analysas of wealthy in “The Good Earth and wealthy of modern day wealthy

analysas of wealthy in “The Good Earth and wealthy of modern day wealthy

ESSAY & LISTED REQUIRED PARTS ON “THE GOOD EARTH” BY PEARL S. BUCK.
6 parts – 1. Scratch outline= 1 page; 2. A survey handout = 1 page 10 questions; 3. A interview survey 10 questions 1 page.; 4. Annotated bibliography (8 articles) 2-3 pages; 5. Analysis Summary; 6. Analysis Paper 6 – 8 pages
1.PREPARE/Construct – Informal/Scratch outline-Research the topic and compose an informal outline per “informal outline rules”. It is a short, simple outline of your proposed paper. Can send back to me as soon as completed. THE ONLY INSTRUCTIONS FOR THIS IS TO FOLLOW INFORMAL OUTLINE RULES AND KEEP IT SHORT. PLEASE RETURN TO ME BY JULY 15TH.
2.Prepare/Construct a Survey Handout (that will be used to interview people) Notes on how to compose survey attached at bottom of these notes and as supplemental files attached to this order). The results of survey questions are to be used in essay. (can makeup results)
Please construct a survey which will help in presenting information in your analysis paper. Survey consists of States the reason for the survey Tells how much time the survey will take to complete; explains how to return the survey , put at end of each question the type of survey question it is example: Single answer/multiple choice, Dual alternative, Dual alternative Single answer/multiple choice, Close-ended question? Or Open-ended question.

PLEASE RETURN THE WRITTEN SURVEY questions TO ME BY JULY 15 Please supply at least 8-9 questions for your participants to answer ABOUT YOUR TOPIC ON BEHAVIOR OF WEALTHY people in “the Good Earth”—and behavior of wealthy today”. On the survey you send to me by July 15th, please indicate in red (as in the examples attached BELOW at end and as supplemental file), the type of question it is. We can makeup results so that paper can be completed after that if ok-I will review and respond. Please make enough (8 or more) questions and different types. Can coordinate
3.Construct a 10 question interview survey 1 pape list of 10 questions. Construct a 10 question survey which will help in the research paper you are constructing. Follow the guidelines attached. The survey and answers will be used in your paper regarding the wealthy in the good earth vs wealthy now. If you have suggestions

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4.ANNOTATED BIBLIOGRAPHY (8 articles)–how to compose abstract summary attached at bottom of these notes and as supplemental files attached to this order. Annotated Bibliography for analysis paper. Remember that the annotations you include in your own bibliography should reflect your research project topic. Your research paper will include at least 4 documented sources. For the annotated bibliography, required find at least 8 articles on the topic of your research which you could use in the paper. You will b to use at least 4 of the articles in the actual paper.
Wikipedia and the Bible are not acceptable sources. I suggest you go to a databank (NC Live) to find credible sources.
Construct your annotated bibliography using the 8 sources using MLA format.
If the bibliography is not in MLA format, I will not accept it nor the paper.
Yes, you can actually begin writing the research paper while you look for sources.
HINT: Look for short (1-6 pages) sources.
How to compose annotated bibliography for analysis paper attached at bottom of these notes and as supplemental files attached to this order.
5. Analysis Summary

6. Analysis paper 6-8 pages TOPIC “THE GOOD EARTH” TO WRITE ON- will include notes from the survey results, the interview results:
A quote in The Good Earth states, “There is a way when the rich are too rich.” In your ESSAY-Compare the behavior of the wealthy in The Good Earth with the behavior of wealthy individuals/groups in today’s American society. ALL COMPONENTS MUST RELATE TO TOPIC!!! (You will prepare all of these for usage in composing the essay —scratch outline, survey results, interview results(CAN MAKE UP), and a bibliography as part of your analysis.) Your essay must have a central idea (thesis); REVIEW YOUR TOPIC
Analysis paper how to prepare – attached to end of these notes and attached as supplemental file.
MLA, Times News Roman, 12 point, first or third person analysis essay,
4 outside sources-the book does not count, never begin sentences with the words —“There are, there is, there was” No use of Wikipedia
Your research paper will include at least 4 documented sources
Works Cited page – include all sources used (at least 4 sources do not include the book!)
SEE ALL NOTES ON PAPER AND ITS PARTS ATTACHED BELOW AND ATTACHED AS ADDITIONAL FILES THAT CONTAIN INSTRUCTIONS FOR THE ADDITIONAL PARTS.
The analysis paper will be based on The Good Earth.PEARL S. BUCK
The paper will be 6-8 pages, will include in-text citation and OTHER REQUESTED PARTS LISTED ABOVE, and will have a Works Cited page.
USE FIRST OR THIRD PERSON—-NEVER SECOND
You will use MLA formatting. Times News Roman – 12 point
NO USEAGE OF THE WORDS THERE ARE, THERE IS, THERE WAS—NO THERE IS—NEVER USE THE WORDS IN YOUR ESSAY
An abstract/summary will be required in order to help you construct
an annotated bibliography for the analysis paper.
MUST HAVE AT LEAST 4 DOCUMENTED SOURCES, EXCLUDING THE NOVEL. YOU CAN USE THE NOVEL, BUT WILL NOT COUNT AS A SOURCE.
NO USE OF WIKIPEDIA
YOUR PAPER WILL INCLUDE RESULTS FROM YOUR SURVEY AND YOUR INTERVIEW. –CAN PUT TOGETHER SURVEY AND MAKE UP THE RESULTS IN ORDER TO FINISH PAPER.
BE WARNED PLAGIARISM IS NOT TOLERATED THE DOCUMENTS WILL BE TURN THROUGH DETECTORS TURNITIN.
Review the Rules of English for deductions for errors made —Never use “There is, There are, There was” any any sentences.
Please understand this grading for grammar/punctuation, and mechanics. POINTS TAKEN OFF FOR ALL ENGLISH WRITING ERRORS – A FEW EXAMPLES BELOW.
Spelling Errors = -10 points per word. spell correctly.
Contractions = -5 points per contraction. Do not use contractions in college writing.
Second person = -5 per “you”. Use first or third person, never second.
“There is…are” = -5 per word. Do not ever write “There is……There are…..There was….”
Do not put these words in the middle of a sentence. They are useless words which weaken your writing.
Run-ons, fragments, comma splice = -3 per
Comma errors = -3 per
Pronoun reference error (indefinite pronouns) -3 per

Your essay must have a central idea (thesis); REVIEW YOUR TOPIC
it must have several paragraphs that grow systematically out of the central idea.
Everything in it must be directly related to the central idea.

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The Thesis Statement
The thesis statement tells your reader what to expect; it is a precisely worded sentence that states the purpose of your essay and the point you are trying to make. Typically, the thesis statement is at the end of your introductory paragraph.
The Introduction
The introduction to your analysis essay should try to capture your reader’s interest. You may want to use a quotation, a provocative question, a brief anecdote, or a startling statement or statistic.
You may also want to include background information relevant to your thesis and necessary for the reader to understand the position you are taking.
The Body of the Essay and the Importance of Topic Sentences
The term used for the development of the central idea of a literary analysis essay is the body. In this section, you present the paragraphs that support your thesis statement. Good analysis essays contain an explanation of your ideas and evidence from the text that supports those ideas. Textual evidence consists of summary and direct quotations
.
Each paragraph should contain a topic sentence (usually the first sentence of the paragraph) which states one of the topics associated with your thesis, combined with some assertion about how the topic will support the central idea. The purpose of the topic sentence is:

• To relate the details of the paragraph to your thesis statement.
• To tie the details of the paragraph together.

The subject of the body paragraphs will be the explanations, summaries, specific details, and direct quotations you need to support and develop the topic sentence. Everything relates back to your thesis statement.
The Conclusion
Your analysis essay should have a concluding paragraph that gives your essay a sense of completeness and lets your readers know that they have come to the end of your paper. Your concluding paragraph will restate the thesis (in different words), summarize the main points you have made. Do not just “stop.” You can refer back to the information you used in your opening paragraph as a way to tie the whole paper together.

Do not introduce a new topic in your conclusion.

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Using Textual Evidence
The use of textual evidence in a summary, paraphrase, specific detail, or direct quotations can support the ideas you are developing in your essay. It should be used wisely and when it directly
relates to your topic.

Summary
If a key event/events in the literary work support a point you are trying to make, you may want to include a brief
summary. A summary is composed of your own words, but uses the ideas of the author. You must use in-text citation and documentation for summaries. If not, you are plagiarizing.

Using Direct Quotations
Quotations can illuminate and support the ideas you are trying to develop. A wise use of quoted material will make your points clearer.

Brief quotations (four lines or fewer) should be carefully introduced and integrated into your paper. Put
quotation marks around all quoted material.

Lengthy quotations should be separated from the text of your paper. More than four lines of prose should be double spaced and indented ten spaces from the
left margin, with the right margin the same as the rest of your paper.

You must use ellipsis if you omit any words from the original source you are quoting. Ellipsis is formed by either three or four periods with a space between each period.
Punctuating Direct Quotations
You will be able to punctuate quoted materials accurately if you observe the following conventions used in writing about literature:

When the quoted material is part of your own sentence, place periods and commas inside the quotation marks.

When the quoted material is part of your own sentence, but you need to include a parenthetical reference to page or line numbers, place the periods and commas after the reference.

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Surveys SEE BELOW SURVEY NOTES SURVEYS—————————————–Surveys gather facts, beliefs, attitudes, and opinions from people. Many companies rely on surveys to collect information for decision making. One example is a questionnaire accompanying a product registration form for small appliances such as hair dryers. The manufacturer uses the data to
determine who is buying the product, how the buyer learned of the product (what advertising method worked), and how satisfied the buyer is.
Here is what to consider when composing a survey.
1. Decide what you want to learn
2. Select your audience or respondents (people chosen to answer questions
3. Decide how you will administer your survey
4. Plan your questions.

1. A survey works only when you know what you want to learn before you
begin. For example, if your goal is to learn students’ preferences for cafeteria
food, you may not want to ask for their favorite food. If you do, their
responses may not be appropriate for a school cafeteria, such as flaming
kabobs and baked Alaska.

2. When you choose an audience, you must select a sample broad enough
to represent that audience. A population is the target group from which
a person wants to gather data. The owner of a garden center who wants
to know whether customers will use a repotting service would have a
population of all of the business’s customers. If the owner cannot question
all customers due to expense, time, or distance, she may choose a sample
to provide representative answers. A sample is a subgroup with the same
characteristics as the entire population. Keep in mind that the sample must be small enough for you to tabulate and analyze the results but large enough to provide meaningful results.

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3. Once you know your audience, the next step is to decide how to administer
the survey. You can administer questionnaires in person, by mail, by
telephone, or by e-mail. This decision is based on the kind of data you seek, how much time you have, and what your budget is. If time is a concern, telephone, e-mail, and in-person surveys provide faster responses than mail surveys.

4. Carefully planned, effective survey questions increase the rate of responses
received. Thus, it is important to consider the following suggestions as you
prepare surveys:
• Explain why you need the information and how it will be used. Because
you are asking respondents to share data, they have the right to know
what you plan to do with the information. Explain what prompted the survey. Estimate the time required to complete the survey.
• Convince your audience to participate. After all, you are requesting
their time and thoughts.
• Logically order questions beginning with easy-to-answer items. If
respondents have difficulty with the first questions, they are not likely
to continue. The initial questions should ask for information that is easy to
recall and not too personal.
• Ask only necessary questions. If you do not need the answer, do not
ask the question.
• Write clear and non-leading questions. For responses to be useful,
questions must be clear and precise. Compare the following two
questions:
 Do you shop by mail often?
 Do you shop by mail once a month?
With the first question, the respondent will answer based on his or her
definition of often. That answer may not be useful. Likewise, questions
should not lead respondents to particular answers. Consider the following
questions as an illustration:
 Don’t you believe that the cost of class rings is outrageous?
 Why don’t you buy your lunch in the school cafeteria?
The wording suggests a particular answer. Consider changing it as
follows:
 Do you believe the cost of class rings is reasonable or unreasonable?
 Is cost a factor in your decision not to purchase lunch in the school
cafeteria?
• Make the purpose of the question clear.
• Prefer facts to opinions. When designing questions, seek facts whenever possible. Facts provide stronger, more credible evidence. For example, ask “Do you purchase from a mail-order catalog at least once a month?” rather than “Do you like mail-order shopping?” However, sometimes opinions
provide useful information, as in a satisfaction survey.
• Stick to one topic per question. While you might be tempted to include
several issues in one question, the answers will be useless if you do not
know to which topic the person is responding. Suppose respondents say
yes to the question
Are you ever concerned for your safety as you walk through the parking deck and up the stairs into the Reddrick Building?
You do not know what concerns the respondents—the deck, the stairs, the building, or the darkness.
• Plan for tabulation. Remember that once responses come in, you need to evaluate and interpret them. Your job will be easier if you design questions whose answers are stated as numbers. When you already know
the range of possible answers, close-ended questions (questions that restrict the number of possible answers) such as those below:
EXAMPLES
1. Do you live within five miles of one of our stores?
Yes_____ No_______

2. Please indicate your level of satisfaction with your purchase.
a. Extremely Satisfi ed
b. Satisfi ed
c. Somewhat Satisfi ed
d. Somewhat Dissatisfi ed
e. Dissatisfied
f. Extremely Dissatisfied
Although more difficult to tabulate, open-ended questions encourage the respondent to provide any answer he or she likes; the question gives no suggested answers. These questions are sometimes necessary to discover respondents’ thoughts and feelings. Unexpected attitudes or information
may be uncovered this way.
Open-ended questions ask respondents to supply words, sentences, or
short essays, as in the following examples:
• How do you think the United Way’s board should respond to the new regulations?
• What could Rent-a-Maid do to improve service to you and your organization?

SURVEY EXAMPLE
The red text is simply instructional
SURVEY
GAMMA BETA THETA SOCIETY
Residents of Glenhaven Retirement Home:

We are considering your Glenhaven Retirement Community for our annual service project. With
your help, we would like to learn more about your interests. States the reason for the survey

We would like to contribute something worthwhile and lasting to your neighborhood.

Please take about five minutes now to answer these questions. Then place the completed
form in the box located in the dining room by August 25. Tells how much time the survey will take to complete; explains how to return the survey

Your age: Single answer/multiple choice
____45 or younger ____46–55 ____ 56–65 ____ 66–75 ____ 76–85 ____86 or older

Do you live alone? ____yes ____no Dual alternative

Indicate your preferences for our service project by ranking the items below from 1 to 6,
1 being most important and 6 being least important. Rank order question
____nature trail ____picnic area ____shuffleboard game
____croquet lawn ____exercise path ____square-foot garden sites

Check the item that best reflects your opinion for completing the following sentences.
If a new outdoor area is installed in the community, I am . . . Single answer/multiple choice
____willing to spend two hours per month on maintenance.
____willing to pay $5 or less a year to hire a maintenance service.
____not willing to maintain the area.

Place an X next to the most applicable description of your level of satisfaction with
the outdoor facilities now available at Glenhaven. Close-ended question
Very Satisfied
Somewhat Satisfied
Satisfied< >
Somewhat Dissatisfied
Dissatisfied
Very Dissatisfied
What outdoor activities do you enjoy most? Open-ended question

Thank you for your participation!

Please construct a survey which will help in presenting information in your analysis paper. I need to see this survey by July 15

Once approved the survey, you may proceed with making up results to include results in the essay analysis.
Please supply at least 8 questions for the supposed participants to answer.don’t forget to include in red at end of question—what type of question it is.
On the survey FORM you HAVE TO indicate in red (as in the example above), the type of question it is.
THE ANNOTATED BIBLIOGRAPHY INSTRUCTION NOTES BELOW ON NEXT PAGE

THE ANNOTATED BIBLIOGRAPHY
THE annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy of the sources cited.
Below you will find sample annotations from annotated bibliographies, each with a different research project. Remember that the annotations you include in your own bibliography should reflect your research project topic and/or the guidelines of your assignment.
HOW TO CONSTRUCT AN ANNOTATED BIBLIOGRAPHY
First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic.
Cite the book, article, or document; author; date source was published; the source; the medium; date you found the article and documented it.
Now, summarize the article.
WHY DO I NEED ONE?
One of the reasons behind compiling a general bibliography is so that you can prove you have done some valid research. Readers can refer to a citation in your bibliography and then go look up the material themselves. They may wish to double check a claim or interpretation you’ve made, or they may simply wish to continue researching according to their interests.
An annotated bibliography provides specific information about each source you have used. Think of your paper as part of a conversation with people interested in the same things you are; the annotated bibliography allows you to tell readers what to check out, what might be worth checking out in some situations, and what might not be worth spending the time on. It’s kind of like providing a list of good movies for your classmates to watch and then going over the list with them, telling them why this movie is better than that one or why one student in your class might like a particular movie better than another student would interests.
Additionally, the annotated bibliography helps you to decide if you want to use the material you found, and how to find it again when you get ready to write the paPer.
Example 1:
Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. New York: Anchor Books, 1995. Print.
Lamott’s book offers honest advice on the nature of a writing life, complete with its insecurities and failures. Taking a humorous approach to the realities of being a writer, the chapters in Lamott’s book are wry and anecdotal and offer advice on everything from plot development to jealousy, from perfectionism to struggling with one’s own internal critic. In the process, Lamott includes writing exercises designed to be both productive and fun. Lamott offers sane advice for those struggling with the anxieties of writing, but her main project seems to be offering the reader a reality check regarding writing, publishing, and struggling with one’s own imperfect humanity in the process.

EXAMPLE 2

Cabera, Nolan L., and Amado M. Padilla. “Entering and Succeeding in the Culture of College: The Story of Two Mexican Heritage Students.” Hispanic Journal of Behavioral Sciences 26.2 (May 2004): 152-169. Academic Search Elite (Ebsco). Web. 7 February 2009.

Discusses the academic resilience of two Stanford Latino
students using in-depth interviews. Provides insights into the common struggles faced by many first-time college students who rely on emotional support of families and academic support from faculty and staff at institutions of higher education. Discusses and evaluates various services available to students at crucial points in a college career and the strategies that assist in the efforts for academic success.

EXAMPLE 3
Battle, Ken. “Child Poverty: The Evolution and Impact of Child Benefits.” A Question of Commitment: Children’s Rights in Canada. Ed. Katherine Covell and R.Brian Howe. Waterloo, ON: Wilfrid Laurier University Press. 2007. 21-44.
Ken Battle draws on a close study of government documents, as well as his own research as an extensively-published policy analyst, to explain Canadian child benefit programs. He outlines some fundamental assumptions supporting the belief that all society members should contribute to the upbringing of children. His comparison of child poverty rates in a number of countries is a useful wake-up to anyone assuming Canadian society is doing a good job of protecting children. Battle pays particular attention to the National Child Benefit (NCB), arguing that it did not deserve to be criticized by politicians and journalists. He outlines the NCB’s development, costs, and benefits, and laments that the Conservative government scaled it back in favour of the inferior Universal Child Care Benefit (UCCB).
ASSIGNMENT:
For the annotated bibliography, find at least 8 articles on the topic of your research which you could use in the paper. You will be required to use at least 4 of the articles in the actual paper.
Wikipedia and the Bible are not acceptable sources. I suggest you go to a databank (NC Live) to find credible sources.
Construct your annotated bibliography using the 8 sources using MLA format. If the bibliography is not in MLA format, I will not accept it nor the paper.
Yes, you can actually begin writing the research paper while you look for sources.
HINT: Look for short (1-6 pages) sources.

Interviews (text p. 226 – 227; additional information below)
Assignment ASSIGNMENT:
Construct a 10 question survey which you will include/help in the research paper you are constructing. Follow the guidelines below.

Interviews, like surveys, are an excellent source of primary data. Interviews
give you access to experts’ facts, opinions, and attitudes that you might
not find any other way. However, interviewing can be time-consuming and costly. Remember these hints:
Define your purpose. Know what information you want from each interviewee. Write down the purpose and review it before talking to the interviewee.

Make an appointment. Telephone, write, or e-mail the respondent to describe the topic and to request an interview. Whether you will be interviewing someone by telephone, by mail, by e-mail, or in person, ask the respondent in advance for a convenient time to conduct the interview. If the interview will be in person, offer to visit the respondent or to arrange a suitable place to conduct the interview. If the interview will be via mail or e-mail, agree on a time frame for sending questions and receiving answers. Be professional in your appearance, writing, and speaking.

Do your homework. Do not expect the respondent to make all of the effort. Learn as much as possible about the topic before you conduct the interview.

Plan and write your questions. Prepare questions to draw out specific detailed information. Avoid vague questions such as “How do you feel about responding to emergency calls involving hazardous materials?” Instead, ask clear, specifiic questions such as “What training has prepared you for emergencies involving toxic gases?” In addition, avoid questions that require a yes or no response because they donot encourage the speaker to elaborate. Also avoid questions that reflect an opinion or bias, such as “Isn’t it true that medical marijuana is the best option for the future?”

Many interviewers develop questions on a laptop or handheld computer. This method lets them read the questions from the machine and
answers on it as the interview takes place. Some interviewers write
questions on one sheet of paper and record answers on another. Other
interviewers prefer to write each question and its answer on a note card.

Conduct the interview in a competent and courteous manner. Remember, you are in control and the success of the session depends on you, not the respondent. Make sure you do the following:
• Arrive on time.
• Introduce yourself.
• Explain the purpose of the interview.
• Stay on track; stick to the topic.
• If interviewee speaks off topic, be prepared to pursue expected and interesting
• topics by asking follow-up questions.
• Take notes, but not excessively.
• Listen attentively.
• Ask for complete details if needed.
• Dress appropriately.
• Speak in a clear, distinct voice.
• Be assertive but not arrogant.
• Avoid small talk.
• Thank the respondent for his or her time.
• Offer a handshake as you leave.
• Add a more complete summary to your notes as soon as you leave.

ASSIGNMENT:
Construct a 10 question survey which will be included/help in the research paper you are constructing. Talk about results in essay. Follow the guidelines above.