WILL GIVE 100, PLEASE ACTUALLY AWNSER THIS, AND PLEASE AWNSER ALL PARTS

We often assume that art increases people's humanity. Yet examples abound of great appreciators of art who committed human rights abuses. So, it's a good idea to evaluate just how the relationship between art and social institutions operates. Using research as necessary, you’ll form a thesis about how literary or other artistic creations and governmental or other social bodies affect one another.

Your thesis will address the good or bad ways in which these two entities interact or how you think they should interact. You’ll share your thesis, along with support for the thesis, in a peer discussion. The participants will respond to one another’s claims, addressing whether the connections made in the argument are valid, important, or both.

For the discussion process, you’ll need to work with one or more partners who can participate in a peer discussion with you. Your teacher will identify a process for this task that fits your learning situation. For example, if you’re working primarily on your own in this course with no onsite classmates (self-paced course), the process will be a little different than if you are learning with one or more other students in the same building and on the same schedule (group-paced course). These guidelines cover both circumstances.

Part A
To start forming your thesis, find a topic. This process will help you formulate your thoughts when writing your thesis. Use the following ideas to help you search for a thesis topic:

Your thesis can focus on one or several genres. (Note, for example, that drama is much more public than other forms of literature, so you might want to handle it differently.)
You can draw from the literary historical examples you've encountered in this course or elsewhere and from any personal experience in which you’ve seen laws or market forces limit the publication of texts or the presentation of live performances.
You might also incorporate current issues about public displays of visual art or the pros and cons of government-supported art.
You could choose to explore to what extent, if any, cultural history changes the shape of literature or other forms of artistic expression, or you could discuss the role that literature and art in general play in people's lives.
After identifying a topic, you may need to do some research to make sure you thoroughly understand it. Write the topic you chose in the answer space, along with any notes you took while searching for a topic.















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Part B
What is your thesis? What statements and evidence will you use to support your thesis? Remember that a good thesis is clear and thorough and contains a thoughtful perspective. You may need to do some research to determine a position on your thesis topic. In your response, include any data, examples, or explanations you gathered during your research (or from prior knowledge) to support the thesis.

Here are some examples of a thesis statement:

Because school districts regulate the books students read, the most important literature isn’t available to students.
Graffiti is an underappreciated art form that authorities wrongfully discourage and persecute.














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Part C
Write down the names of your discussion peers. If you organized the discussion, indicate how you know each person, summarize how you chose and invited the participants, and state how you organized the time and place for the discussion.















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Part D
During the discussion, what main points did your peers make supporting or opposing your thesis or raising new questions or related observations and thoughts?















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Part E
Summarize the discussion of the theses. How balanced was the participation? What would you change if you could do it again? What insights about your thesis did you gain from discussing it with your peers? What did you learn from discussing your peers’ theses?