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22 Apr 2021

Make 3 Comparison and contrast between Tituba and John Indian as characters in Maryse Conde's book I, Tituba, Black Witch of Salem. Consider their relationship with one another, as well as the strategies they deploy in their attempts to resist racist and patriarchal oppression.

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I provided all the info please look at the photos as well need it don’t as soon as possible. Write a letter to the panel of Judges asking for a new trial for Sarah Good. In the letter, provide at least three reasons for the Judges to grant Ms. Good a new trial and include specific quotes from the transcript below. Remember: -The reasons you provide should demonstrate that Sarah Good did not receive a fair trial. -You can use the behavior of the girls in the courtroom, the behavior of the judges, and the behavior of her husband to strengthen your case. Hint Look for laded language and bias within the transcript. Characteristics of loaded words: - They often express a person's bias - They often contain hyperbole - to gel altention or to make a pont - They often are used in epueaedod - Their internt is to influence athers Write at least 300 words.

Examination of Sarah Good

Ezekiel Cheever

Summary

Salem Village, March the 1st, 1691–92.

Sarah Good, the wife of William Good of Salem Village, Laborer. Brought before us by George Locker, Constable in Salem, to Answer, Joseph Hutchinson, Thomas Putnam, etc., of Salem Village, yeomen (Complainants on behalf of their Majesties) against said Sarah Good for Suspicion of witchcraft by her Committed and thereby much Injury done to the Bodies of Elizabeth Parris, Abigail Williams, Ann Putnam, and Elizabeth Hubbard, all of Salem Village aforesaid according to their Complaints as per warrants.

Sarah Good upon Examination denieth the matter of fact (viz.) that she ever used any witchcraft or hurt the abovesaid children or any of them. The above-named Children being all present positively accused her of hurting of them Sundry times with this two months and also that morning.

Sarah Good denied that she had been at their houses in said time or near them, or had done them any hurt. All the abovesaid children then present accused her face to face, upon which they were all dreadfully tortured and tormented for a short space of time, and the affliction and tortures being over, they charged said Sarah Good again that she had then so tortured them, and came to them and did it, although she was personally then kept at a Considerable distance from them.

Sarah Good being Asked if, that she did not then hurt them who did it. And the chil- dren being again tortured, she looked upon them And said that it was one of them we brought into the house with us. We Asked her who it was: She then Answered and said it was Sarah Osborne, and Sarah Osborne was then under Custody and not in the house; And the children being quickly after recovered out of their fit said that it was Sarah Good and also Sarah Osborne that then did hurt & torment or afflict them—al- though both of them at the same time at a distance or Remote from them personally— there were also sundry other Questions put to her and Answers given thereunto by her according as is also given.

Transcript

The examination of Sarah Good before the worshipful Assistants John Hathorne, Jonathan Corwin.

Q. Sarah Good, what evil Spirit have you familiarity with?

A. None.

Q. Have you made no contract with the Devil? Good answered no. Q. What do you hurt these children?

Examination of Sarah Good

A. I do not hurt them. I scorn it.

Q. Who do you employ then to do it?

A. I employ nobody.

Q. What creature do you employ then?

A. No creature, but I am falsely accused.

Q. Why do you go away muttering from Mr. Parris, his house?

A. I did not mutter, but I thanked him for what he gave my child.] Q. Have you made no contract with the devil?

A. No.

H[athorne] desired the children, all of them, to look upon her and see if this were the person that had hurt them, and so they all did look upon her and said this was one of the persons that did torment them—presently they were all tormented.

Q. Sarah Good, do you not see now what you have done? Why do you not tell us the truth? Why do you thus torment these poor children?

A. I do not torment them.

Q. Who do you employ then?

A. I employ nobody. I scorn it.

Q. How came they thus tormented?

A. What do I know? You bring others here and now you charge me with it.

Q. Why, who was it?

A. I do not know, but it was some you brought into the meeting house with you.

Q. We brought you into the meeting house.

A. But you brought in two more.

Q. Who was it then that tormented the children?

A. It was Osborne.

Q. What is it you say when you go muttering away from persons’ houses?

A. If I must tell, I will tell.

Q. Do tell us then.

A. If I must tell, I will tell. It is the commandments. I may say my commandments I hope.

Q. What commandment is it?

A. If I must tell, I will tell, It is a psalm.

Q. What psalm?

A. After a long time she muttered over some part of a psalm. Q. Who do you serve?

Q. Why do you hurt these children?

A. I do not hurt them. I scorn it.

Examination of Sarah Good

A. I serve God.

Q. What God do you serve?

A. The God that made heaven and earth, though she was not willing to mention the word God. Her answers were in a very wicked spiteful manner, reflecting and retorting against the authority with base and abusive words, and many lies she was taken in. It was here said that her husband had said that he was afraid that she either was a witch or would be one very quickly. The worshipful Mr. Hathorne asked him his reason why he said so of her, whether he had ever seen anything by her. He answered no, not in this nature, but it was her bad carriage to him and indeed, said he, I may say with tears that she is an enemy to all good.

Salem Village, March the 1st, 1691–92 WRITTEN BY EZEKIEL CHEEVER

Continuation - Please see the attached files

isaiahh223g

*Please refer to the attached file.

You are writing a rough draft for the essay part 1,

This writing practice will focus on

Steps *1 and *2 below:

___________________

FIVE STEPS OF WRITING~*1- Prewrite*2-Draft 3- Revise 4- Edit/Proofread 5- Publish

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY

– explains, points out

Used in articles, essays, exam questions

- Used to report on research

- Used to share information, give directions

REVIEW:

Elements of Expository Essay:

Thesis

–

Thesis Statement states topic, introduces supporting points

Structure

–

- Organization - often by Cause/Effect, Problem/Solution, Compare/Contrast

- Supporting paragraphs (at least one per supporting point)

- Use of formatting, graphics, and multi-media where appropriate

- Conclusion - relates to thesis and pulls supporting points together

Style

–

- Formal tone - complete sentences; conventional construction and language

- Active voice

Assignment:

Complete the first

two

steps in writing an Expository Essay.

You can use the sample writing prompt on Page 3 or choose a topic based on stories/articles of

your choosing. Page 3 also gives a sample thesis and outline based on the writing prompt. If

writing on your own topic and texts, choose three texts from different genres – e.g., short story,

science fiction, poetry, memoir, informational text, etc.

Step 1)

Prewrite

– Write your thesis statement.

– Determine the structure and organization (e.g., compare/contrast).

– Make an Outline (should include the thesis statement plus a list of

supporting points and a conclusion).

Step 2)

Draft

– Follow your Outline.

– Consider the audience's knowledge of and experience with the topic.

– Give concrete examples (each supporting point should be at least one

paragraph).

– Relate each point back to the thesis statement.

– Draw a conclusion that relates to the thesis statement and ties the

supporting points together.

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY - SAMPLE THESIS AND OUTLINE

WRITING PROMPT

Compare/contrast the authors' treatments of the theme of

taking

responsibility

in three different genres of text:

Short Story

–"Through the Tunnel,"

Science

Fiction

– "A Sound of Thunder," and

Informational Text

– "Quit blaming; take responsibility."

Thesis

Authors Lessing, Bradbury, and Gitomer, writing in three different textual genres,

each address the theme of taking responsibility by contrasting instances of responsible and

irresponsible behavior and drawing the conclusion of the benefits of taking responsibility.

Supporting paragraphs

– with formatting (subtitles):

1. Short Story

– Lessing ("Through the Tunnel") contrasts Jerry's irresponsible/ responsible

behavior and draws conclusion responsibility is best – Jerry feels better about himself.

- Irresponsible: Jerry tries to get attention, be accepted by other boys; wants to swim

through tunnel before ready (examples from story)

- Responsible: Jerry stops trying to please other boys; adopts his quest; trains and works

to be prepared (examples from story)

- Lessing draws unstated conclusion of benefits of taking responsibility

(contrasts Jerry's feelings before and after quest)

2. Science Fiction

– Bradbury ("A Sound of Thunder") contrasts Time Safari Inc.'s/ Eckels'

responsible/irresponsible behavior and graphically illustrates the devastating results of

irresponsibility.

- Irresponsible: Eckels' uncaring, irresponsible attitude (examples in story)

- Responsible: Time Safari's careful planning and preparation for the hunt

(examples

from story)

- Bradbury ends story showing dramatic impact of being irresponsible, implying the

benefits of responsibility

3. Informational Text

–

Gitomer ("Quit blaming; take responsibility") compares salespeople

with politicians in their tendency to avoid taking responsibility and contrasts that attitude with

suggestions on taking responsibility to achieve success.

- Irresponsible: Salespeople and politicians blame others for their failures

(specific examples from article)

- Responsible: Suggestions on how they can take responsibility by

studying failures and

making them successes (examples in article)

- Gitomer concludes that salespeople (and politicians) can achieve results

they seek by

overcoming obstacles and taking responsibility

Conclusion

Authors Lessing, Bradbury, and Gitomer, writing in three different textual

genres, each address the theme of taking responsibility by contrasting instances of responsible

and irresponsible behavior, concluding that taking responsibility brings the best r

This writing practice will focus on

Steps *1 and *2 below:

___________________

FIVE STEPS OF WRITING ~* 1-Prewrite* 2- Draft 3- Revise\ 4- Edit/Proofread 5- Publish

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY

– explains, points out

Used in articles, essays, exam questions

- Used to report on research

- Used to share information, give directions

REVIEW:

Elements of Expository Essay:

Thesis

–

Thesis Statement states topic, introduces supporting points

Structure

–

- Organization - often by Cause/Effect, Problem/Solution, Compare/Contrast

- Supporting paragraphs (at least one per supporting point)

- Use of formatting, graphics, and multi-media where appropriate

- Conclusion - relates to thesis and pulls supporting points together

Style

–

- Formal tone - complete sentences; conventional construction and language

- Active voice

Assignment:

Complete the first

two

steps in writing an Expository Essay.

You can use the sample writing prompt on Page 3 or choose a topic based on stories/articles of

your choosing. Page 3 also gives a sample thesis and outline based on the writing prompt. If

writing on your own topic and texts, choose three texts from different genres – e.g., short story,

science fiction, poetry, memoir, informational text, etc.

Step 1)

Prewrite

– Write your thesis statement.

– Determine the structure and organization (e.g., compare/contrast).

– Make an Outline (should include the thesis statement plus a list of

supporting points and a conclusion).

Step 2)

Draft

– Follow your Outline.

– Consider the audience's knowledge of and experience with the topic.

– Give concrete examples (each supporting point should be at least one

paragraph).

– Relate each point back to the thesis statement.

– Draw a conclusion that relates to the thesis statement and ties the

supporting points together.

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY - SAMPLE THESIS AND OUTLINE

WRITING PROMPT

Compare/contrast the authors' treatments of the theme of

taking

responsibility

in three different genres of text:

Short Story

–"Through the Tunnel,"

Science

Fiction

– "A Sound of Thunder," and

Informational Text

– "Quit blaming; take responsibility."

Thesis

Authors Lessing, Bradbury, and Gitomer, writing in three different textual genres,

each address the theme of taking responsibility by contrasting instances of responsible and

irresponsible behavior and drawing the conclusion of the benefits of taking responsibility.

Supporting paragraphs

– with formatting (subtitles):

1. Short Story

– Lessing ("Through the Tunnel") contrasts Jerry's irresponsible/ responsible

behavior and draws conclusion responsibility is best – Jerry feels better about himself.

- Irresponsible: Jerry tries to get attention, be accepted by other boys; wants to swim

through tunnel before ready (examples from story)

- Responsible: Jerry stops trying to please other boys; adopts his quest; trains and works

to be prepared (examples from story)

- Lessing draws unstated conclusion of benefits of taking responsibility

(contrasts Jerry's feelings before and after quest)

2. Science Fiction

– Bradbury ("A Sound of Thunder") contrasts Time Safari Inc.'s/ Eckels'

responsible/irresponsible behavior and graphically illustrates the devastating results of

irresponsibility.

- Irresponsible: Eckels' uncaring, irresponsible attitude (examples in story)

- Responsible: Time Safari's careful planning and preparation for the hunt

(examples

from story)

- Bradbury ends story showing dramatic impact of being irresponsible, implying the

benefits of responsibility

3. Informational Text

–

Gitomer ("Quit blaming; take responsibility") compares salespeople

with politicians in their tendency to avoid taking responsibility and contrasts that attitude with

suggestions on taking responsibility to achieve success.

- Irresponsible: Salespeople and politicians blame others for their failures

(specific examples from article)

- Responsible: Suggestions on how they can take responsibility by

studying failures and

making them successes (examples in article)

- Gitomer concludes that salespeople (and politicians) can achieve results

they seek by

overcoming obstacles and taking responsibility

Conclusion

Authors Lessing, Bradbury, and Gitomer, writing in three different textual

genres, each address the theme of taking responsibility by contrasting instances of responsible

and irresponsible behavior, concluding that taking responsibility brings the best r

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