Creative Archetype

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Select ONE of the following prompts.

Prompt 1: Short Story

Create a short story using all you have learned so far in the unit. Include archetypes, literary elements, figurative language, and academic vocabulary words you learned in the course to shape your story. What is the setting, plot, characters, etc. How will you use figurative language such as metaphor and alliteration? What type of characters will you include? Ensure that you also demonstrate a clear point-of-view such as omniscient, limited omniscient, third-person, narrative, or first person, within your story.

Your short story should include a title, and be a minimum of 1 page and a maximum of 5 pages in length. Please submit a typed paper, using Times New Roman, 12 pt. font, and double-spaced lines (Please space your lines). Be sure to also use paragraph formatting, with the first line of each paragraph being indented.

Prompt 2: Literary Service Announcement (LSA) Assignment

You have had a relationship with archetypes since a young age—Carl Jung might argue this is true since your conception. In fact, many movies and sitcoms use archetypes as part of their humor (think of the hero in “Spiderman,” or the villainous Joker in “Batman”). Throughout this unit, you have identified common archetypes across ancient and modern texts and visuals.

Sample Solution

peril of coming up short and play the “W” card. As in pulling back from the class. Contingent upon the reviewing framework at the school/college, a “W” evaluation may not factor into the evaluation point normal estimation. Be that as it may, pulling back from a class has money related consequences. In any event up to this point. When educational cost turns out to be free, I anticipate expanded maltreatment of pulling back from classes. All things considered, the monetary motivating force to complete what you begin has been expelled.
Not withstanding the projections for understudy credit default increments and constancy diminishes there are likewise monetary and “decision” contemplations. As of now, forthcoming understudies select an establishment of their decision and afterward finance educational cost with gifts, grants, advances, and reserve funds. This enables private schools and open universities to seek a similar understudy, and understudies audit money related guide grants and at last settle on choices dependent on funds – as well as fit.
For a few understudies, being a piece of an entering first year recruit class of 8,000 understudies might overpower, and sitting in an address lobby with 200 may not be their favored method for learning. These are the sorts of understudies who are as of now pulled in to littler private establishments where swarms are littler and educator connection is increasingly close to home. What’s more, most much of the time, these are private schools and colleges that don’t get immediate help from the state or government.
So what happens when a secondary school senior and his or her folks look at a private school in New York with the yearly educational cost of $50,000, or even one where educational cost is only $14,000, with Binghamton University– SUNY, where educational cost is zero? Will the little private school merit any thought? Presumably not. In any case, pause, where will the understudy prosper? What condition will fuel their prosperity? What’s best for the understudy? Will any of that be considered

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