A New Religion”
Group work: your themes for the upcoming paper on Chaps 9-11
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Watch episode 2 of Henry Louis Gates Jr.’s documentary Africa’s Great Civilizations
(2017), Episode 2 “The Cross and the Crescent” (53 minutes) embedded on Canvas and
this streams on:
(1) Films on Demand: /p_?seriesID=147146. (2)
And it can also be found at /video/x749270,
(3) as well as streaming on Amazon Prime, I believe.
Week 6 Read Chap 10 “Fiefdom and Monastery, Pilgrimage and Crusade: The Early Medieval
World in Europe”
Group work: your 1-sentence predictive thesis statements (Chaps 9-11) Attend/Watch
the recorded Canvas Studio Videos!
Read Chap 11 “Centers of Culture: Court and City in the Larger World”
Continue to revise your 1-sentence predictive thesis statements (Chaps 9-11)
Week 7 Essay 3 due on Chaps 9-11
Read Chap 12 “The Gothic Style: Faith and Knowledge in an Age of Inquiry”
Attend/Watch the recorded Canvas Studio Videos!
Read Chap 13 “Siena and Florence in the Fourteenth Century: Toward a New Humanism”
Group work: your theme and 1-sentence predictive thesis statements for the upcoming
test on Chaps 12-13
**See the Extra Credit Option (due before end of semester)
Week 8 Finish discussing Chap 13 “Siena and Florence in the Fourteenth Century: Toward a New
Humanism”
Attend/Watch the recorded Canvas Studio Videos!
Group work: your revised thesis statements (for test on Chaps 12-13)
Exam 2 on Chaps 12-13 – no later than Sat., March 23, 2024
EXPOSITORY WRITING (EW)
Sample Introductory Paragraphs
1. The book of Judges in the Hebrew Bible tells the stories of many Jewish leaders before the period of the kings
begins. One of the best known of these leaders, or judges, is Samson, whose life is described in Chapters 13-16.
Although Samson is ultimately a victorious Jewish leader against the Jews’ arch-foes of the time, the Philistines,
Samson nevertheless does not exhibit the customary qualities of a Jewish hero. Samson’s motives seem to be
self-interested rather than national, his morality appears contrary to his elevated role, and he repeatedly falls short
of his promises to his people and his God.
2. Major league baseball in the United States is divided into two divisions, the American and National Leagues. The
playing rules between the two leagues are not exactly the same. In 1973 the American League adopted a rule that
allows a non-fielding player to come to bat as a substitute for the weakest hitter on the defensive team. This
permanent substitute batter is known as the designated hitter (DH), and since 1973 baseball fans have been
divided over the institution of this rule. Even though the DH rule has added some offensive excitement to the
game, it ought to be eliminated. The DH rule has upset the tradition and uniformity of the game, it has distorted
the statistics between the two leagues, and it has reduced the cat-and-mouse strategy that is so important to
baseball.
Sample Thesis Statements
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1. Although baseball has a book of fixed rules and infield measurements, United States baseball parks differ greatly
in foul territory, outfield distance, and homerun fences. (Not a good thesis statement as it merely states facts and
should instead pose an argument.)
2. Although I had gone to camp every summer of my childhood, when I left for college I felt for the first time that I
had left home. My appetite, my growing pile of laundry, and my need for family contact all created a sense of
estrangement. (Not a good thesis statement as it is two sentences and should instead be a single sentence.)
3. Admitting that sequels are usually second rate, I found Return to Snowy River to be fresh in its cinematography,
characterization, and plot development. (Good thesis statement.)
4. While small town life has its advantages, growing up in rural America can produce a limited vision due to
inadequate schools, geographic isolation, and homogeneous populations. (Good thesis statement.)
Sample Ending Paragraph (aka “Conclusion”)
1. Entering college opened many doors to the future, but it also more or less closed the door to my parents’ home for
me. I had left home. This was first apparent to me through the little inconveniences, such as providing my own
meals, and later when I realized that my family was not readily available. Breaking one’s ties with home is one of
the principle passages in growing up. It is often more psychological than physical. For although we are usually
back and forth to our homes throughout our lives, there is one particular experience when we realize that we no
longer belong to our parents’ household.
Keyhole Pattern for Expository Paper
1. Introduction – broad opening
– narrow down to the 1-sentence thesis statement which
predicts the body paragraph number, order, and topics
2. Body – 2-4 or more paragraphs in body, each beginning with a topic
sentence that repeats a thesis prediction
3. Conclusion – restate thesis statement succinctly (1-2 sentences)
– summarize main ideas
– briefly expand to broader application
FORMAL WRITING (FW) (as per the MLA handbook, summer 2010)
Following are some dos and don’ts to observe in final drafts. Keep in mind that the style of a formal piece of writing should have the
look of thoroughness and elevation about it. By no means is this an exhaustive list, but enough to start with.
1. Papers must be typed in a 12 point font, with easily readable type-face (e.g. Times New Roman), double spaced on 8 1?2 x 11”
paper and stapled. (MLA Rule 4.2) “…Most instructors prefer papers printed on a single side, but some instructors encourage
printing on both sides as a means of conserving paper.” (MLA Rule 4.6)
2. Titles are not necessary, but may be used. Do not use such division-markers as “Introduction,” “The End,” etc. Do not use
numbers or letters as outline guides. “A research paper does not need a title page. Instead, beginning one inch from the top of
the first page and flush with the left margin, type your name, your instructor’s name, the course number, and the date on
separate lines, double-spacing between the lines. Double-space again and center the title.” (Rule 4.3)
3. Title pages are not necessary, but may be used. Title pages, like each subsequent page of the paper, must include your name,
class, date, and perhaps other pertinent matter. If using a title page, the numbering still begins with “1” being the first page of
written material, not the title page. (Rule 4.3)
4. In formal writing, avoid the look of haste and “short cuts”:
• Do not use contractions (e.g., I’m, don’t, should’ve – write these out) (Rule 3.2.7)
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• Avoid abbreviations except for the most accepted ones, such as “Mr.” (Rule 7.1)
• Spell out numbers written in one or two words (one, two hundred, three million) represent other numerals by
numbers (2 1?2, 101, 1,275) unless the numbers are used in dates, statistics, addresses, and text citations (e.g., act,
line, page, chapter). (Rule 3.5.2)
5. Avoid the use of first person (“I”) and second person (“you”). The use of “I” is unnecessary, as it is your paper, and is a less
authoritative and universal tone. The use of “you” implies and informal, personal tone between you and the reader. Formal
writing should be more objective, detached and universal. Also, do not refer to the essay you are writing or yourself as
author; it is obviously an essay and unless you are plagiarizing, it is obvious who wrote it.
6. Do not use clichés or slang. These expressions are suitable for speech and informal writing, but they are inappropriate for a
more elevated and exact style of writing.
7. This is closely related to “6.” above: Do not use words that are vague and general in meaning. Words like “good” and “nice”
mean so many things that they mean nothing in particular. Choose words that have a precise meaning. Never use “etc.”
formally.
8. Reference citation: When you try to prove or demonstrate a point in literary analysis, often you will need to cite supporting
passages (quotations). Check your MLA Handbook as the final source, but here are some guidelines:
• “If prose quotation runs no more than four lines and requires no special emphasis, put it in quotation marks and
incorporate it into the text.” (Rule 3.7.2)
• If you quote a passage fewer than four lines, you must keep the passage within the normal margins and spacing of
your paper. (Rule 3.7.2)
• At the end of a quoted passage, or where you merely refer to a passage, you must cite it. Use in-text source citations
(see MLA Handbook). Here abbreviations and numbers should be used. Put citations in parentheses. If possible, try
to use references that will allow a reader to find the passage in any edition. In other words, use line, verse, act and
book numbers rather than page numbers. Examples: (Gen. 3:2-7) (Od. XX, 359-65) (Inferno V, 13-19) (Hamlet IV,
ii, 7-12). (Sayre, Henry M. The Humanities: Culture, Continuity & Change, Volume I, Fourth Edition, Chapter 7,
pgs. 253-254) [Rule 6.1-6.4]
9. Italicize the titles of long, complete works (plays, novels, symphonies, books of poems, record titles, and long pieces within a
bigger work, such as Genesis from the Hebrew Bible). In typing you can use capital letters instead of underlining or
italicizing, but not both. Put quotation marks around titles of short works or generally parts of a longer work (chapter titles,
shorter poems, short stories, song titles); these cannot be capitalized, underlined or italicized. (Rule 3.6.2)
10. Avoid wordiness, especially tautological expressions that say the same thing twice: “new innovations,” “basic fundamentals,”
“a sweet and dear friend.” Also avoid unnecessary adverbs, particularly those which also fall under “7.” above (e.g., very).
11. Generally (this is not always possible or logical) try to remain in present tense when speaking about literature: “Odysseus is
(not “was”) a Greek warrior.” “God appears (not appeared) to Moses in Exodus.” “The character Dante, in Dante’s Inferno,
takes a journey in the afterlife, thanks to the intervention of Beatrice on his behalf.”
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