i just need a b average paper

Consult this Assignment Description, and Course Syllabus and Canvas for the assignment due date. Sources:

Course T exts: This essay assignment concerns the following pieces of vision/prophecy and speculative futurism: 1. Gary Lee Christensen's "The Star Nation Messages: An Invitation for Humanity to Evolve" 2. Chairman Sarris’ “After the Fall,” 3. Alexis Pauline Gumbs’ “Undrowned: Black Feminist Lessons from Marine Mammals,” 4. Abigail Larkins’ “A Séance in the Anthropocene,” 5. Mike McClelland’ s “Secrets of the Last Greenland Shark.” Outside Sources: 1. Direct dialogue, experience, observation, or other interaction with other-than-human relative 2. Other source on animal (Indigenous sacred narratives and/or ‘scientific’ or ‘guidebook’ type sources Assignment Description: Several passages in “Undrowned” are entitled with the name of the “lesson” of the section, such as “breathe,” “be fierce,” and “go deep.” For this assignment, please write a passage using Gumbs’ passages and Sarris’, Larkins’ and McClelland’ s narratives as a model. In other words, select one non-domesticated animal (not a pet) to serve as your teacher--such as turtles, squirrels, rabbits, racoons, foxes, deer , butterflies, vultures, salmon, whales, or others who live in the Indigenous territory you occupy—and write about them the way that Gumbs, Sarris, Larkins, and McClelland writes about other-than-human relatives. In order to do this, you will need to study closely what Gumbs, Sarris, Larkins, or McClelland, do in their writing and use some of the same strategies they use. For instance, Sarris says that we should take our cues from the trees, while Gumbs treats sea mammals as “someone,” recognizing their personhood as teachers, and positioning herself as an apprentice to them. Larkins describes a speculative future in which Cherokee people lead ecological restoration and sustainable development by following the philosophy that we should avoid trying to improve on “Mother Nature’ s design.” McClelland writes about a process of identification and communion between a human “Last” and the “Lasts” of other animals. One way to highlight the personhood of our other-than-human relatives is to use pronouns like ‘she,’ ‘he,’ ‘they ,’ and so on, instead of ‘it.’ What can you learn from the other-than-human relative that you have chosen? Specifically , what might you learn about diversity , equity , adaptability , resilience, sustainability , or other values, attitudes, and practices that could help you and other human beings meet the challenges facing us in the 21 st century , especially intergenerational and ongoing trauma stemming from and historic and emerging forms of inequity and inequality , climate change, mass extinctions, or others? Gumbs writes about what guidebooks say about specific marine mammals, especially traits or habits she can learn from, and explores the lessons of survival. What do scientific sources say about the animals you have selected and how can you learn from the practices of these animals? She expresses empathy , compassion, and love for the sea mammals she writes about. Larkin writes about reactions and approaches to the past glossed by the Cherokee terms “ utalawuhska — our rage against the past,” and “ nudahvundiyv , … kindness toward the past.” Can you express similar feelings for the animals you have selected and the challenges we and our human relatives have created?

These are just a few strategies. T ry to come up with at least two strategies used by these authors. Consider this assignment a thought experiment in trying other writers’ approaches and styles. At the same time, try also to be as authentic to your own voice as possible. Be careful not to plagiarize any of the authors.

Begin the paper with an introduction, explaining what animal or other other-than-human relative you have chosen and identifying, what guidebook-type resources(s) you have relied on, what (if any) direct experiences you draw on, and what challenges could be met with lessons learned from other-than-human relatives. Explain your overall approach before you start your passage. Begin your passage with a title like Gumbs,’ in other words, a command. Then move into your passage, which should be one double spaced page by itself. After your passage is complete, discuss what strategies you used, citing page numbers that you drew from for each strategy . Also reflect on what you have learned from this assignment. Discuss what you enjoyed, what you struggled with, how the assignment af fected you. T ogether with the previous essay assignments, this one will form the basis for the Signature Assignment, which will be to compose a piece of ‘micro-fiction,’ a very short story of speculative futurism. Have fun with this unusual assignment! Grading Rubric: 1. Introduction (one page: 2 points, total) 2. Identifies other-than-human teacher (1 point) 3. Explains sources (1 point) 4. Passage (one page: 3 points, total) 5. Begins with ‘command’ title (1 point) 6. Describes lesson(s) that could be learned (1 points) 7. Describes how lessons could apply to specific challenge(s) (1 point) 8. Conclusion (one page: 4 points, total) 9. Identifies writing strategies (1 point) 10. Reflects on what you learned (1 point) 1 1. Discusses what you enjoyed and what you struggled with (1 point) 12. Discuss how the assignment af fected you (1 point) 13. Sources (3 points, total) 14. Includes at least two specific assigned texts (2 points) 15. Includes at least one additional source (direct experience, traditional narrative, or ‘scientific’ source) (1 point) T otal: 12 points Due: Sunday , May 5 th by 1 1:59pm