AGENDAPRESENTATION: TERMSTHE QHQREVIEW: IN-CLASS ESSAY ONEIN-CLASS ESSAY EXAM ONE
TERMS11. Power: The ability or official capacity to exercise control, authority, and to define keyvalues and concepts that define the “center”—what is accepted and considered“normal.”12. Prejudice: An adverse judgment or opinion formed beforehand or withoutknowledge or examination of the facts.13. Privilege: An unearned advantage, immunity, permission, right, or benefit granted toor enjoyed by an individual because they are members of a category of people that isaccorded higher societal status.14. Racism: Discrimination or prejudice based on race; the belief that race accounts fordifferences on human character or ability and that a particular race is superior toothers.15. White Privilege: Benefiting from being a member of the dominant culture, from lackof continuous surveillance, from the status accorded “whiteness” in the larger society.
16. Ambiguity: a doubtfulness or uncertainty about the intention ormeaning of something. It usually refers to a statement that issubject to more than one interpretation. The term is used forwords that suggest two or more appropriate meanings or thatconvey both a basic meaning and complex overtones of thatmeaning. Sometimes, authors make deliberate choices of wordsthat simultaneously cause several different streams of thought inthe reader’s mind. Ambiguity is also used to mean confusionbetween the denotation and connotation of a literary work. Asimple kind of ambiguity is the use of homophones to promote amultiplicity of possible meanings. In Sonnet 135, Shakespearepuns on the word “Will,” invoking its sense as one’s wish, as wellas its sense as a nickname for “William”: “whoever hath her wish,thou hast thy Will” (line 1).
17. Antagonist: the character who strives against another maincharacter. This character opposes the hero or protagonist indrama. The term is also used to describe one who contendswith or opposes another in a fight, conflict, or battle of wills. Inliterature, this is the principal opponent or foil of the maincharacter and is considered the villain unless the protagonist isa villain; in that case, the antagonist is the hero.18. Character: an combination of traits and features that formthe nature of some person or animal. It also refers to moralqualities and ethical standards and principles. In literature,character refers to a person represented in a story, novel, orplay.
H OW D O I K NOW WH AT I TH INK UNTIL I SE E WH AT I SAY ? - - E .M . FORST E REach text we study will provide material for response writingcalled a QHQ (Question-Hypothesis-Question). The QHQ requiresstudents to have second thoughts, that is, to think again aboutquestions that arise during their reading and to write aboutquestions that are meaningful to them.Begin your QHQ by formulating some question you have aboutsome aspect of the reading. The first question in the QHQ may beone sentence or longer, but its function is to frame your QHQwriting. A student might start with a question like, “Why is thehouse in this story haunted? Or, “Why do I suspect the murderedchild has come back to life?” A student might even write, “Whyam I having so much trouble understanding this story?”
After you pose your initial question, focus on a close reading ofthe text in search of a hypothesis. This hypothesis sectioncomprises the body of your text. The student who asked about thehaunted house might refer to multiple passages about hauntingin the text, comparing and contrasting them to other instances ofhaunting with which he or she is familiar. The student who askedabout the dead child might connect passages associated with thedeath to sections about a new child who abruptly appears in thetext. The student who struggled to understand the text mightexplore those passages whose meanings were obscure or difficultto understand, connecting them to other novels and/or culturaltexts.After carefully exploring your initial question (200-300 words), putforward another question, one that has sprung from yourhypothesis. This will be the final sentence of your QHQ and willprovide a base for further reflection into the text.
The QHQ is designed to help you formulate your response to thetexts we study into clearly defined questions and hypotheses thatcan be used as a basis for both class discussion and longerpapers. The QHQ can be relatively informal but shoulddemonstrate a thoughtful approach to the material. While thepapers need to be organized and coherent, because you willsharing them in class, the ideas they present may be preliminaryand exploratory.Remember, a QHQ is not a summary or a report—it is an original,thoughtful response to what you have read. All QHQs should beposted on the website the evening before the class for which theyare due. This will give both me and other students time to ponderyour ideas and think about appropriate responses. Moreover, thissharing of material should provide plenty of fodder for essays.Even though you have posted your QHQ, you should bring a copy ofit to class in order to share your thoughts and insights and tostimulate class discussion.
BASIC FEATURES OF A NARRATIVE ESSAY• A Well-Told Story • Write an introduction that sets the stage for your tale • Prepare your readers to understand the significance of your event .• A Vivid Presentation of Places and People • Recreate the time and place of the event • Descriptive details of behaviors or actions • Use dialogue • Describe the person’s appearance• An Indication of the Event’s Significance • Show that the event was important • Tell us that the event was important
IN-CLASS ESSAY #1In a narrative essay of two to three pages, respond to one of thefollowing prompts:1 . Tell about an experience when you were unfairly judgedbased on concrete identity characteristics. 2. Tell about an experience when you passed as someone orsomething you were not. The passing can be either purposefulor inadvertent.
HOMEWORKReading: Langston Hughes: "Passing" and "Passing."Studying: Terms Post #4:QHQ: Either the poem or the short story.